The effects of childhood trauma on students are an increasing focus for schools nationwide, but high-school English teacher Emily Donahoe writes that some educators still may be dealing with their own childhood traumas and that may affect them in the classroom. In this blog post, she shares how such teachers could be triggered by even relatively minor events in the classroom, such as a student plagiarizing a paper, and how they can cope with trauma-informed practices
Donahoe, E. (2018, November 20). Teaching With Trauma. Retrieved February 13, 2019
- Posted: March 27, 2019
Home » Best Practices » Donahoe, E. (2018, November 20). Teaching With Trauma. Retrieved February 13, 2019
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- Why Poverty Matters
- Poverty Data Sources
- Neuroscience & the Classroom
- Why Resources Matter
- 1 – Build Relationships
- 2 – Decrease Stress
- 3 – Increase Status
- 4 – Increase Hope
- 5 – Proactively Guide
- 6 – Use “Me” Strategies
- 7 – Understand Goals of Misbehavior
- 8 – Decrease Health Impacts
- 9 – Build Family/Community Partnerships
- 10 – Align Instruction & Assessment
- 11 – Motivate
- 12 – Grow Mindsets
- 13 – Build Background Knowledge
- 14 – Grow Executive Function
- 15 – Build Memory Trace
- 16 – Grow Emotional & Soft Skills
- 17 – Purposefully Teach
- 18 – Explicitly Teach
- 19 – Question Strategically
- 20 – Use Data
- 21 – Make Learning Fun
- 22 – Accommodate
- 23 – Infuse the Arts
- 24 – Maintain High Expectations
- 25 – Lead