Fostering Resilient Learners, Strategies for Creating a Trauma-Sensitive Classroom

Souers and Hall guide educators in building trauma sensitive learning environments by shifting our focus from reacting to unhealthy student behaviors toward understanding and preventing these behaviors. Students who experience chronic stress and trauma live in their downstairs brains. When we stay regulated, consistent, and reliable in our upstairs brain in the face of student misbehavior, we are modeling appropriate ways to manage stress and empowering students to problem solve on their own.

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The Feedback Process: Transforming Feedback for Professional Learning, 2nd Edition

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Overall, the message about feedback is stop saying “giving” and “receiving” feedback. Instead, ask to engage people in a learning process. Trust the learner as a professional with their own autonomy and agency. This will reshape the culture in schools and school systems if the feedback process focused on “learning” is a part of all levels in the system.

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Reflections on My Fulbright Experience to India-Three Years Later

Allyson Breyfogle worked as an elementary teacher, instructional coach, and professional learning trainer. What follows is an excerpt from an article Allyson wrote about her thought-provoking educational experience in India. We invite you to read and reflect . . . Reflections on My Fulbright Experience to India Three Years Later  by Allyson Sudborough Breyfogle After…

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How to integrate the new Professional Learning Standards?

An Interview with Justin Darnell and Michael Wacker, Denver Public Schools Office of Teacher Learning and Leadership by Joan Watson You are responsible for Professional Learning – for your team, your department, your school, your district. You want to make every professional learning opportunity meaningful, applicable, absolutely stellar for every participant. A daunting task? Yes!…

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