My students are full of light. Each day they fill the room up with this light, whether it be energetic knocks on my door in the morning or their laughter at their own, each others', and my silliness. They love to sing and dance, and they love to create. At times their lights go dim. They get angry, sad, or lost. It is my job as their teacher to teach them that no matter how dim this light gets, to never let it go out. It is my job to guide them to be self-sufficient and self-reliant so that they are aware of this light and learn how to keep it on themselves.
My students are filled with light and love, but they also are in an extremely trauma-heavy school and classroom.
A school that lacks funding and resources, and a classroom with one teacher to cater to 24 unique needs, both academic and social. I have come to understand that through trauma-informed practices, even small things can totally change the way my classroom runs and the attitude of my students.
I love these Lakeshore centers and learning materials, and so do my students. The self-directed literacy materials I have received for my students have been so well-received. They have created a sense of autonomy for my kids over their own learning. This sense of ownership over their materials, their classroom, and their learning is such an important part of trauma-informed teaching. By giving them this responsibility, I can already see my kids valuing their education more by valuing the materials and resources they are responsible for treating well and using responsibly. It has made a huge difference in their engagement, and it also has allowed me to be able to pull student groups, which is an essential part of differentiation in the classroom. Because of this success, I am so excited to implement this type of learning into our math instruction as well. Thank you for your support!
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