Summary
Contents
Subject index
Transform challenging classroom experiences into opportunities for lasting student-teacher relationships, professional growth, and student engagement Chronic stress and trauma have startling effects on teachers and students alike. From behavior issues and emotional dysregulation to decreased readiness to learn, stress and anxiety make it difficult for students to engage, learn, and maintain healthy self-esteem. In Teaching, Learning, and Trauma, the authors guide you through the process of creating a learning environment that combats the negative effects of chronic stress and trauma. They show you how to establish rituals and routines, develop personalization, and implement effective student engagement practices that create a relationship-based culture and effectively improve student achievement. This book includes: Self-assessment tools to help teachers make informed decisions Examples of self-care plans and schoolwide policies for maintaining healthy boundaries in and out of school Real-world vignettes and samples of teacher work Planning documents and reflection questions to guide educators in identifying strengths and growth areas Using a synergistic approach, this book unites compelling research data, theories, stories, and best practices from trauma-informed schools, relationship-based psychology, and effective instructional design to dissolve obstacles caused by chronic stress and trauma.
Integrating It All
Integrating It All
What’s the world for if you can’t make it up the way you want it?
Danielle sighs as she sits in her seat by the window in her senior math class. She lays her head on her desk, waiting for the bell to ring as she takes out her binder. As she reaches in her backpack, she realizes that it is not there. Crap. In her angst, she realizes that today is the quiz. She knows that she wrote it down but forgot. She knows it’s Thursday; however, given her cold and acute asthma early this week, she missed two days of school. Panicked, she tries to figure out what to do, although she is ...
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