Lab 7 Pre-Work: Intentionally Embedding SEL in the Classroom

In this workshop, participants will explore trauma-informed approaches to teaching and the impact that trauma has on the brain and learning. 

Read: https://www.edutopia.org/article/recognizing-signs-trauma/ 

Context: 

Read the article provided, reflect on signs of trauma you have seen in your classroom. Think about a time you have seen a student struggling. How might a trauma-informed perspective help reframe their behavior? 

Instructions for Completion: 

Read the article and journal one or two practical ways an educator can create a safe, supportive environment for students experiencing trauma.

Implementation of strategies 

1) Create a routine in your classroom rooted in safety. Utilizing the trauma-informed model of understanding how safety and classrooms are connected, create a classroom routine that grounds students and creates predictability for them. This could be creating a homebase routine,  reviewing non-verbal signals, an entry/exit routine, etc. 

2) Do a deeper dive into creating a motivating sequencing. The key to motivating sequences is that they must be displayed in a prominent place where students can see their success in bite-sized pieces to decrease overwhelm, and increase the reward system in their brain. Keep the larger goal within a manageable framework. The motivating sequence is key to keeping the behavior and the goal interconnected, maintaining the balance between boundaries and safety, and connection, success, and learning. 

3) Create a 1 page personal journey mapping your own ANS states. In order to understand how sound and playing an instrument impacts the nervous system, it is helpful to understand how it impacts your own nervous system first. Create a journal entry after a day and notice the sensations in your body and nervous system when you experienced moments of safety, how long did it take for you to return to a regulated space? Notice the moments where you felt connected, calm, and engaged. Noticing your own internal sensations and regulation patterns will help you become more attuned and aware of what your students are experiencing and bring them back into regulated patterns in the classroom.  

As we conclude Lab 6, you're encouraged to journal and reflect on some or all of the following prompts:

1. How can we reframe behavior through a trauma-informed lens?  

2. What are strategies to ensure that students are being/feel seen? 

3. How does bias and systemic traumas impact the nervous system in the classroom? 

4. How can you use instrument technique to create soothing resources for students?  

5. What has stayed with you following this lecture?  What would you like to learn more about? What would you like to challenge? 

6. Exploring self-care- both individually and organizationally- how do we care for ourselves and how do our organizations support our mental and physical health?

• Schedules (time to rest and reset within the day)?

• Time Off (is this promoted and supported)?

• Relationships and Care for each other (acknowledging events, connection time, sharing resources

• Open communication about capacity (Community Meeting, normalizing emotional check in, acknowledging that moods and energy levels shift throughout the days and weeks)

• Internal Locus of Control (do I have a sense of control and direction in my professional life)?

• Novelty (are there well-supported opportunities to do something new that is enjoyable?)