Section VI. R/S Prevention, Conflict Resolution, Crisis Prevention and De-Escalation Alternatives to R/S are very important because they can have a strengths-based approach. It is also will support the physical and psychological safety important to avoid blaming the student or the and wellbeing of the child and others, reduce parent, and to acknowledge that staff is affected by painful witnessing by surrounding children, increase these issues and can feel helpless and overwhelmed. the morale of staff because of a better and safer job environment, strengthen relationships between Teachers need to be able to balance the student’s teachers, parents and administrators and increase needs with the needs of the rest of the class, and it the capacity for effective behavior in children. This is important for teachers to acknowledge when they section will focus on presenting alternatives for do not have the skills to handle a situation., The teachers that will encourage the use of classroom teacher should provide a structured classroom with management strategies conducive to fostering a clear rules that apply to each classroom social-emotional positive environment, as an environment, including class time, transition time, activity that supports reducing R/S. recess and lunch, as well as any academic or social events. Evidence-Based Practices in Classroom Teachers should be mindful that the disability of a Management child’s trauma experience goes with the child Maximize structure and predictability elsewhere. A teacher’s role in responding to a Post, teach, review, and provide child’s trauma will be different from that of a feedback on expectations clinician; however, teachers can contribute to Actively engage students in observable helping the traumatized child by creating a stable ways Use a continuum of strategies to and supportive classroom. acknowledge appropriate behavior, and Use a continuum of strategies to Mentoring respond to inappropriate behavior Experienced teachers know “tricks of the trade” In order to help children affected by trauma and and can facilitate the new teacher’s journey. As well other conditions to learn, it is necessary to identify as providing valuable support to new teachers, the and address the relevant barriers in a way that will healthy relationship between teachers that this kind promote improved performance. For example, of mentoring relationship can create has a positive instead of viewing trauma as a problem, teachers effect on classroom dynamics.
Section VI. R/S Prevention, Conflict Resolution, Crisis Prevention and De-Escalation Alternatives to R/S are very important because they will support the physical and psychological safety and wellbeing of the child and others, reduce painful witnessing by surrounding children, increase the morale of staff because of a better and safer job environment, strengthen relationships between teachers, parents and administrators and increase the capacity for effective behavior in children. This section will focus on presenting alternatives for teachers that will encourage the use of classroom management strategies conducive to fostering a social-emotional positive environment, as an activity that supports reducing R/S. Evidence-Based Practices in Classroom Management Maximize structure and predictability Post, teach, review, and provide feedback on expectations Actively engage students in observable ways Use a continuum of strategies to acknowledge appropriate behavior, and Use a continuum of strategies to respond to inappropriate behavior In order to help children affected by trauma and other conditions to learn, it is necessary to identify and address the relevant barriers in a way that will promote improved performance. For example, instead of viewing trauma as a problem, teachers can have a strengths-based approach. It is also important to avoid blaming the student or the parent, and to acknowledge that staff is affected by these issues and can feel helpless and overwhelmed. Teachers need to be able to balance the student’s needs with the needs of the rest of the class, and it is important for teachers to acknowledge when they do not have the skills to handle a situation., The teacher should provide a structured classroom with clear rules that apply to each classroom environment, including class time, transition time, recess and lunch, as well as any academic or social events. Teachers should be mindful that the disability of a child’s trauma experience goes with the child elsewhere. A teacher’s role in responding to a child’s trauma will be different from that of a clinician; however, teachers can contribute to helping the traumatized child by creating a stable and supportive classroom. Mentoring Experienced teachers know “tricks of the trade” and can facilitate the new teacher’s journey. As well as providing valuable support to new teachers, the healthy relationship between teachers that this kind of mentoring relationship can create has a positive effect on classroom dynamics.
FINAL_GUIDEBOOK_Nancy_I_Macias-Smith_04_11_2012_REV_SL_JL_BL_NMS_v2-1-.docx