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      <title>Trauma Awareness and Response Reflection by Tiffany Chen</title>
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      <pubDate>2024-10-29 00:45:56 UTC</pubDate>
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         <title>Joe is a 12-year-old in seventh grade. He started off the year as an okay student—usually B or C work. But lately he’s been getting Ds, if he submits his work. He hasn’t been turning in some assignments at all. You asked him to bring home his latest F to a parent to sign it, and he brought it back in. But it’s clear that the signature was forged by Joe.</title>
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         <pubDate>2024-10-29 00:59:55 UTC</pubDate>
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         <title>Damien is an eight-year-old in third grade. Recently, whenever someone raises their voice in the classroom, Damien puts his hands over his ears and puts his head on his desk.</title>
         <author>tchenchen</author>
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         <pubDate>2024-10-29 01:01:57 UTC</pubDate>
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         <title>Todd is a nine-year-old in fourth grade. He’s part of the gifted program. He has always been a bright kid, and that hasn’t changed. But you notice that he is starting to smell when he comes into the classroom, and other kids are making fun of him. You tell them to stop and keep them in at recess. But Todd seems sad and ashamed.
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         <pubDate>2024-10-29 01:02:20 UTC</pubDate>
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         <title>Briefly describe the situation and reflect on how you handled it or how you might apply trauma-informed strategies now.
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         <pubDate>2024-10-29 01:09:20 UTC</pubDate>
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         <title>Research one helpful trauma-informed teaching resource and post it! Include a brief summary of a key takeaway or strategy from this resource that you think is valuable for supporting students experiencing trauma.</title>
         <author>tchenchen</author>
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         <pubDate>2024-10-29 01:09:57 UTC</pubDate>
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