Asynchronous Responses: Trauma-Informed Practices by

Getting Started With Trauma Informed Practices-Video

2025-07-28 22:27:54 UTC

This video reinforced what I knew about how children respond to situations when they are dealing with trauma. Often, teachers overlook the challenges children face outside of school, which is why they exhibit specific reactions. We may see the situation as not being that serious; however, for that child, it could be PTSD. Celebrating Mother's Day could be a trigger for a student who does not have a mother.

A question I often ask is why teachers aren't taught more about trauma and how it affects the brain.

Leslie

Video

2025-07-28 22:29:54 UTC

I agree with the view that at some point in life, we all will experience adverse situations. If we can give time in the day to come together as a class to identify emotions and discuss ways to navigate through them, then we are setting students up to learn how to regulate emotions as they continue to get older.

Integrating Culturally Responsive Teaching and Trauma-Informed Practices

2025-07-28 22:45:47 UTC

My students are new to their internship placements and are learning how to navigate the culture and climate of the school. The article gave me an idea for teacher candidates to incorporate a query email to school counselors and social workers. This email can help them learn about the resources available in the school and make personal connections with the staff. Some teacher candidates are unsure of how to advocate to the meet the needs of learners or handle certain situations to de-escalate conflicts in the classroom (especially in the middle school placement). They either overreact or ignore the situation/ behavior because they are afraid of doing or saying the wrong thing. Speaking to a school counselor or social worker will give them some guidance on what to do when they feel unprepared or simply lost.

Modeling TIP with my student teacher interns :)

erichmond13 — 2025-07-28 23:31:36 UTC

I read the Edutopia article, "Integrating Culturally Responsive Teaching and Trauma-Informed Practices," and it reminded me that if I want my interns to truly understand CRT and TIP, I have to model those practices in my own classroom first. These approaches create spaces where students feel safe, valued, and like they belong and the same is true for my interns. I resonated with Tip # 2 - "Get to know your students, and teach them how to get to know one another." Over the past few years, I’ve supported interns navigating trauma, personal challenges, and mental health struggles. I’ve learned that being a steady, supportive presence can matter just as much as the feedback I give. I’m working to be more intentional about offering flexibility, checking in, and creating space for each of my interns to feel seen and supported so they can carry that same mindset into their future classrooms. One new idea I’m excited to try is giving each intern a small journal or digital doc that’s just between the two of us so there is a place for them to reflect, vent, or say what they may not be ready to share aloud. I also want to use a set of “check-in cards” with personal prompts that I can rotate through in quick one-on-one moments, to open up space for honest conversations about how they’re doing and what they need. I am hopeful that these small routines will go a long way in building deeper trust and connection with my interns this year.

Integrating Culturally Responsive Teaching and Trauma-Informed Practices

2025-07-29 19:39:04 UTC

After reading the article, I began to reflect on the various curiosities that arose from it. One curiosity I have is about the seating arrangements, specifically how placing desks in a U-shape or in small groups fosters unity and connection among peers. This did start as a wonder when I first thought about it more. So I began to think about how any seating arrangement can promote this type of behavior among students who may have CRT and TIP. But otherwise, I felt that I have been experimenting more with the last two this summer, with having those relationships with your students and having culturally active relationships. I recently taught a lesson where students turned and talked to each other, which promoted more active connections among them through various conversations and topics.

Article

2025-07-30 12:07:07 UTC

There were so several ideas that resonated with me in this article. It reinforces just how important our words and actions are in creating supportive learning environments.

In Triple E, we focus on project based learning and the 4 C's (Communication, Collaboration, Creativity, and Critical Thinking). Although we discuss and practice the act of giving and receiving feedback, one idea that I plan to try is creating a poster in multiple languages about Respecting Each Other's Ideas. This year, I will be more intentional in practicing "listening without interrupting" with students as many of the STEM projects will involve teamwork. I will create a multilingual poster with the prompts "I hear your perspective and I'd like to add..." and "So what I'm hearing you say is..." I think this could be a helpful tool in the classroom.

In addition, I am now thinking about hosting a community culture night through the arts. In my previous career as a dance teacher, I created multiple partnerships between universities and community organizations. However, in my new position as a Triple E teacher, I've been focused on learning the curriculum and getting to know my students. This article makes me curious how we can use community partnerships to "better understand backgrounds and communication styles."

Serene - forgot to change my name :-P

Integrating Culturally REsponsive Teaching and Trauma-Informed Practices

2025-07-30 13:43:27 UTC

A standout from this article to me is point 3. "Integrate prior knowledge and diverse learning materials into the conversation and content." I loved the points about incorporating multiple books, themes, and resources for acknowledging and including perspectives from multiple cultures within instruction and opportunities for students to share. In addition to these points, in our previous session, my breakout group spent some time discussing ways this may look. Becuase of my background in ESOL, I tend to think about these kinds of implementation through a specific lens - my breakout room discussed how this could also apply to numerous holidays, family traditions, and other regional considerations as well. I was excited to read these ideas and connect them to what we discussed in our breakout rooms and love how this ties in to student background and interest as well. In the university setting, I teach courses that often have a thread to include MLs, and I am considering how to embed some of these practices in regard to implementation for preservice teachers to consider applying in their personal practice.

Video

kchernandez29 — 2025-07-30 19:07:28 UTC

One idea that really resonated with me from the video was the importance of shifting our perspective when it comes to student behavior. Instead of immediately asking if a child is “doing the right thing,” we’re encouraged to pause and consider where the behavior is coming from. This shift from judgment to curiosity helps us better understand our students and respond in ways that are more supportive and effective. It’s a powerful reminder that behavior is a form of communication! Students may be expressing a need, stress, or emotion they don’t yet have the tools to manage.

Another key idea that stood out was the focus on creating a trauma-informed environment that supports all students, not just those with known trauma. Students can’t truly engage in learning if they don’t first feel safe, seen, and supported.

Video

2025-07-30 20:18:28 UTC

One key idea that stuck with me from the video was the importance of creating a safe, and predictable environment for students who have experienced trauma. This reinforced my understanding of trauma informed practices but also challenged me to think more deeply about how even small classroom routines and teacher responses can impact a student's sense of safety. The emphasis on building strong, supportive relationships with students as a foundation for learning stood out as something I can actively apply such as being consistent, calm, and responsive. As a result of this, I can help students feel more secure and ready to engage. This video raised questions about how schools can better train and support staff to recognize signs of trauma and respond appropriately, and how we can balance academic expectations with emotional regulation strategies in a trauma sensitive classroom.

Video Thoughts

2025-07-30 20:47:33 UTC

Watching the video affirmed some things and gave me a new perspective on others. I loved when the teacher in the beginning said it's not about are they right or wrong but asking "Where is that behavior coming from?" This is definitely something I come face to face with in my first grade classroom. This past year I had a student who would often shut down and the special educator who worked in my classroom kept pushing her but it didn't change the behavior. But I found that when I sat down with her and we worked to name the feelings and what was making them feel that way we were able to come up with a plan for the future. I also loved how they said that these practices help all students because everyone will have to deal with something at some point in their life. I never thought about it that way.

Article Reflection - Michelle Hoover

2025-07-30 20:48:43 UTC

I enjoyed reading, “Integrating Culturally Responsive Teaching and Trauma-Informed Practices”! I was able to reflect and make connections while reading each section, thank you for sharing!

I typically allow students to choose their spot when entering the classroom but I do believe that intentionally having students sit in a U-shape or in a circle can create a deeper community while ensuring that connections can be generated. I also love that this article focuses on the importance of communication. It is true that the biggest communication error, is the lack of communication!

I want to intentionally provide feedback THROUGHOUT my lessons, instead of in the beginning or at the end. I typically begin my sessions going over feedback that was provided the session prior, however, if I contacted the students in between sessions to address concerns, answer questions, or respond to feedback, this would leave more of an imprint and would be able to ensure that students understand they are prioritized! I also love how they talked about having check-ins frequently! THIS IS SO IMPORTANT!

I saved this article to refer to throughout the school year, I love the ideas and the reminders - THANK YOU AGAIN FOR SHARING, THESE RESOURCES ARE SO HELPFUL!

Community

2025-07-30 21:14:06 UTC

I always try to give the students a choice in who they sit by, and have them understand that they do not need to be "friends" with everyone but they also have to be respectful. I also try and make them feel comfortable with having everyone understand that their uniqueness needs to be respected.