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In chapter 3 it states "Perhaps the biggest warranty limit is a caution to avoid overuse. When our stress response systems are constantly
activated, the body has an increasingly difficult time returning to homeostasis, that sense of calm within the natural
rhythm of the ebb and flow of various bodily systems working in sync. Once the circuitry of one system can no longer
return to homeostasis, more stress is placed on other bodily systems, and the effect is like tumbling dominoes. We will
return to this later as we identify the hurdles an overly stressed student faces just in terms of dealing with dysregulated physiology, let alone unintegrated neural networks"(pg.60).
I chose this quote to show the importance of having a safe space in the class for children. You never know what a child is dealing with at home so we always need to be non-judgemental and make sure every child's voice is heard. If they are having a hard time at home they need to have a not stressful class experience so it can help them reach homeostasis and be able to be a part of the class.

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In chapter 2 it states "◦ In the absence of good-enough attachment, we do not have the neurostructures to emotionally and
cognitively self-regulate and learn. We know through firsthand experience to doubt our worth and the
trustworthiness of others. We lack the confidence in ourselves to meet the daily challenges of life, leading to
inhibited action, self-doubt, and oversensitivity to criticism. We lack confidence in others truly caring about
us, and become overly sensitive to any perceived or actual slight. We do not feel safe in the world; we do not
feel safe in our own skin. We learn all sorts of ways to protect ourselves, such as curbing or muting our will or
drive to be loved, to be creative, to set desired goals as protection against personal failure, rejection, and
shame. We cannot manage the anxiety of day-to-day demands, let alone major stressful or adverse events" (pg.38).

I chose this quote because I relate to it a lot. It shows how important it is to have a good foundation and a support system to help you learn to navigate the world and feel safe in your own skin. It also shows how important it is to have a support system at school if your is not the best at home. Its important to feel safe in the world and know you matter and your feelings and opinions matter so that you can have confidence to achieve anything later in life.

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"Trauma-informed means that we attend to two things simultaneously: (a) connecting and developing a relationship with the student, and (b) walking alongside the student as they are held accountable for their actions. Being trauma-informed invites teachers and administrators to develop a healthy, positive attachment relationship with their students. It requires a disposition that views misbehaviors as both a message to decode and an opportunity to mentor that student in the direction of neural integration and continued growth. It is only then that students can begin to feel safe, heard, and seen in ways that promote resilience, and over time, decrease misbehavior" (pg. 83-84).

I chose this quote because it really stood out to me. Prior to reading this chapter, I was still a bit unsure what "trauma-informed" teaching meant and all that it entailed. However, through reading this short explanation, I was able to gain a clearer view of what it all means. Being trauma-informed means knowing each of your students. On top of this, it means recognizing certain behaviors in students that makes you want to dig deeper and find the root of the reason as to why they may be acting in this way. This creates a more welcoming environment where students feel heard, and promotes resilience, as described in Chapter 3, which is extremely important when coping with stress and other trauma.

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"Stress and coping theory proposes that this is the element of resilience that we have the most power over, and the most influential in helping us cope. Perspective is a thinking process reflecting innate, deep, conscious and unconscious beliefs influencing how we assess a challenge and devise a plan in response" (pg. 63).

I chose this quote because it really resonated with me. This quote describes coping and the element of resilience that directly links to the idea of perspective. For me and my journey in coping with stress, I have found that finding some perspective in whatever I am going through allows me to work through it with more ease. Through this process, I am able to start to figure out ways and things to do that will help relieve my stress and realize that many others have gone through what I may currently be going through.

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QUOTE: “At one point in their interaction, the teacher simply offered the student a glass of water. The student sensed the act of attunement and was stunned, remarking that no one had ever showed her such care” (pg. 92).

This quote from Chapter 5 really made me think, which is why I chose to expand upon my thoughts here. This situation goes to show that even the smallest acts of kindness can make a person’s day. In this example, the teacher offered the student a glass of water, which was more kindness than the student had previously been given. Smiling at a student, remembering their name or a fun fact about them, and other acts of recognition could spark a similar reaction in some students. This is why it is important for teachers to get to know each of their students on a personal level so that their students feel safe in coming to the teacher for support if they need it.

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QUOTE: “the unique mix of each person’s encounter with a stressful event (A), access to resources (B), and ability to make sense of it through the grid of our inner neural networks (C) dictates how well we cope” (pg. 64).
This quote is one that resonated with me because it emphasized the importance of having a safe environment for children at school. As teachers, we have the ability and obligation to encourage reflective thinking when it comes to life events (covers A in the quote); provide our students with coping strategies and resources (covers B in the quote); and make sure students understand that they have people they can rely on in their lives, whether that be ourselves, administration, peers, parents/guardians, etc (covers C in quote). Teachers are able to cover all three of the topics that dictate how our students cope: It’s just about making the time and effort to encourage these healthy conversations. I know that if my teachers made the time to discuss trauma and how it affects us as students, I probably would have had an easier time in school: I would have known that I wasn’t alone in what I was going through.

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"There are approximately 46 million teenagers in the United
States who have been impacted by trauma (Pickens,
Siegfried, Surko, & Dierkhising, 2016) and chronic stress,
including home and food insecurity (Darling-Hammond & Cook-Harvey, 2018)" (pg. 77).

I chose this quote because I think it is very important as a teacher to realize how common it is for children and teenagers to endure trauma of all levels. Knowing this when students enter your classroom each year is important. It is a teacher's job to provide a safe and loving environment within the classroom, where the students feel safe and like they can come to you with anything they need. I also think that teachers should be aware of this because I think that sometimes a student's behavior could be a reflection of the trauma they have endured or are still enduring outside of the classroom.

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In chapter two it states, "The confidence resulting from good-enough attachment is not arrogance or naive optimism. It is a sense of faith in yourself, an ability to tolerate being wrong without that meaning you are a total failure and unworthy human being. It also reflects the ability to tolerate the inevitable limits and failings of those around us without minimizing their failings or totally disregarding them because of it. It allows us to take an honest inventory of ourselves and others" (pg. 42).

I chose this quote because I think that it really shows the importance of having a good-enough attachment within ourselves. Knowing that you are trying your best and allowing yourself to have faith within yourself is important. But it is also important to be able to be okay with being wrong. It is impossible to always be right and to never fail at things, so it is important for everyone to have a mindset that even when you do fail, you are still good-enough.

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"Knowing yourself is really key. Who you are, including your own attachment patterns and history, influences the way you will interact with your students" (p.156).
I wanted to pick this quote because I related to it on multiple levels. I think the meaning behind it is very important. While my students will continue to grow, I will continue to grow as a teacher as well. Every person is different in their own way. Someone who enters shy and quiet at the beginning of the year, could leave confident and engaging by the end of the school year. And that is my goal as a teacher.

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"A common technique is to create a space where a student can escape from the fray of the classroom,
practice self-calming skills, and then return to class."

This quote stuck out to me because it sounds extremely helpful. I wish this was a common thing whenever I was in school because I know it could have benefitted from it. I will for sure be creating a space like this for my classroom.

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“Trauma can impact learning in ways that can be seen and hidden in the classroom. Given that the
educational system is based on the ability to regulate behavior and the ability to take in and recall previous
information and learning, students with trauma histories are at a marked disadvantage for academic
achievement, through no fault of their own.” (Morton, 2018, p. 75)

This quote stood out to me for many reasons. One reason it stood out was because it put into words something that I had always thought. Why are student's being punished for acting out or not being able to recall information, instead of being helped? Student's who experience trauma are set up to fail by our education system. If all teachers were more informed on how to help children with trauma, the children would be greatly benefitted. Teachers are responsible for ensuring that a child feels safe at school, and this will not happen if these traumatized students are being punished for something that is a result of trauma.

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"Parents and communities hold teachers accountable for the outcome of those exams. Yet, parents and communities do not know how classrooms have changed, or what obstacles to achievement teachers face" (pg. 23).

I decided to use this quote because I had times that the class test scores were not the best. And many parents would complain that if that many people did poorly on the quiz, then its the teachers fault not the students. Over time, I have learned that it is not always the case. teachers have a large amount of stress on their shoulders with teaching their students especially after covid. It has taught me to be more patient and understanding of parents feelings.

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Quote: "Attune to each other, and then move in with the skill building- the processes, the structure- to scaffold their next milestone in coping and recovery, with each step forward allowing persons greater access to and use of higher-order thinking processes key to resuming their life" (Morton 2018 pg 96).

I believe that this quote is important because trauma should never be left unnoticed. When a student is experiencing trauma it is best to find an effective way for that student to overcome their fears. Finding a trauma informed response practice will help them take the steps to recovery and a normal life. Having someone that the student can talk with either in school or out of school will help them overcome their trauma and feel more comfortable. Academics could easily become affected by trauma if the student does not get the help they need. In conclusion, finding a suitable response practice for the students suffering from trauma will help them find coping mechanisms and potentially lead them to a healthier life style.

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Quote: "Students with trauma histories are at a marked disadvantage of academic achievement through no fault of their own" (Morton 2018 pg 79).

This quote really stood out to me because many people are not aware or educated on how trauma can effect one's life. When a student experiences trauma in their early years, it can effect their ability to learn and cause behavioral problems. They may have a hard time paying attention in class, completing homework and taking tests. It is the teacher's job to help their students feel safe and comforted in the learning environment in order for the students to receive the best education possible. Teacher's are there to assist their students when help is needed as much as possible. Growing up, I knew a student who suffered from childhood trauma which is why I chose this quote because although it may not be visible at times it is my job as a teacher to keep an open mind and assist students when needed.

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"Parents and communities hold teachers accountable for the outcome of those exams. Yet, parents and communities do not know how classrooms have changed, or what obstacles to achievement teachers face" (pg. 23).
I chose this quote because this one hit home for my small community. Being in the classroom and now seeing this from a whole different perspective as an adult, I now understand how much pressure is put on our educators being that the standards are constantly changing.

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Quote: "Childhood trauma is an epidemic" (pg. 77).

This quote really stood out to me in chapter 4 because it caught my eye. I thought about how childhood trauma affects children till they're adulthood. It affects the way they regulate their emotions. When a childhood trauma is not resolved, a sense of fear and helplessness takes over to their adulthood, furthering more trauma. For example, a teachers course of actions and the decisions they make when they recognize a child with experiencing trauma is crucial because they contribute to their path to recovery. Therefore, this quote was eyeopening to me because the information teachers gather from children after a trauma or loss, can be used to build better and more effective intervention tools to help them grieve in a normal, healthy way.

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"Give hugs, high-fives, and handshakes. Fist-bumps, shoulder-taps, and head-rubs work, too. It's incredible how many human beings crave contact with others. Through appropriate, boundary-respecting touch, we can offer reassurances and safety to our students" (pg. 85).

I chose this quote for many reasons, but the main reason being that there are many children who may need that extra bit of encouragement when coming into school that day. At the elementary school I shadowed while in high school, my mentor teacher would stand outside her room each morning and there were actions on the wall that read "high 5, hug, silly dance, smile, or wave." Each student got to pick which action they wanted her to do with them that morning. She did this to gauge how her students were feeling that morning, and just to brighten the mood in the classroom.

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In chapter 2, a quote that resonated a lot with me was “Each time a child is dysregulated, they are revisiting a place where they are re-encountering a developmental challenge. They need a redo—and tag, you’re it; they need you to be the grounded attachment figure that walks them through it via attunement and mentoring” (pg. 35). This quote made me think about how students may feel, "stuck" or "trapped" in a place, whether that is at home or inside the classroom where they are struggling mentally and physically.  I also thought about how as a future educator I can see the signs of a student struggling. How I can help my students to open up. However, students may not be able to advocate for themselves by asking for help, which is why teachers, classmates, parents must work together to help students conquer their fears by first learning how to take action whether that is through advocating for themselves or seeking for advice.

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Quote: "A trauma-informed responder is helping persons achieve a sense of safety and then providing tangible items needed to cope, all within the context of community, enabling them to re-engage in life, both its immediate responsibilities and future goals." (pg. 95).

I think this is important, because trauma can affect a student during school. Having someone that can help with students coping with experiences outside of school. This allows students to feel safe and in their community they can be themselves and move past, they are able to learn to the best of their ability. Their future goals can be easily affected by prior trauma in their life so it is important to help someone talk through their trauma.

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Quote: "Give hugs, high-fives, and handshakes. Fist-bumps, shoulder-taps, and head-rubs work, too. It's incredible how many human beings crave contact with others. Through appropriate, boundary-respecting touch, we can offer reassurances and safety to our students."(pg. 85)

I really liked this quote because I think it is important for students to feel safe in the classroom. Something as simple as a fist bump when each student walks in the classroom can make a student feel safe and comfortable in their learning environment. A student will learn better in an environment they feel safe. When a student feels safe they feel more comfortable to ask questions, they will learn better.

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"The intensity of those feelings - of being seen and heard, of being empathetically caught and cared about - can overwhelm us with the pain of grief, allowing us to fully feel the hurt of past traumas, along with its accompanying distorted negative neutral networks, laced with shame and doubt."

This quote really made me think about how each individual person reacts to kindness depending on their personal experience. It is very important for us to show the children that they matter and help them feel loved at a young age. This is essential because we want them to grow into adults knowing that they are worthy of kindness and love regardless of their past experiences.

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"TISP is not about a set of strategies, but more of a culture change"

I chose this quote because it in a way enforces the fact that creating a trauma informed school practice is based more on connecting and understanding student needs rather than strategies that reward good behavior. Previous chapters explain that the use of token economies can actually have a negative impact on some students because they reward students for having good behavior, or scoring well on assignments and quizzes, often time in a public display. Public display of rewards can make students feel negative thoughts about themself if they are not rewarded. A student who is worrying that they did not get rewarded will only be focusing on those negative thoughts rather than their academic work. I feel as if many teachers believe that the solution to behavior management is through a system of rewards and consequences. Often times, teachers also look for certain strategies for a target behavior. The TISP focuses more on creating a positive classroom environment where teachers can be mentors to their students while assisting them to meet their personal needs.

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Quote: "we know that ultimately, health and well being, cooperation, and motivation are deeply connected to being seen, heard, and trusted as valued members of. community, reflecting the basics of attachment as attunement and mentoring" (p. 82).

I chose this quote due to the fact that I strongly believe that students have these needs that must be met before any type of learning can happen. This chapter goes into detail about how students go into a fight, flight, or freeze response due to trauma or triggering events that can impair their working memory. As educators, we need to make sure that our students feel safe in their learning environment. Also, if the students do not feel safe we must try out best to assist them in verbalizing what they need at a time of distress in order to calm and redirect them.

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"Another wondered about the impact of high-stakes testing on students. They shared, "I think high stakes assessment stress has affected our attempted suicide rate." " (pg. 24). This quote is referring to what a teacher said about the stress and anxiety caused by high stakes assessments. This stood out to me and made me think because when I was in high school we actually did lose quite a few students to suicide in my school and our rival schools. Although we will never know why anyone does this, this quote really made me think about how much unnecessary stress is put on students and the toll it takes on their mental health. We as educators need to try our very best to decrease the unnecessary stressors in our classrooms so that our students feel safe and in control.

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"Trauma-informed care has universal applicability [which] helps us understand the needs of all students" (p. 129).
I chose this quote because it explains that Trauma-Informed School Practices (TISP) have the ability to be implemented into every school. TISP is possible when schools work as a community with teachers/administrators, parents, and students. The schools are able to educate teachers to reflect the TISP principles so the teachers can guide the children to become contributing members of society.

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“In this model, coping does not merely mean getting by, with the negative connotation the word is commonly given today. It means healthy thriving, doing well, and on our way to resuming or continuing health and growth, not merely surviving” (p. 60). I really liked this quote because it challenges us as educators to do more. Not just letting our students cope but just get by but instead help them thrive and provide strategies to help them do this when life gets challenging.

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"As class sizes have increased, student social-emotional needs have become more severe, and school funding has decreased, teachers report having significantly fewer classroom supports, including “counseling staff, special education teachers, school
psychologists, school nurses and other specialized support personnel” (p. 25). This quote really made me think about how I could make a difference as a teacher in order to get these mental health services that students need. Without student supports in mental health students are going to continue to struggle. As a teacher I want to best be able to support my students and want to be an advocate for mental health supports in the classroom.

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"It takes a school community village, and it can be done" (p. 43).
I chose this quote because it spoke to me since I have heard variations of the "it takes a village" quote throughout my life from my parents, family, and teachers.  The chapter focuses on identifying optimum environments crucial to nurturing resilient students able to meet academic and social demands of the school environment.  This is achieved when families and teachers work with the children to provide them with balance and guidance in their lives which will help lessen their stress and trauma so they can meet their academic and social demands at school.

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"These executive are foundational for learning, and when disrupted, are indicative of dysregulated neural networks most often caused by unmitigated stress and trauma. It explains why students continue to struggle despite the best efforts of educators to create more engaging lesson plans and more targeted behavioral intervention plans, which devolve into exclusion-based consequences for a student, further exacerbating the underlying causes of the dysregulation" (page 80-81). This quote really made me think about the behavior management plans that are often seen in classrooms. From a trauma informed perspective, these kinds of plans will never work on a student who has faced trauma because their brain functions have quite literally been disrupted. After reading chapter four, I feel very strongly that teachers should be more prepared for the mental health problems that students may face and be given more resources on trauma, so that we know how to effectively help these students. It is unfair, confusing, and distressing to both the student, and the teacher who is trying to help with the behavioral problems that come along with trauma. This is one of the many reasons that teachers should keep in mind that there could always be something going on that they do not know about; keeping an open mind to the possibility that a child may be struggling, and not simply trying to be disrespectful, is so important.

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"Parents and communities hold teachers accountable for the outcome of those exams. Yet, parents and communities do not know how classrooms have changed, or what obstacles to achievement teachers face" (p. 23). I chose this quote because I feel that it encompasses what the entire chapter is about. Chapter one talks about the growing social, emotional, and physical challenges in public school classrooms. I feel that many people do not know the true work and dedication that goes into teaching, therefore teachers are blamed for all problems that take place in the classroom.

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"Rather, the vast majority of time, they are just purging the toxic residue of trauma, including negative neural networks that say
they are not lovable or worthy of care and you are not trustworthy" (p. 92)

This quote really made me think about how deeply trauma affects people. When trying to help someone or a student who has gone through traumatic experiences, trauma informed practices are so important to effectively help them. The trauma can cause so much damage to them that they are still dealing with its effects.

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"...coping with stress and trauma is not merely about the will of the individual,
but a communal process—it takes a village to survive" (p. 61).

This quote was one that stuck out to me because when I'm very stressed or dealing with something, I tend to pull back from other people, instead of go to others for support. Personally, I have always coped with stress on my own, even though I do always feel better when I talk to someone else about what I am going through. I learned stress can be easier coped with through the help of those around you, instead of putting the burden all on myself. This is a quote I will remember because of the message it portrays about coping. You need the people around you for support and help to cope with stress and trauma.

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"Knowing yourself is really key. Who you are, including your own attachment patterns and history, influences the way you will interact with your students" (p.156).

This quote stood out to me because I felt it was one to remember. I have a different background than my future students. Being secure in myself and my history can help students be secure in themselves. Knowing my patterns can help me predict my relationships with students. This is important because every year the students in my classroom will change and I can have some predictability. It also stood out to me because it told me to get more in touch with myself. Knowing myself will help me interact with my students.

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"It is the inner footing that ultimately helps us feel safe"(p.198).

I chose this quote because the chapter places an emphasis on helping students through their inner feelings and self-awareness. This quote highlighted just how important our inner groundings and feelings are. The more secure we our with ourselves, the more confidence we will have. Having confidence and self-awareness can help us deal with any situation. Feeling secure in ourselves can help us feel safe. When we trust ourselves we can trust others.

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Quote: "coping does not merely mean getting by, with the negative connotation the word is commonly given today. It means healthy thriving, doing well, and on our way to resuming or continuing health and growth, not merely surviving." (McCubbin, Sussman, & Patterson, 1983; Rosino, 2016)

I chose this quote because I never saw coping in this way. To me, coping always meant getting by and getting through each day by minimizing any stress or conflict in life and solving any personal problems. But, I quickly learned after reading chapter 3 that that is not what it means and that there is more meaning to it that is not negative. Now every time I hear the word coping I will think of this definition because it is seen in a positive light rather than negative, which is a great outlook to have.

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Quote: “Trauma can impact learning in ways that can be seen and hidden in the classroom. Given that the educational system is based on the ability to regulate behavior and the ability to take in and recall previous information and learning, students with trauma histories are at a marked disadvantage for academic achievement, through no fault of their own.” (Morton, 2018, p. 75)

I really liked this specific quote because it made me think about what the meaning is. What I took away from this quote is that if a child has a trauma in their life and it is affecting the way they are learning, people from the outside, including teachers, may not realize that there is something going on that is affecting the way they are learning. This is why teachers need to take into account that we do not know everything about a student and their home life so we need to be cautious of that. The second half of this quote also made me think deeper because children are being taught how to regulate their emotions so when they are going through something like a trauma and it is not being shown on the outside that they are struggling, they are at a disadvantage because no one will know what they are actually going through.