{"id":2153,"date":"2019-04-24T19:14:43","date_gmt":"2019-04-24T23:14:43","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt431-531\/?p=2153"},"modified":"2019-04-24T19:14:43","modified_gmt":"2019-04-24T23:14:43","slug":"resilient-they-stand-fostering-resilient-learners","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2019\/04\/resilient-they-stand-fostering-resilient-learners\/","title":{"rendered":"Resilient They Stand: Fostering Resilient Learners"},"content":{"rendered":"

What does the word “resilient” mean to you? In what context would you use it day-to-day, if ever? In students, resilient means that these students overcome sometimes extreme adversity, often revolving around trauma in their lives. These students wake up every day, not always in a safe place, and come to school.<\/p>\n

Every teacher will have these students, and it is our job to make sure that their needs are getting met to the best of our abilities. Give them a safe space to just be.\u00a0<\/em>That<\/strong> is what could make or break a student.<\/p>\n

\"Image<\/p>\n

What is Trauma?<\/h3>\n

In\u00a0Fostering Resilient Learners<\/em> by Krisitin Souers and Pete Hall, trauma is described as, “an exceptional experience in which powerful and dangerous events overwhelm a person’s capacity to cope” (p. 15). This could be anything in that student’s life that has had some sort of profound effect on them, to the point where it is hard for them to focus on anything else. As teachers, we will undoubtedly encounter many students who have faced some sort of trauma, and we have to be prepared to teach them to their full potential.\"Image<\/p>\n

Quantifying Trauma Through ACEs<\/h3>\n

Souers and Hall describe in their book one way that trauma is often quantified, and that is through an ACEs score. ACEs, or adverse childhood experiences, is a way to “score” students to determine their level of trauma. These are the things that fall under an ACEs score:<\/p>\n

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  • Substance abuse at home.<\/li>\n
  • Parental separation or divorce.<\/li>\n
  • Mental illness in the home.<\/li>\n
  • Witnessing domestic violence.<\/li>\n
  • Suicidal household member.<\/li>\n
  • Death of a parent or another loved one.<\/li>\n
  • Parental incarceration.<\/li>\n
  • Experience of abuse or neglect.<\/li>\n<\/ul>\n

    And as Souers notes, this list is not all-encompassing (p. 17). However, this is a way of quantifying the amount of trauma a student has been through, with a higher score equating to more trauma.\"Image<\/p>\n

    What Can We Do?<\/h3>\n

    As the teacher, we are responsible for the well-being of our students while they are within our classrooms. Often, this is done through mindfulness and good classroom relationships. However, it is inevitable that we will become tired. After all, giving 110% every day is\u00a0literally<\/em> impossible. So, in order to better help our students, we need to be able to help ourselves as well. Souers and Hall describe the Self Care Challenge (p. 192). These are what they believe to be the top four ways to make sure that you avoid burnout and are able to help your students to the best of your abilities by keeping yourself in mind:<\/p>\n

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    • Health<\/em><\/strong><\/span><\/li>\n<\/ul>\n

      They recommend exercise, whether it be swimming, running, biking, or whatever. Just Keep Moving<\/strong><\/p>\n

        \n
      • Love<\/strong><\/em><\/li>\n<\/ul>\n

        Take care of yourself, and do something nice just because you want to every once in a while. It’s hard to enjoy life when you grind yourself to the bone day in and day out.<\/p>\n

          \n
        • Competence<\/strong><\/em><\/li>\n<\/ul>\n

          Challenge yourself. Get out of your comfort zone.\u00a0Do something scary to you.<\/em><\/p>\n

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          • Gratitude<\/strong><\/em><\/li>\n<\/ul>\n

            Be thankful for the things that happen to you. Every day, write down something that you’re thankful for, whether it be a friend or an experience.<\/p>\n