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You have to be IN a good place yourself in order to be a good place for students.

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You have to be IN a good place yourself in order to be a good place for students.

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1. It was interesting to see the ways in which trauma can manifest itself through behavior in the classroom and what signs to look out for
2. I really appreciate the CARE approach as it gave me tangible ideas for creating a trauma informed classroom environment

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key takeaway is listening to your students, daily check ins, and noticing patterns

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key takeaway is listening to your students, daily check ins, and noticing patterns

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1. We should hold students with trauma to the same high standards even as we do are best to accommodate and help them.

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1. We should hold students with trauma to the same high standards even as we do are best to accommodate and help them.

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2. We should explicitly teach emotional well-being and managing emotions to students to help mitigate trauma.

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My biggest takeaway was the intentionality and explicitness of trauma-informed ed with students

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My biggest takeaway was the intentionality and explicitness of trauma-informed ed with students

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I liked thinking about trauma as the lens through which we see our students. It involves believing in their best and holding them to high standards. The CARE acronym was also really informative as I thought of concrete ways to make my classroom a welcoming and safe space.

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My thinking about trauma has changed in that I now see that there are many ways I can support students who have experienced trauma in the classroom. My biggest takeaway was the importance of building relationships with students. It not only helps us learn about what students may be experiencing but also helps students feel safe and comfortable in the classroom. 

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My thinking about trauma has changed in that I now see that there are many ways I can support students who have experienced trauma in the classroom. My biggest takeaway was the importance of building relationships with students. It not only helps us learn about what students may be experiencing but also helps students feel safe and comfortable in the classroom. 

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Biggest takeaway for me was how much goes into dealing with trauma. Even things besides individual interactions, such as classroom routines and scheduling, can help a student who has been traumatized feel more at home in the classroom.

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My key takeaway is that strategies that help students who have experienced trauma can really help everyone in the classroom and that building a welcoming environment is really important for all students. 

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My key takeaway is that strategies that help students who have experienced trauma can really help everyone in the classroom and that building a welcoming environment is really important for all students. 

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It is important to recognize our bias when teaching students.

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I feel more equipped to handle trauma presented by students in the classroom

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I feel more equipped to handle trauma presented by students in the classroom

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Key takeaway: As a teacher, the only thing in a student's life that you can control is your own behavior as a teacher and the classroom community you establish. Your classroom might be the only safe space a student has so take time for those procedures and CARE approach

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My thinking about trauma has changed from something that we as teachers react to, to something that we can account for and construct a classroom that is most supportive for students dealing with trauma.

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My thinking about trauma has changed from something that we as teachers react to, to something that we can account for and construct a classroom that is most supportive for students dealing with trauma.

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1. I now have real strategies that I want to use to help support students with trauma, especially CARE and also just creating a classroom environment in which every student feels safe and welcome so that it can act as a buffer against toxic stress.
2. My key takeaway is the importance of implementing trauma-informed practices in my classroom and the long-lasting implications that it has. Trauma-informed teaching is important for my own teaching but also for my students' long-term benefits, and keeping this in mind is really important.

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1. There is no one way to handle students experiencing trauma in the classroom, and there are so many resources to help with trauma-informed teaching.

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1. There is no one way to handle students experiencing trauma in the classroom, and there are so many resources to help with trauma-informed teaching.

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2. My biggest takeaway is that it is important to both recognize students who have experienced trauma outside of the classroom, but also incredibly important to create a classroom community that allows for them to feel empowered and loved

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1. My knowledge changed as I learned that trauma is a lens in which we see the classroom; although we do strive to meet students' individual needs when they experience trauma, these trauma sensitive tactics go for the whole classroom
2. CARE - especially that structure and consistency is part of care

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It's not my job to heal any individual trauma directly, but it is my job to create a space where all kids can feel safe and seen and do their best learning

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1. My thinking about trauma has changed most in how I know teachers can help lead a trauma-informed classroom. I wasn't sure what a teacher could do to help students experiencing adversity, but I love the idea that relationships and consistency can make a huge difference!

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1. My thinking about trauma has changed most in how I know teachers can help lead a trauma-informed classroom. I wasn't sure what a teacher could do to help students experiencing adversity, but I love the idea that relationships and consistency can make a huge difference!

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2. My big takeaway is the importance of consistent expectations and routines in the classroom! I knew that relationships and empathy would help students in a hard time, but I had no clue that expectations and procedures can contribute so much to helping students feel safe and comfortable.

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1. I now think of trauma as super reliant on environment—which is determined by behavior, practice, mindset/lens, etc.
2. My key takeaway is that being vulnerable, "being human," and normalizing mistakes is important for making students feel safe and comfortable and able to cope with and process their experiences.

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Biggest takeaway is about student autonomy - it makes sense that having control over your environment makes daily coping more accessible

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Biggest takeaway is about student autonomy - it makes sense that having control over your environment makes daily coping more accessible

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It's easy to want to control everything to make sure everyone can have the perfectly focused learning space but letting go of the reigns in certain ways can help reduce their sense of helplessness

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1. I now feel more prepared about the practical means of creating trauma-informed space. I must show love to my students in a way that makes them comfortable to ask for help.
2. It is not my job to get the the bottom of it or try to reverse it, but it is my job to be aware of it and provide appropriate support.

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1. I think that trauma informed teaching is equally about being proactive as it is about being reactive.
2. That building relationships is the simplest way to offer your support and help a child through a traumatic event.

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1. The variety of behaviors that go into supporting students with trauma was enlightening
2. Creating a welcoming environment based in care and trust where students feel safe and comfortable, though it is complicated and involves intentionality, is extremely important

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1. I now have a more concrete idea of how teachers can support the learning of students with trauma.
2. One big takeaway is to not make trauma about yourself. 'empathizing' with trauma by saying things like 'I know how you feel' is not effective or right because each trauma is different. CARE is a key takeaway for me because it contains concrete plans that I can follow through with in my classroom.

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Trauma-informed teaching isn't just one thing you do- it is a lens that affects almost every part of your day in the classroom

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Trauma-informed teaching isn't just one thing you do- it is a lens that affects almost every part of your day in the classroom

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My biggest takeaway from today is that as teachers we have an incredible opportunity to play a large role in a child's life and we have the responsibility to ensure that each child knows they're loved, seen, and heard in our classroom.

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1. I am thinking about how trauma informed teaching means that teachers work to help students who have experienced trauma and also that teachers help give students the skills to deal with trauma or other challenges in the future.
2. My big and key takeaway is that while I cannot change a child's experiences outside of the classroom, I can make my classroom a safe space for them.

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1. I learned how to support students through a wide variety of activities and interactions.
2. Normalize mistakes and simply be there for your students.

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1. I planned on using trauma-informed teaching strategies myself, but now I plan to teach them to my students as well and use more "brain vocabulary" so that my class can feel more comfortable as a group discussing and learning.

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1. I planned on using trauma-informed teaching strategies myself, but now I plan to teach them to my students as well and use more "brain vocabulary" so that my class can feel more comfortable as a group discussing and learning.

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2. My big key takeaway is that all students should be met where they are and treated as individuals, no matter the situation.

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1. How has your thinking changed about trauma and supporting students with trauma?
2. What is your big and key takeaway?

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We can support students with trauma by letting them know we are there for them.

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You have to validate what the student says and DON'T MAKE IT ABOUT YOURSELF!!!!!!

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You have to validate what the student says and DON'T MAKE IT ABOUT YOURSELF!!!!!!

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We can support students with trauma by being open: open-minded and ready to listen when they are ready to share

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Student behaviors are usually forms of telling us something, possibly related to trauma

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Student behaviors are usually forms of telling us something, possibly related to trauma

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Trauma is a response to something

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-predictability
-flexibility
-connection
-empowerment

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I know that there is no hierarchy to trauma.  Each person has different limits and responses and no one event/circumstance can be listed as greater than or less than another when determining the effect on a person.

Healing from trauma is not a linear process.

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Trauma is not an event it is a reaction and form or stage of emotional processing.

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There are many different forms that trauma takes and many of them are difficult to see. Many things that seem like behavioral issues are signs of underlying trauma.

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There are many different forms that trauma takes and many of them are difficult to see. Many things that seem like behavioral issues are signs of underlying trauma.

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I know that trauma is anything that leaves an impact (usually negative) on an individual that impacts their ability to function daily. It can be caused by any event, person, action, or situation and can last for any range of time

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I know that trauma is anything that leaves an impact (usually negative) on an individual that impacts their ability to function daily. It can be caused by any event, person, action, or situation and can last for any range of time

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I learned in seminar last week that trauma is a response, not the event that a student faces, which was definitely new information for me. I know that trauma can affect a student's behavior and focus in school. 

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I learned in seminar last week that trauma is a response, not the event that a student faces, which was definitely new information for me. I know that trauma can affect a student's behavior and focus in school. 

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Trauma is a response to a disturbing experience, and this response can manifest a lot in students' behavior

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Trauma is a response to a disturbing experience, and this response can manifest a lot in students' behavior

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We can support students with trauma by creating a predictable and warm classroom environment

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1. I don't know much about trauma. I know it can be scarring and should be taken into account in how we approach people. '
2. We can support students with trauma by being patient and understanding that behavior can be a form of expression of trauma.

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There are various forms of trauma that affect people in many different ways. Trauma is a lot more common than we would think. One way we can support students is to approach all people with the mindset of "what happened to you" instead of "what's wrong with you. 

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There are various forms of trauma that affect people in many different ways. Trauma is a lot more common than we would think. One way we can support students is to approach all people with the mindset of "what happened to you" instead of "what's wrong with you. 

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Trauma takes many forms for students, and has a huge impact on behavior. Many times after a traumatic experience, students will act differently before they may even be ready to share what happened. Changing behavior can be a warning sign for trauma.

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Trauma does not define the person.

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I know that trauma can present itself in different ways 

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I know that trauma can present itself in different ways 

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Trauma is the aftereffects of an event that causes lasting mental/physical/emotional harm to a person. We can support students with trauma by providing a safe classroom culture with set and steady routines and procedures.

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Trauma is a response to an event or crisis

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Trauma is a response to an event or crisis

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Trauma is the physical response to a adverse or dramatic event in one's past

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1. Trauma can take many forms and can result from any number of events in a child's life. Trauma is not an event but a response to an event. Trauma can affect people in different ways.

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1. Trauma can take many forms and can result from any number of events in a child's life. Trauma is not an event but a response to an event. Trauma can affect people in different ways.

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2. We can support children with trauma by allowing them space to process their emotions through art, physical movement, or other forms. We can also consider carefully how different books or movies might impact students with different experiences.

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1. Trauma can result from anything and it can affect people in very different ways. Trauma is not limited to any specific experience.
2. We can support students with trauma by seeing them and meeting them where they are at. Students will need different forms of support, and it is important to decipher the best ways to support each individual student.

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1. I know that trauma alters the way you perceive the world. It can make you hyper aware of certain things, while it can make you block out other things.

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1. I know that trauma alters the way you perceive the world. It can make you hyper aware of certain things, while it can make you block out other things.

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2. We can make sure that we do not push our students out of their comfort zones in an unhealthy or damaging way.

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Trauma is a result to an event, not the event itself

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I know trauma is the response, rather than the event itself 

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I know trauma is the response, rather than the event itself 

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To support students with trauma, we can inform ourselves on possible triggers that may affect their education

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Trauma is the response not the event
Some online timers that teachers might want to use end in a blaring alarm or a siren type noise and those should be avoided

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1. Trauma can be a result of many different types of traumatic experiences, events and can be reflected in behaviors inside and outside of the classroom

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1. Trauma can be a result of many different types of traumatic experiences, events and can be reflected in behaviors inside and outside of the classroom

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Students should be seen as students, and not be defined by their traumatic experiences. However, it should definitely be recognized when it comes to the classroom/management

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1. Trauma may be a result from any negative event in a persons life, and in many cases, especially with children, it may effect the way they socialize, behave, communicate, etc.
2. Get to know the situation in an appropriate way and keep it confidential (don't share with other students, colleagues who don't need to know, etc)

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Honestly I don't know much about trauma as I have not really ever been through it myself. What I do know is that it is a delicate thing that must be handled carefully, but that a person is more than their trauma. In other words, trauma is a symptom but not all-encompassing.

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1. Throughout undergrad, I took a lot of child psychology, family counseling, and psychopathology classes, so I've learned quite a bit about the effect of trauma on child development, and some evidence-based approaches to helping children learn to cope with adverse experiences.
2. We can support students with trauma by teaching them appropriate coping strategies and emotional regulation skills. We also can support children with trauma by connecting them with outside professionals in other fields, like counseling, social work, etc. when necessary.

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1. Trauma does not affect everyone the same way. Trauma is not treated the exact same way, and meeting your student where they are comfortable is an important part of navigating trauma informed teaching.
2. You can first and foremost be aware of any trauma they have endured. You can recognize that their behavior in the classroom, whether it be disruptive or not productive, can be a manifestation of that trauma and how it has affected them (so how you handle it is very important).

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1. Tauma is caused by intense, often negative experience and has lasting behavioral and mental effects
2. Trainer must be addressed but I'm not sure how

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1. I know that trauma is someone's response to abuse or an adverse situation, and it can present itself in many different ways.  No two people may show their trauma in the same way.

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1. I know that trauma is someone's response to abuse or an adverse situation, and it can present itself in many different ways.  No two people may show their trauma in the same way.

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2. We can support students with trauma by getting to know each individual and representing them within our teaching choices. Bringing students' interests into our lessons and designing our instruction based around their needs will allow us to provide the best support for each student and the experiences they bring.

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I think trauma is a response to an experience.
2. We can treat students with trauma with dignity just like all students. We can attempt to listen even closer and be a resource when needed

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1. This past semester, I took a course that focused on adverse-childhood experiences, and this is where I learned a lot about trauma and trauma-informed teaching. In this course, I learned that traumatic events can cause children to develop many health issues over the course of a lifetime because trauma triggers our bodies to feel stress. This can, for example, cause our heart rate to always be high, which can lead to health problems down the line. Essentially, trauma has the potential to really impact our health and well-being.
2. We can support students with trauma by educating them about what they are experiencing and providing them with buffers to their trauma.

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Answer the following questions:

1. What do you already know about trauma?
2. How can we support students with trauma?