Teaching Hope and Resilience for Students Experiencing Trauma

Creating Safe and Nurturing Classrooms for Learning

Inbunden, Engelska, 2019

AvDouglas Fisher,Nancy Frey,Rachelle S. Savitz

1 399 kr

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Huge numbers of our students are caught in storms of trauma—whether stemming from abuse, homelessness, poverty, discrimination, violent neighborhoods, or fears of school shootings or family deportations. This practical book focuses on actions that teachers can take to facilitate learning for these students. Identifying positive, connected teacher–student relationships as foundational, the authors offer direction for creating an emotionally safe classroom environment in which students find a refuge from trauma and a space in which to process events. The text shows how social and emotional learning can be woven into the school day; how literacies can be used to help students see a path through challenges; how to empower learners through debate, civic action, and service learning; and how to use the vital nature of the school community as an agent of change. This book will serve as a roadmap for creating uniformly consistent and excellent classrooms and schools that better serve children who experience trauma in their lives.Book Features:Makes a clear case for the need and responsibility of schools to equip students with tools to learn despite the trauma in their lives.Shows practical classroom instructional and curricular interactions that address trauma while advancing student academic learning.Uses literacy and civic action as pathways to empowerment.Provides a method and tools for developing a coherent plan for creating a trauma-sensitive school.

Produktinformation

Utgivningsdatum2019-11-15
Mått157 x 231 x 12 mm
Vikt335 g
FormatInbunden
SpråkEngelska
Antal sidor144
FörlagTeachers' College Press
ISBN9780807761984

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Douglas Fisher is a professor and chair of the Department of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Nancy Frey is a professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Rachelle S. Savitz is assistant professor of adolescent literacy at Clemson University; she received the 2020 Association of Literacy Educators & Researchers (ALER) Jerry Johns Promising Researcher Award.

ContentsIntroduction: Trauma, Teaching, and Learning 1Personal Trauma and Its Lasting Effects 2Trauma and Its Effects on Young People 4But Past Is Not Prologue 5The Purpose of This Book 61. The Protective Power of Relationships 9Relationships and Traumatized Youth 10Teacher–Student Relationships 11Differential Treatment of Students 13The Damaging Effects of Humiliation and Sarcasm 14Interrupt the Pattern 19Measuring Teacher–Student Relationships Through Warmth and Conflict 21The Warm Demander 24Build the Resilience of Students Through Stronger Relationships 252. Social and Emotional Learning Is Woven into the Curriculum 29Identity and Agency 30Social and Emotional Learning in the Classroom 32Integrating Identity and Agency 33Peer Relationships and Social Capital 37Addressing Bullying and Cyberbullying 44Suicide Prevention 45Build the Resilience of Students Through Social and Emotional Learning 503. Utilizing Literacies to Maximize Learning 53The Power of Literature 55Identity and Literacy Response 56Literacies as Levers to Maximize Learning for Traumatized Youth 57Relevance and Triggers 58Using Discussion for Engaging and Active Dialogue 62Secondary Trauma and Discussion 62Empathy Through Reading and Discussion 63Using Discussion Tools 64Teachers’ Responses and Disclosures 67Writing as Catharsis 68Story Writing with Young Children 69Writing with Adolescents 70Locating Appropriate Literature for Reading, Discussion, and Writing 71Build the Resilience of Students Through Literacies 734. Teaching for Empowerment 75Learner Empowerment and Engagement 77Empowerment Is Action-Oriented 78Relational Conditions for Empowerment 79Choice and Voice 80Research and Inquiry as Tools for Empowerment 81Three Kinds of Debate of Controversial Topics 88Civics Education and Engagement 92Building Resilience Through Empowerment 965. School Communities as Agents of Change 99The Mask Project 99Complex Trauma Requires Complex Responses 100Trauma-Sensitive Schooling 101Characteristics of a Trauma-Sensitive School 102A Logic Model for a Trauma-Sensitive School 104Home-Like Schools Build Resilience Through Change 113Literature Cited 115References 116Index 127About the Authors 138