This book explores the effects of trauma on newcomer students and
presents stress-mitigating strategies that empower these
multilingual students as they transition to a new environment.
Diverse insights and experiences bring high-powered learning spaces
to life. However, the cultural backgrounds of newcomer students and
their families can be very different from the dominant norms of the
new community, resulting in misalignments that constitute a
persistent challenge. In addition, the process of arriving can
exacerbate stress. Entering a new school or classroom means
situating oneself within a new context of language, culture,
community, and shifting personal identities. This transition shock
contributes to a sense of diminished power. In serving these
students, we can't afford to leave transition shock out of our
conversations about trauma. We must not only stitch together pieces
of culturally responsive practice and trauma-informed care but also
become practitioners of stress-mitigating strategies that empower
newcomer students. We must focus instruction on our students'
unique identities. We must restore their power. In Restoring
Students' Innate Power, newcomer educator and cultural competency
expert Louise El Yaafouri presents An understanding of transition
shock and how stress and trauma affect recent arrivers. The four
pillars of transition shock and how they affect learning. How
students see themselves and how the cultural aspects of their
identities inform teachers' work in mitigating transition shock.
How social-emotional learning links to trauma-informed practice.
This book isn't exclusively about trauma; it's about restoring
power. The distinction is critical. Focusing on the trauma or
traumatic event roots us in the past. Restoration of power moves us
forward.
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