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What is the best advice you’ve ever been given?

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What is the best advice you’ve ever been given?

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How has your understanding of trauma changed after reading chapter one and how will that inform how you approach your classroom environment?

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How has your understanding of trauma changed after reading chapter one and how will that inform how you approach your classroom environment?

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What questions, reservations, or apprehensions do you have as we begin to implement trauma-sensitive instruction into our practice?

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What questions, reservations, or apprehensions do you have as we begin to implement trauma-sensitive instruction into our practice?

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We usually work a certain way, but recognizing trauma is a bit more complex with our day to day interactions with students. What does that process look like?

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Keep your mouth shut
Your important and you are enough
One day at the time
Never give up

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- Live in the moment , don't worry.
- Pick your battles

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Don't sweat the small stuff

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A. it never hurts to ask

B. You will be fine you will survive today

C.Surround yourself with people that make you feel like sunshine

D.You only need a few people who treat you like the world instead of many who dont

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1. Figure out what works for you and do that. What works for you might not work for me.
2. There are many ways to cut lettuce, but there's only one way to put pants on.
3. It's too big of a world to be in competition with everyone, the only person you have to be better than is the person you were yesterday.
4. It's not in what you see, but in what God says.

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The best advice that we have ever given is:
1. To not let the negative overshadow the positive. If you only focus on the negative that is all you are going to see.
2. Do not wait to buy toilet paper and splurge for the extra ply.
3. Don't let the troubles from yesterday keep bogging you down today. Every day is a new start.
4. Always trust your first impulse.
5. BONUS - If you THINK you want to get a Ph.D. DON'T. It is not worth the tears, time, and stress. If you KNOW you want to get a Ph.D., get one and find a buddy to be your support friend.

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Do unto others as you would have others do unto you.

Make time for yourself.

If your emotions are at the top, don't say anything! Don't say things when your emotions are high, so you don't say something you will regret.

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Always give 100%.
You never look good in orange.
Always offer a solution when coming to someone with a problem.
Learn to smile more

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*Think before you speak
* Don't get a phd unless you NEED to
*prioritize what is important for me and mine
*Dream big- they can come true

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Don’t take it personal

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Pick your battles

Follow your dreams

Listen more than you speak

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All of our advice was related to building and maintaining healthy relationships with each other, including be respectful and keep the relationship between the two of you. 

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All of our advice was related to building and maintaining healthy relationships with each other, including be respectful and keep the relationship between the two of you. 

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Everyone has trauma. Trauma can last a long time. Trauma will be present and dealt with differently by different people.

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Never under estimate the power of stupid people in large numbers.

Don't half ass two things, whole ass one thing.

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Bloom where your planted. That came from when I was in the middle of my freshman year in highschool, moved to a very large town. I was in a k-12 school but then I moved to a huge town where the highschool alone is 2000 kids.

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Hard to think of good advice. I cannot think of good advice but I can think of plenty bad advice.

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In grad school rn. An advisor told me that its better to have progress over perfections. Sometimes I would delay getting assignmnets because it wasent ready. Progress over perfection, moving forward.

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No one ever said it would be easy.
Grow where you are planted
If it doesn't kill you, it will make you stronger

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Bringing up trauma makes you more aware of those students who may be struggling in your class

Now I am more aware of trauma, I am more apt to go and check in with them more often

More intentional to go and make accommodations for those students

Build relationships and be more aware with conversations I have with those students.

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This chapter helped to provide clear definition of trauma. We were surprised by the fact that there is many different types of trauma. We will be more open to different types of trauma, and realize that it may not be us they are upset with but other factors. We have to understand that we are an outlet for them.

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Trauma can look different depending on the person. Kids respond to it differently, some you never know experienced any trauma. Keeping a predictable and safe classroom environment can help.

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It gives u a better sense to engage with the students understand them with empathy to build better relations with everyone.

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We have all been aware of trauma in our students but this has been a good reminder.
-All my students in my level 1 class have some degree of trauma.  All ML students.  Dealing with those students- my priority is to make the classroom a safe space.  Make it feel like home
-Good reminder- some of the advice we give students does not apply to them, or they just need to have time to be quiet and decompress. If we are kind and give them time eventually some may open up to them
-some kids with their heads down may be hiding
- Frustrating that there are few suggestions other than have a separate chill area of the classroom in this chapter. My classroom does not have room for that. Looking forward to suggestions in the next chapter

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- Trauma looks different in everyone.
- Teachers don't just teach and students don't just learn. It is something that you do together through understanding, differentiation, and empathy.

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Not everyone's trauma is the same, and not everyone reacts to trauma the same way.  You have to individualize how to approach each situation.

Thought trauma had to be a big tragedy that happened to someone, but in reality it's small things, to a combination of small things.

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We discussed the importance of understanding students cortisol levels and how they can show up to school after experiencing a traumatic experience. We acknowledge that many of our students have experience trauma and are exhibiting fight, flight, freeze, hide and appease.

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The chapter helped us to recognize that there are several different types of trauma. It is someone's personal experience about what they've experienced.

One member has a solid background in trauma knowledge so their view did not change, but they take them how students are and meet them where they are, giving them adequate space and time.

One thing that was noticed is that a lot of things that are trauma that didn't used to be considered trauma.

It makes us wonder what traumas do our students facing. Is a student acting up because that's who they are or is it because they are facing traumas at home. What is the real cause?

Some kids don't care how you're talking to them as long as you're talking to them.

A lot of us are living with trauma that we don't even realize we're living with.

Trauma is a generational curse.

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I think for me, I didn't know that students may attempt to appease as a coping mechanism. I find that students are doing things just to make me happy like write notes or hand in assignments.

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Just remembering and its good to re-read the information again is helpful. I need to remember to be more compassionate since they arent trying to be annoying or difficult. Trying to be more compassionate with that idea.

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It's good to re-read this stuff since we are counselors. I have to be vigilant and mindful of this content. These ideas are the way students are coping and thats just how they learned to cope. It's different for every kid.

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Trauma is handled differently within cultures and each culture has a varied way of dealing with trauma. A few of us expressed that where we have been prior to JM our students didn't express their trauma like they do here and they would just get on with the business of learning. Trauma didn't appear to interfere with learning as much. Dealing with this new environment is causing "trauma" or negative experiences to us as educators and we are actively and simultaneously learning how to navigate the classroom and the students we have. We are concerned with how to approach our classroom with our students so that we get genuine responses and not reactive or false responses from our students. How do we get to the business of learning? We as educators need to learn how to navigate our own trauma or negative experiences so we do not feel like we need to be everything to everyone and we do not have to solve every problem. We can simply be available and love on our kids and that will be enough.

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Everyone experiences different levels of trauma. As teachers, our goal is to create a safe and open classroom for our students.  It is important to form relationships with our students. A lot of time these students have trust issues and we want to create an environment where students feel comfortable and can open up.

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None at this time

Finding ways to support these students without making them feel uncomfortable

Building relationships takes time and patience with these students. We must allow them this time to make progress

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- How do we handle trauma sensitive events?

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Concerns about getting too close to kids that we take on and experience secondary trauma.

concerns that people won't be responsive to reflecting on how students experiences trauma show up and how we can proactively support them.

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How do you respond to a trauma if you are not aware of it?

How do you walk away from the situations and not be attached or upset by the information you find out?

How do you not let this trigger survival mode from your own trauma experience?

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Reservation/Question- uncertainty of students who share/talk about it vs. those who don't want anyone to know. How to proceed with this

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We get to relaxed with our expectation, we will become complacent. No questions at the time.

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Individualizing the communication instead of whole class communication.

Just to have a safe environment for communication.

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We wonder if as we are reading this book is it exposing or causing people to relive the trauma they experienced and are there strategies in the book to help them overcome this?

It's important for other people to, when they hear something similar to what they have experienced, make sure they have done what they need to do to cope with that situation otherwise it will raise itself again. You have to know yourself and know how to cope and when to remove yourself.

How can those of us not in the classroom support our colleagues when going through this trauma-sensitive study?

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How do I go about balancing a students coping method with making sure he doesnt cheat on work and prevent him from doing work.

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Excited to work through this book with everyone

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Excited to work through this book with everyone. We learn about trauma but when we get to the real strategy to work with students with trauma but we arent going to follow through with the strategies. I want to work together with the teacher to come up with real strategies to work with students. I want to truly help students change their behavior. Concerned that we arent going to come up with concrete strategies for teachers.

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We are concerned that damage can be done if we don't approach specific traumas in the right way.  We must be very careful in our approach of these students so we don't alienate them from the beginning.

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We are concerned about being expected to have the ability to connect with each of our students on the level described and outlined in the text.
We are also concerned about the pressure of being everything to everyone. We are already spread thin emotionally and extending those emotions to our students extends us further. Will the text provide instruction on boundaries?
I want to be able to have enough of me left for my family, if I leave it ALL at work as the text suggests (in our interpretation) how can I do that?
The thought that relationships fix everything is difficult for us to swallow. Will the text outline or explain how sometimes no matter what level of relationship we have with out students, they may never be motivated to rise to the expectations due to their own restrictions and trauma?

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-Frustrating reading 1 chapter per month. I want all the strategies now!
- I can be trauma sensitive (love and understand) but I will also push my students to accomplish and learn and achieve. Where do I draw the line? How do we prepare them for life/work.
- We have all been through trauma
- Will this add work for new teachers?
- Is there a specific protocol of things we need to do for trauma sensitive instruction? We want to know clear expectations.