Unit 3: Pragmatic Strategies to Support Children with ACEs
Unit 3: Pragmatic Strategies to Support Children with ACEs
Lesson 1: Supporting Children in the Classroom
Objective: I can identify ways to support children who have suffered from childhood trauma within the classroom.
Introduction: This is where the “meat” of the mini-course is. I believe you will learn the most in this lesson and my hope is you will find ways to use what you have learned in your classroom. I will incorporate a few readings, videos, reflections, and space to create something for your classroom use. I hope you find this unit helpful, useful, and applicable to your classroom.
Readings:
Classroom Strategies to Support Students Experiencing Trauma by Nancy Perez:
Childhood Trauma Toolkit:
https://wmich.edu/sites/default/files/attachments/u57/2013/child-trauma-toolkit.pdf
Videos:
Instructor Thoughts:
While every child is different there are some effective strategies for supporting students who have suffered from trauma. The first thing we need to do is build a relationship with the child. This can be done by asking questions about their life, remembering things about them, making connections, etc. The next most important thing we can do is make our classroom a safe and welcoming environment. This can be done by allowing students’ voices to be heard, celebrating strengths, teaching about social emotional practices, being vulnerable, etc. I also think that keeping students in a regular routine can support safety also. If their home lives are not regulated, a regulated classroom will come as a welcoming relief.
Activity (a resource for you):
The activity you will be doing in this module will be asked to create something to help make your classroom a safer place. Whether that be an action plan, a resource, a lesson, a poster, an activity, etc. This activity is open to what you need for your specific classroom. Feel free to look up ideas, talk to colleagues, ask questions in the google doc, etc. When you submit your resource please include a quick paragraph answering these questions:
-What is your resource?
-How do you plan to use it?
-How will it benefit children who have experienced ACE(s)?
Example: If I were taking this mini-course for this activity I would generate pictures of a calm corner. In my classroom (even though I am limited on space) I would like to implement a calm corner for students to go to as needed. I would describe what would be in my calm corner including, self-regulation posters, fidgets, timers, sensory items, bean bag chair, blanket, etc. I would also talk about how at the beginning of the year I would teach students how to use the corner appropriately and as they need.
Lesson 2: Strategies to Support Families
Objective: I will identify strategies I may use to support families.
Introduction: I believe that to be a productive educator, we not only need to help students when they are in school, but also when they are home. While I understand a lot of home-life is out of our control, we need to try. Giving families helpful resources or pointing them in the direction of someone who can help them further may make a HUGE difference in a child’s life. Pointing them in the direction of a food pantry, your school’s social worker, childcare, etc can make a difference in a child’s life.
Readings:
New York State’s CPS resource pages:
https://ocfs.ny.gov/programs/childcare/resources-for-families.php
https://www.nysparenting.org/resources
New York State’s Education Department resource page:
https://www.nysed.gov/early-learning/suggested-websites-families
Instructor’s Thoughts:
Helping families could in return help the child. Using your best judgement, we need to keep consistent communication, collaboration with the families, and we need to be consistent. Families need to know you care about their child and that you are their to support both them and their child. One way that I do this in my classroom is by printing out a local resource sheet (including food pantry information, free medical care, child care, clothing, etc.) with my contact information and sending it to every family in the beginning of the year. This way it does not single anyone out, but also lets families know we can help them if needed.
Activity:
Answer the following question as a reflection. You may jot down your responses or share your answers with a trusted adult.
-How do you support families in your classroom?
-Would you change anything about the way you support families? If so, how?
End of Unit Assessment:
This is an end of the unit assessment to get some feedback from the course on what you have learned. As always, if you want to add questions, please add them to the google doc and I will answer them as soon as possible!