{"id":3668,"date":"2021-04-26T15:11:33","date_gmt":"2021-04-26T19:11:33","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt431-531\/?p=3668"},"modified":"2023-01-27T16:39:43","modified_gmt":"2023-01-27T21:39:43","slug":"science-teaching-2-0-fostering-resilient-learners","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2021\/04\/science-teaching-2-0-fostering-resilient-learners\/","title":{"rendered":"Science Teaching 2.0: Fostering Resilient Learners"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">What does it mean to foster resilient learners? The authors of <em>Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom<\/em> (2016), Kristen Souers, a licensed mental health therapist, and Pete Hall, a veteran school principal and education consultant, provide teachers with important knowledge and techniques for developing resilient learners by helping students overcome trauma.   <\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"alignright is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2021\/04\/Blog-4-book-cover-1-683x1024.jpg?resize=249%2C373&#038;ssl=1\" alt=\"\" class=\"wp-image-3670\" width=\"249\" height=\"373\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/04\/Blog-4-book-cover-1.jpg?resize=683%2C1024&amp;ssl=1 683w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/04\/Blog-4-book-cover-1.jpg?resize=200%2C300&amp;ssl=1 200w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/04\/Blog-4-book-cover-1.jpg?resize=768%2C1152&amp;ssl=1 768w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/04\/Blog-4-book-cover-1.jpg?w=907&amp;ssl=1 907w\" sizes=\"auto, (max-width: 249px) 100vw, 249px\" \/><\/figure><\/div>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Trauma, <\/strong>or an<strong> Adverse Childhood Experiences(s)(ACE\u2019s)<\/strong>, is \u201can exceptional experience in which powerful and dangerous events overwhelm a person\u2019s capacity to cope\u201d (Souers and Hall, 2016, p. 15). The ACE\u2019s can stem from various sources, such as:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Substance abuse in the home<\/li><li>Parental separation or divorce<\/li><li>Mental illness in the home<\/li><li>Witnessing domestic violence<\/li><li>Suicidal household member<\/li><li>Death of a parent or love one<\/li><li>Parental incarceration<\/li><li>Experience of abuse<\/li><li>Others (natural disaster, criminal behavior in\nthe home, terminal or chronic illness of family member, military deployment of\nfamily member, homelessness, bullying, etc.)<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Trauma is prevalent and it does not discriminate. It has\nbecome an epidemic and it occurs in all populations, socioeconomic levels, cultures,\nreligions, and education levels. Sadly, nearly 35 million children in the US\nhave experienced at least 1 type of trauma (Souers and Hall, 2016). <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Teachers face the impact of student\u2019s trauma every day in\ntheir classrooms. Here, student trauma can manifest itself as chronic\nabsenteeism, disengagement, and behavior problems, among others. Too often,\nteachers are not adequately prepared to identify and address the challenges\nthat stem from trauma and this can result in teacher frustration, low job\nsatisfaction, and burn-out. Therefore, it is essential for teachers to learn about\nthe importance of resiliency and how to foster it in the classroom.<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2021\/04\/Blog-4-resilience-word-cloud.jpg?resize=403%2C291&#038;ssl=1\" alt=\"\" class=\"wp-image-3671\" width=\"403\" height=\"291\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/04\/Blog-4-resilience-word-cloud.jpg?w=1000&amp;ssl=1 1000w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/04\/Blog-4-resilience-word-cloud.jpg?resize=300%2C217&amp;ssl=1 300w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/04\/Blog-4-resilience-word-cloud.jpg?resize=768%2C554&amp;ssl=1 768w\" sizes=\"auto, (max-width: 403px) 100vw, 403px\" \/><figcaption>https:\/\/www.riskandresiliencehub.com\/auditing-your-bcp-and-dr-program-just-how-resilient-is-your-organization\/<\/figcaption><\/figure><\/div>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Resilience<\/strong> is \u201cour capacity to acknowledge and attend to personal difficulties while still working toward expectations\u201d (Souers and Hall, 2016, p. 154). Resilience doesn\u2019t make the trauma disappear; however, it is about developing the skills to see past the trauma, find purpose and enjoyment in life, and manage stress in a healthy way (Souers and Hall, 2016). <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">So, how do we as teachers help our students be resilient learners?\n<\/p>\n\n\n\n<p class=\"has-text-color has-background has-black-color has-light-gray-background-color wp-block-paragraph\"><strong>The Classroom: fostering resilience in a trauma-sensitive learning environment<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Building strong <strong>relationships<\/strong> and creating an environment that is safe and healthy enough for our students is essential for trauma-sensitive classrooms. The ways teachers communicate, attune to needs and emotions, hold students accountable to expectations, offer second chances, model characteristics of healthy relationships, and be available, predictable, and consistent can help students build resiliency and learn a different way of being (Souers and Hall, 2016). <\/li><\/ul>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"alignleft is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2021\/04\/Blog-4-OZ.jpg?resize=324%2C182&#038;ssl=1\" alt=\"\" class=\"wp-image-3673\" width=\"324\" height=\"182\" \/><\/figure><\/div>\n\n\n\n<ul class=\"wp-block-list\"><li>Keeping the classroom out of \u201cOZ\u201d: when a trigger disrupts learning in the classroom, the key is to help students identify and learn to manage triggers in healthy ways (Souers and Hall, 2016). Be proactive and prepare students for beginning of class, make a habit of supporting learning through peer tutoring and cooperative learning opportunities, and involve students in the operation of the class (Souers and Hall, 2016, p. 63). <strong>By having a plan, you can avoid power struggles, address triggers, and stay out of OZ. <\/strong><\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li>Develop effective communication habits for everyday interactions with students and for times of crisis and conflict. Souers and Hall (2016) provide<strong> 6 steps for communication <\/strong>with students (p. 79):<ul><li>Listen<\/li><li>Reassure<\/li><li>Validate <\/li><li>Respond <\/li><li>Repair <\/li><li>Resolve<\/li><\/ul><\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li>Teachers need to balance <strong>availability<\/strong> (emotional investment) and <strong>accountability<\/strong> (meeting of standards for learning, behaviors, and choices). Avoid viewing or treating students as damaged. Students are \u201cforever changed, not forever damaged\u201d by the trauma they experienced (Souers and Hall, 2016, p. 137).<\/li><\/ul>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"alignright is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2021\/04\/Blog-4-upstairs-and-downstairs-brain.png?resize=328%2C206&#038;ssl=1\" alt=\"\" class=\"wp-image-3672\" width=\"328\" height=\"206\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/04\/Blog-4-upstairs-and-downstairs-brain.png?w=615&amp;ssl=1 615w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/04\/Blog-4-upstairs-and-downstairs-brain.png?resize=300%2C189&amp;ssl=1 300w\" sizes=\"auto, (max-width: 328px) 100vw, 328px\" \/><figcaption> <a href=\"https:\/\/elkgrovecollabblog.blogspot.com\/2018\/10\/book-chat-fostering-resilient-learners.html\">https:\/\/elkgrovecollabblog.blogspot.com\/2018\/10\/book-chat-fostering-resilient-learners.html<\/a> <\/figcaption><\/figure><\/div>\n\n\n\n<ul class=\"wp-block-list\"><li>Teach students about the biology of trauma and how the stressors of the flight, fight, or freeze response lead to a <strong>\u201cdownstairs brain\u201d<\/strong> that disrupts learning. Teachers need to guide students into their<strong> \u201cupstairs brain,\u201d<\/strong> where the higher-functioning part of the brain helps students think, reason, and regulate the downstairs brain (Souers and Hall, 2016). <\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li>There are many <strong>services available to help students <\/strong>with their traumatic experiences both inside and outside of the school. It\u2019s important for students to know all of their options when seeking help. These services may include: school counselors, social workers, mental health therapists, psychologists, nurses and doctors, and helplines. <\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">In this video, Dr. Meredith Fox discusses the impact of trauma\ninformed teaching:<\/p>\n\n\n\n<figure class=\"wp-block-embed-youtube wp-block-embed is-type-video is-provider-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Trauma Informed Teaching | Dr. Meredith Fox | TEDxFieldstoneDriveED\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/0vbN5CZCEsw?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<p class=\"has-background has-light-gray-background-color wp-block-paragraph\"><strong>Strategies for Teachers<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-embed-twitter wp-block-embed is-type-rich is-provider-twitter\"><div class=\"wp-block-embed__wrapper\">\n<blockquote class=\"twitter-tweet\" data-width=\"500\" data-dnt=\"true\"><p lang=\"en\" dir=\"ltr\">Fostering resilient learners in the science classroom begins with teachers who acknowledge trauma, practice self-care, and work to be available, predictable, and consistent in helping students build resiliency and learn a different way of being <a href=\"https:\/\/twitter.com\/hashtag\/EDT432?src=hash&amp;ref_src=twsrc%5Etfw\">#EDT432<\/a> <a href=\"https:\/\/twitter.com\/hashtag\/resilientlearners?src=hash&amp;ref_src=twsrc%5Etfw\">#resilientlearners<\/a><\/p>&mdash; Lauren Colliver Barnes (@realmrs_barnes) <a href=\"https:\/\/twitter.com\/realmrs_barnes\/status\/1386758837957505030?ref_src=twsrc%5Etfw\">April 26, 2021<\/a><\/blockquote><script async src=\"https:\/\/platform.twitter.com\/widgets.js\" charset=\"utf-8\"><\/script>\n<\/div><\/figure>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"alignright is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2021\/04\/Blog-4-safe-enough-for-our-students-book-excerpt.jpg?resize=255%2C255&#038;ssl=1\" alt=\"\" class=\"wp-image-3675\" width=\"255\" height=\"255\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/04\/Blog-4-safe-enough-for-our-students-book-excerpt.jpg?w=300&amp;ssl=1 300w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/04\/Blog-4-safe-enough-for-our-students-book-excerpt.jpg?resize=150%2C150&amp;ssl=1 150w\" sizes=\"auto, (max-width: 255px) 100vw, 255px\" \/><figcaption><a href=\"https:\/\/inservice.ascd.org\/book-excerpt-fostering-resilient-learners-strategies-for-creating-a-trauma-sensitive-classroom\/\">https:\/\/inservice.ascd.org\/book-excerpt-fostering-resilient-learners-strategies-for-creating-a-trauma-sensitive-classroom\/<\/a> <\/figcaption><\/figure><\/div>\n\n\n\n<ul class=\"wp-block-list\"><li>\u201cCement shoes\u201d: stay true to who you are as a person and teacher by developing a mission statement and consistently acting in congruence with personal mission to support students and hold them accountable<\/li><li>Be \u201csafe enough\u201d for your students <\/li><li>Give students (and yourself) grace <\/li><li>Give appropriate praise (\u201ccookies\u201d)<\/li><li>Invest in self-care techniques to avoid frustration and burn out <\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Understanding trauma prevalence and how it effects the brain\nis more important than ever in today\u2019s society, where mass shootings, school\nviolence, adolescent metal health issues (depression, suicide, anxiety, etc.),\nsubstance abuse, and other issues have become more common place. Teachers can\nbe an integral part of the solution to helping students overcome trauma,\ndevelop resilience, and facilitate the necessary conversations around trauma in\nour schools and communities (Souers and Hall, 2016).<\/p>\n\n\n\n<p class=\"has-background has-light-gray-background-color wp-block-paragraph\">Additional blogs on fostering resilience in the classroom: <\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/www.fosteringresilientlearners.org\/blog\">https:\/\/www.fosteringresilientlearners.org\/blog<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/www.edutopia.org\/blog\/8-pathways-cultivate-student-resilience-marilyn-price-mitchell\">https:\/\/www.edutopia.org\/blog\/8-pathways-cultivate-student-resilience-marilyn-price-mitchell<\/a><\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-link is-provider-ccira-professional-development-blog\"><div class=\"wp-block-embed__wrapper\">\n<blockquote class=\"wp-embedded-content\" data-secret=\"wOFShcD9JJ\"><a href=\"https:\/\/ccira.blog\/2018\/03\/20\/creating-classrooms-that-foster-resilience\/\">Creating Classrooms That Foster&nbsp;Resilience<\/a><\/blockquote><iframe loading=\"lazy\" class=\"wp-embedded-content\" sandbox=\"allow-scripts\" security=\"restricted\" style=\"position: absolute; visibility: hidden;\" title=\"&#8220;Creating Classrooms That Foster&nbsp;Resilience&#8221; &#8212; CCIRA Professional Development Blog\" src=\"https:\/\/ccira.blog\/2018\/03\/20\/creating-classrooms-that-foster-resilience\/embed\/#?secret=PcWFdWNuIL#?secret=wOFShcD9JJ\" data-secret=\"wOFShcD9JJ\" width=\"500\" height=\"282\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\"><\/iframe>\n<\/div><\/figure>\n\n\n\n<p class=\"has-background has-light-gray-background-color wp-block-paragraph\">Reference: Souers, K. and Hall, P. (2016). Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom. ASCD, Alexandria, VA. <\/p>\n","protected":false},"excerpt":{"rendered":"<div class=\"mh-excerpt\"><p>What does it mean to foster resilient learners? The authors of Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom (2016), Kristen Souers, a licensed <a class=\"mh-excerpt-more\" href=\"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2021\/04\/science-teaching-2-0-fostering-resilient-learners\/\" title=\"Science Teaching 2.0: Fostering Resilient Learners\">[&#8230;]<\/a><\/p>\n<\/div>","protected":false},"author":3148,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[155],"tags":[106,68],"class_list":["post-3668","post","type-post","status-publish","format-standard","hentry","category-resiliency-in-learners","tag-edt432","tag-science-teaching"],"aioseo_notices":[],"jetpack_featured_media_url":"","jetpack-related-posts":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/3668","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/users\/3148"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/comments?post=3668"}],"version-history":[{"count":0,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/3668\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/media?parent=3668"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/categories?post=3668"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/tags?post=3668"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}