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.

Day 33

Getting on the Greyhound bus tonight to go home, driving overnight to arrive in Topeka at 6:00.

Today I went to the United Artist movie theater in Denver which I'd always wanted to go to. Of course Regal owns it now but they still have the United Artist stuff. I wrote a poem about it.

I also went to Bubba Gump Shrimp which I've always wanted to go to. And it was delicious.

Did reflecting and writing today.

Day 32

I woke up at 5:00 so I went back to sleep and woke up at 8:00. It was nice to sleep in a little but I also reflected on what it means to sleep in.

I went to flatiron coffee and got some writing done as well as typing my notes. I was surprised at how no one was really there.

I went back to get some laundry done but somebody had their clothes in the machine. So I took off and came to campus and did some writing with the trees. I went back and their laundry was in the dryer. Then no one was coming to get the dryer clothes.

So I just did my laundry and then put everything back. Did some more reflecting.

Ronaldo Wilson complimented me on my poem last night. Discussing how I use the masculine and The Feminine interweaving. And I said yeah I wrote an essay called against masculinity because even the so-called healthy masculinity is still masculinity and how do we get past that? He said he didn't know either

Very kind very kind person.

Tonight is the reading of Jeffrey, Ronaldo, Anne, and music by Ambrose.