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      <title>Five Trauma-Sensitive Teaching Practices for English Language Learners by </title>
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      <description>The following trauma-sensitive teaching practices were discussed in Session 4 of the 2023 Specialist Master Class, provided by the Office of English Language Programs at the U.S. Department of State. Post resources below that support each of the five practices.</description>
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      <pubDate>2023-10-12 17:25:43 UTC</pubDate>
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         <description><![CDATA[<div>Using a Daily Routine for Language Practice</div>]]></description>
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         <pubDate>2023-10-17 20:17:07 UTC</pubDate>
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         <pubDate>2023-10-17 20:19:00 UTC</pubDate>
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         <title>The Feelings Wheel</title>
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         <pubDate>2023-11-21 20:36:14 UTC</pubDate>
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         <title>Teaching Young Learners Self-Calming Skills</title>
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         <pubDate>2023-11-21 20:41:36 UTC</pubDate>
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         <title>Promoting Gratitude in Your Classroom</title>
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         <title>20 Tips for Creating a Safe Learning Environment</title>
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         <description><![CDATA[<p>This activity that I "authored" in 2019 was useful for building teamwork and empathy with students ages 10-60 in southeast Asia, South America, and the Middle East. A "dream house" can be switched to any topic: a classroom, a restaurant, a utopia (city), a "perfect day (timeline style)," and more.</p>]]></description>
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         <title>I start all my online classes with a &#39;get to know you&#39; discussion forum. But I decided during the pandemic to ask students to post a picture, a video, a song, etc that represented who they wanted us to see them as in this class. I enjoyed listening to music that resonated w/my students for example.</title>
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         <pubDate>2023-12-11 15:54:31 UTC</pubDate>
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         <title>I learned in a rather difficult way about creating the safe environment. I like surprising my students with fun activities and mixing it up. But during a jeopardy game, some students became visibly agitated, and some became aggressive. I stopped the game and learned that the competition and aggressive behavior of some students was triggering. I gave students the option to leave class w/out repercussions if they were upset. I also began to share my ideas for future classes in person and online </title>
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         <title>In my current work, I create assessments that offer choice in student response. </title>
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         <title>My research centers on multimodal representation and expression! Take a look at my webinar on the topic: </title>
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         <title>This is a great strategy to support learners who are shy or afraid to speak up in class. </title>
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         <title>Canva Resources for SEL and Reflection</title>
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         <description><![CDATA[<p>I found these resources courtesy of Larry Ferlazzo's "Websites of the Day" email. The resources come from the San Antonio school district.</p>]]></description>
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         <pubDate>2024-01-10 16:22:41 UTC</pubDate>
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         <title>SEL Goals for IEPs</title>
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         <description><![CDATA[<p>Although SEL has its detractors, it has proven effective for learners and useful for teachers who have, since before SEL was given a name, provided the language, skills, and environment for learners to express themselves.</p>]]></description>
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         <pubDate>2024-06-13 05:49:52 UTC</pubDate>
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         <title>Developing Trauma Sensitive Classrooms</title>
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         <description><![CDATA[<p>This 2-page infographic reinforces many of the concepts introduced in this session.  There is a handy list of references at the end of it.  </p>]]></description>
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         <pubDate>2024-11-18 17:30:25 UTC</pubDate>
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