This week so far

I had the first ctel event for trauma-informed pedagogies, and I really like it as it gives me a chance to explore how people might feel coming into the group. For example, the questions of where did this come from? How fresh is this?

I even came up with the aha moment, what if we allowed students to have exams or quizzes with an earbud in their ears? It came from when I surveyed my class asking how many study listening to music and everyone raised their hand.

I'm going to do some research about music and memory, as well as less anxiety which makes sense. Also state-based memory something Jericho shared with me.

That chewing gum or eating peppermint that you remember things better?

Also, the policy of content warning, that Jericho writing about her character putting a bike together came up with the realization that her father did that for a little time. Instead of the disengagement of something that would be traumatic, that there are coping mechanisms for someone to be able to do something as we all have our triggers and different things that could do so.

The three graphs and index cards

 I started writing two different mini articles that I want to send out soon, one about the three different graphs and the other about the power of help cards or index cards.

I'm really reflecting on how if I got ski and the self-regulation is based on childhood-based approaches for development, but they seem to apply to adults too.

Burnout

 Oh wow, I had a student in nursing who found a great article about how when discussions of burnout come up that tic is never mentioned. It's funny, because the same will happen here on campus as I'm sure across campus, that students and faculty and staff say there's just so much work to do, that the end of the semester is a burden, and that the word burnout comes up. Of course, no one's talking about the conversations about tip, and what we're asking students to do, and what we are asked to do ourselves. So I'm doing a little writing about that today.

Being a trauma informed instructor means you're going to do everything in your power to ask students to take steps in avoiding burnout, as well as not adding material to create the atmosphere for burnout.

Consent for feedback the fight of the century

 https://www.edweek.org/teaching-learning/heres-how-to-give-feedback-that-students-will-actually-use/2023/04

I was told about consent based feedback, that it's important to meet with students one-on-one and then ask them if it's okay that you give them feedback. You can also ask them what kind of feedback they want. This is to help with the agency transparency and overall collaboration of instructor with student.

Likewise, feedback is important to get. There's no way around it. The student who says no I can't get your feedback is basically rejecting any chance to improve their writing. And with of course the goal of Any teacher is to improve not just teach there's that conundrum.

Vulnerability of tip practitioners

 Making the connection that some of the authors of these books are open about their own childhood traumas and what they are. It's really empowering to see people speaking about it. I'm just fascinated that and in my own being vulnerable with stigmas that could come from being so open, that people describe their own autoethnography as part of their research.

I did that writing about it today.

Research on TIP from colleges

 https://barnard.edu/trauma-informed-pedagogy

good with its list of things to do, what to include in syllabus, etc.

 

https://sites.lsa.umich.edu/inclusive-teaching/trauma-informed-pedagogy/

good list of daily things to do

 

https://teaching.uoregon.edu/resources/trauma-informed-pedagogy-tip

Good that it explains what TIP is NOT

this hints at the backlash that instructors are hesitant to pick up anything outside of their comfort

 

https://operations.du.edu/inclusive-teaching/content/trauma-informed-pedagogy

 

 

https://www.ala.org/acrl/publications/keeping_up_with/trauma-informed-pedagogy

 

 

https://r.search.yahoo.com/_ylt=AwrihWMG9q5lqwQEmR4PxQt.;_ylu=Y29sbwNiZjEEcG9zAzMEdnRpZAMEc2VjA3Ny/RV=2/RE=1705993863/RO=10/RU=https%3a%2f%2feducationnorthwest.org%2fsites%2fdefault%2ffiles%2fresources%2ftrauma-informed-practices-postsecondary-508.pdf/RK=2/RS=W26PMhNu_LlqPuqJEPx5lQzprFo-

great deesculation ideas

https://www.insidehighered.com/advice/2020/06/03/seven-recommendations-helping-students-thrive-times-trauma

https://www.mdpi.com/2076-328X/12/10/368

https://edspace.american.edu/ctrl/traumainformedpedagogy/#toggle-id-1

EXCELLENT suggestions of what to do in the classroom

 

Reading and reflecting today

As I have books checked out through ILL, I wasnted to list them here--with the best intent of keeping track of what is read and what needs attention.

I need to note, Relationship, responsibility, and regulation : trauma-invested practices for fostering resilient learners seems the best in terms of detriment-free thinking. 

 

Belonging : a relationship-based approach for trauma-informed education

Phillips, Sian; Melim, Deni; Hughes, Daniel

Lanham : Rowman & Littlefield, [2020]

 

 

Belonging : remembering ourselves home

 

Turner, Toko-pa

Salt Spring Island, British Columbia : Her Own Room Press, [2017]

 

 

Belonging : the science of creating connection and bridging divides

 

Cohen, Geoffrey L

New York : W.W. Norton & Company, [2022]

 

 

 

 

Relationship, responsibility, and regulation : trauma-invested practices for fostering resilient learners

 

Souers, Kristin; Hall, Peter A

Alexandria, Va. : ASCD, [2019]

 

 

 

Developing trauma informed teachers : creating classrooms that foster equity, resiliency, and asset-based approaches : reflections on curricula and program implementation

 

Bernhardt, Philip E; Schepers, Ofelia Castro; Brennan, Megan

Charlotte, NC : Information Age Publishing, Inc., [2022]

 

 

 

Trauma-sensitive instruction : creating a safe and predictable classroom environment

 

Eller, John; Hierck, Tom

Bloomington, IN : Solution Tree Press, 2021.

 

 

 

Lessons from the pandemic : trauma-informed approaches to college, crisis, change

 

Carello, Janice; Thompson, Phyllis

Cham, Switzerland : Palgrave Macmillan, [2021]

 

 

 

Cover image for CULTIVATING TRAUMA-INFORMED PRACTICE IN STUDENT AFFAIRS.

CULTIVATING TRAUMA-INFORMED PRACTICE IN STUDENT AFFAIRS.

 

SHALKA, TRICIA R

[S.l.] : STYLUS PUBLISHING, 2023.

 

 

Trauma-responsive pedagogy : teaching for healing and transformation

 

Casimir, Arlène Elizabeth; Baker, Courtney N

Portsmouth, NH : Heinemann, [2023]

 

 

Trauma-informed pedagogies : a guide for responding to crisis and inequality in higher education

 

Thompson, Phyllis; Carello, Janice

Cham, Switzerland : Palgrave Macmillan, [2022]

 

Trauma-informed pedagogy in higher education : a faculty guide for teaching and learning

 

Stromberg, Ernest

New York : Routledge, Taylor & Francis Group, 2023.

Week One of TIP Grant

It was half a week has Tuesday was a snow day, but going to see Amri B Johnson talk on Wednesday night was really amazing.

It made me think about how two of the teachers he mentioned that help shaped his life were teachers that were not supportive of me. They were toxic. But to me.

The idea of belonging seems to play a key role with trauma-informed pedagogy.

When you focus on belonging, you can focus on all of the different aspects. Again the quilt work.

The wonderful breakthrough I made too at the start was while reading the book by Jeffrey L Cohen, belonging the science of creating connection and bridging divides. Dr Cohen is a leading social psychologist as well as connects with so many people doing the work on the front lines. I realized that with all of the storytelling, my writing will need to take on this the same storytelling. I realize as he's well connected, he's speaking from his own experiences. My writing will need to be auto-ethnography, so I should research a little more about that.

I picked up all of my books from the library and Andrea thought it looked really interesting.

But I still do need to make be mindful that I am writing about trauma informed pedagogy.

The interesting conversation that also came up was about these catchphrase words, and that people are really resistant when these catchphrase words come up. Even the words diversity and inclusion somehow triggers certain people.

The quilt work approach that I am taking with my courses matches the quilt work approach of our classrooms, that we want everyone to feel like they belong.

Some of the work I did this week included reading the belonging book, doing research with articles, and thinking about those articles against trauma-informed. I know that my autoethnography writing will include how I slipped into trauma informed pedagogy from trauma-informed care, based on being brought up by nurses.