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The efforts we make to know our students help to create safe spaces for learning.

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The efforts we make to know our students help to create safe spaces for learning.

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Culturally responsive pedagogy is necessary for trauma informed pedagogy! You cannot have the second without the first.

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Culturally responsive pedagogy is necessary for trauma informed pedagogy! You cannot have the second without the first.

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I was aware that traumatic events are unfortunately common among children, however, I was unaware that 2/3 of U.S. children under 16 have experienced trauma. I think I will use this knowledge to not make assumptions about who has experienced trauma in my classroom

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I was aware that traumatic events are unfortunately common among children, however, I was unaware that 2/3 of U.S. children under 16 have experienced trauma. I think I will use this knowledge to not make assumptions about who has experienced trauma in my classroom

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Routines and predictability are key to helping students feel secure.

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I really enjoyed the idea of the remote control switch in one's brain, and that you can use that metaphor to help student's understand how to process their emotions

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I really enjoyed the idea of the remote control switch in one's brain, and that you can use that metaphor to help student's understand how to process their emotions

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Did you know that going through COVID-19 is now technically a form of trauma? 

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Did you know that going through COVID-19 is now technically a form of trauma? 

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I was not aware of the SLIFE identity

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SLIFE is something that is discussed a lot in my classroom with other teachers. I have learned that is is surprisingly hard to get a student labeled as SLIFE, even if it is quite clear to the teachers that their learning has been interrupted

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SLIFE is something that is discussed a lot in my classroom with other teachers. I have learned that is is surprisingly hard to get a student labeled as SLIFE, even if it is quite clear to the teachers that their learning has been interrupted

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Being trauma-informed often means building time in for conversation with students, and being willing to move slowly and be flexible without losing routines. 

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Being trauma-informed often means building time in for conversation with students, and being willing to move slowly and be flexible without losing routines. 

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Very aware and loving of safe spaces! Works well in my classroom, specially as many of my students have trouble communicating various feelings

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Building trusting relationships with students is important

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teachers must focus on building their emotional resilience 

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teachers must focus on building their emotional resilience 

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I love the idea of having a cozy corner in the classroom in case students need that space at times... wondering about how to control this if student always and continuously spends time in the cozy corner

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I love the idea of having a cozy corner in the classroom in case students need that space at times... wondering about how to control this if student always and continuously spends time in the cozy corner

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Spending time with students and getting to know and connect with their interests is part of trauma informed practice

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Spending time with students and getting to know and connect with their interests is part of trauma informed practice

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Routines and structure are so important for students

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Routines and structure are so important for students

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Incorporating cognitive distractions (for example "find the picture" activity)

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Incorporating cognitive distractions (for example "find the picture" activity)

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Making grading and assignments trauma-informed is really interesting to me—I really want to learn more about how to grade and provide feedback equitably but also in a way that is trauma-informed and, crucially, geared at building resilience. 

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Making grading and assignments trauma-informed is really interesting to me—I really want to learn more about how to grade and provide feedback equitably but also in a way that is trauma-informed and, crucially, geared at building resilience. 

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I related to the idea of not taking students' reactions personally, as shutting down or otherwise reacting to stress isn't necessarily a response to the teacher themselves

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I related to the idea of not taking students' reactions personally, as shutting down or otherwise reacting to stress isn't necessarily a response to the teacher themselves

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Fostering mutuality and peer-to-peer care is a responsibility of a trauma-informed and trauma-responsive educator

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Fostering mutuality and peer-to-peer care is a responsibility of a trauma-informed and trauma-responsive educator

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I thought the idea of not taking student's reactions personally was really important. Students' reactions are typically not a reflection of you or how you're handling the situation, but how they've been taught (or not taught) about their own trauma

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In order to be able to be trauma informed, you need to have formed relationships with your students. Otherwise, they won't trust you... same idea goes for restorative justice practices

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In order to be able to be trauma informed, you need to have formed relationships with your students. Otherwise, they won't trust you... same idea goes for restorative justice practices

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I'm interested in ways that grading and assessment can be modified in more trauma informed ways

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I'm interested in ways that grading and assessment can be modified in more trauma informed ways

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It is super important to recognize your own humanity. I think coping with not being the 'hero' and having to care for yourself is a huge part of practicing trauma informed education. Even if you would never refer to yourself as a hero, make a particular effort to reject the idea of teachers as saviors because only a human teacher will be able to be there for their kids, not some angel

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It is super important to recognize your own humanity. I think coping with not being the 'hero' and having to care for yourself is a huge part of practicing trauma informed education. Even if you would never refer to yourself as a hero, make a particular effort to reject the idea of teachers as saviors because only a human teacher will be able to be there for their kids, not some angel

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Teachers need to be thoughtful about the lesson materials and content and how it could relate to students past experiences.

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I'm wondering about good ways of implementing cognitive distractions in class

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I'm wondering about good ways of implementing cognitive distractions in class

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The quotes about comfortable vs. safe vs. brave spaces were really interesting to me—I've been in classes where I've felt uncomfortable in productive ways, and teaching environments where people have intentionally provoked discomfort but ultimately just prevented learning. How do we find a balance where people are present and safe while being able to take risks and grow?

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The quotes about comfortable vs. safe vs. brave spaces were really interesting to me—I've been in classes where I've felt uncomfortable in productive ways, and teaching environments where people have intentionally provoked discomfort but ultimately just prevented learning. How do we find a balance where people are present and safe while being able to take risks and grow?

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How do you balance being accommodating to students and pushing them to improve? I understand brave space vs safe space intellectually, but unsure how to implement

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How do you balance being accommodating to students and pushing them to improve? I understand brave space vs safe space intellectually, but unsure how to implement