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It is vital for educators to be aware of how traumatic experiences
affect today's students, yet few teachers learn the tools needed to
successfully teach these students. This book highlights how English
Language Arts teachers, who are typically not licensed or
specifically trained to work with trauma issues, can design and
implement instruction that helps students see that they are
supported. This book provides specific strategies for teaching
literacy based on the authors' extensive knowledge and experience
in trauma-sensitive instruction, adolescent literacy, and
culturally responsive–sustaining pedagogies. The authors show how
to support middle and high school students with specific literacy
practices (reading, speaking, listening, and writing) that build
resilience. Trauma-Sensitive Literacy Instruction is for the many
teachers who are unsure how to invite students and their traumas
into classroom instruction and embed critical discussions and
learning within their teaching practices and pedagogy. It will help
ELA teachers navigate student trauma in a way that empowers both
students and teachers.Book Features: Responds to research that
consistently shows how schools are often places that
marginalize-and sometimes traumatize or retraumatize-children.
Offers specific information related to literature, writing,
discussion, and inquiry activities focused on various traumatic
experiences. Provides rationales and research, along with examples,
teacher vignettes, and steps for incorporating relevant practices
in classrooms (grades 6–12).
It is vital for educators to be aware of how traumatic experiences
affect today's students, yet few teachers learn the tools needed to
successfully teach these students. This book highlights how English
Language Arts teachers, who are typically not licensed or
specifically trained to work with trauma issues, can design and
implement instruction that helps students see that they are
supported. This book provides specific strategies for teaching
literacy based on the authors' extensive knowledge and experience
in trauma-sensitive instruction, adolescent literacy, and
culturally responsive–sustaining pedagogies. The authors show how
to support middle and high school students with specific literacy
practices (reading, speaking, listening, and writing) that build
resilience. Trauma-Sensitive Literacy Instruction is for the many
teachers who are unsure how to invite students and their traumas
into classroom instruction and embed critical discussions and
learning within their teaching practices and pedagogy. It will help
ELA teachers navigate student trauma in a way that empowers both
students and teachers.Book Features: Responds to research that
consistently shows how schools are often places that
marginalize-and sometimes traumatize or retraumatize-children.
Offers specific information related to literature, writing,
discussion, and inquiry activities focused on various traumatic
experiences. Provides rationales and research, along with examples,
teacher vignettes, and steps for incorporating relevant practices
in classrooms (grades 6–12).
What is trauma and what does it mean for the literacy curriculum?
In this book, elementary teachers will learn how to approach
difficult experiences through the everyday instruction and
interactions in their classrooms. Readers will look inside
classrooms and literacies across genres to see what can unfold when
teachers are committed to compassionate, critical, and relational
practice. Weaving her own challenging experiences into chapters
brimming with children's writing and voices, Dutro emphasizes that
issues of power and privilege matter centrally to how attention to
trauma positions children. The book includes questions and prompts
for discussion, reflection, and practice and describes pedagogies
and strategies designed to provide opportunities for children to
bring the varied experiences of life, including trauma, to their
school literacies in positive, meaningful, and supported ways.Book
Features: Offers a reconceptualization of trauma as a source of
connection, reciprocity, knowledge, and literacy engagement.
Identifies three key tenets that teachers can follow to ensure that
children's experiences and perspectives are honored. Shares
classroom stories and literacy lessons, including many examples of
children's writing. Includes sum-up reflections and discussion
prompts. Provides up-to-date lists of resources.
The authors in this edited volume reflect on their experiences with
culturally relevant pedagogy_as students, as teachers, as
researchers_and how these experiences were often at odds with their
backgrounds and/or expectations. Each of the authors speaks to the
complexity and difficulty in attempting to address students'
cultures, create learning experiences with relevance to their lives
and experiences, and enact pedagogies that promote academic
achievement while honoring students. At the same time, every author
shows the clashes and confrontations that can arise between and
among students, teachers, parents, administrators, and educational
policies.
The authors in this edited volume reflect on their experiences with
culturally relevant pedagogy_as students, as teachers, as
researchers_and how these experiences were often at odds with their
backgrounds and/or expectations. Each of the authors speaks to the
complexity and difficulty in attempting to address students'
cultures, create learning experiences with relevance to their lives
and experiences, and enact pedagogies that promote academic
achievement while honoring students. At the same time, every author
shows the clashes and confrontations that can arise between and
among students, teachers, parents, administrators, and educational
policies.
What is trauma and what does it mean for the literacy curriculum?
In this book, elementary teachers will learn how to approach
difficult experiences through the everyday instruction and
interactions in their classrooms. Readers will look inside
classrooms and literacies across genres to see what can unfold when
teachers are committed to compassionate, critical, and relational
practice. Weaving her own challenging experiences into chapters
brimming with children's writing and voices, Dutro emphasizes that
issues of power and privilege matter centrally to how attention to
trauma positions children. The book includes questions and prompts
for discussion, reflection, and practice and describes pedagogies
and strategies designed to provide opportunities for children to
bring the varied experiences of life, including trauma, to their
school literacies in positive, meaningful, and supported ways.Book
Features: Offers a reconceptualization of trauma as a source of
connection, reciprocity, knowledge, and literacy engagement.
Identifies three key tenets that teachers can follow to ensure that
children's experiences and perspectives are honored. Shares
classroom stories and literacy lessons, including many examples of
children's writing. Includes sum-up reflections and discussion
prompts. Provides up-to-date lists of resources.
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