Educators are getting ready to welcome students back to school for a new year. It's a new year full of promise and excitement for both staff and students.
As a curriculum supervisor, I oversee both language arts and social studies at the elementary level in my district. We have worked to institute some changes to our district curriculum over the past few years to better support all of our students (as we know better, we do better), while being aware of and sensitive to the differing life experiences our students bring with them to school each day.
Some of those changes have been met with push-back from staff as we work together to balance traditions established in the classroom through specific activities with an awareness that some of these traditions can actually be traumatic for our students.
The other day I saw the following visuals on the Instagram site of trauma_informed-montessori , and they definitely demonstrate the sensitivity that needs to be taken with our students as we prepare activities to begin another school year.
As you begin a new school year, I implore you to think about the family-centered/historical activities you will have your students complete, and then take another look from the perspective of your students. How these might these be perceived by or effect your students? Think about the "why" behind these assignments, and use the suggestions below to help you meet your objectives in a more trauma-informed way.
All graphics from trauma_informed-montessori
Maureen,
ReplyDeleteI loved this blog! It reminds us of the continuous sensitivity and mindfulness we need to have for the many different families represented within our class.
I especially liked the challenge of thinking about "the why" behind an assignment. Definitely food for thought! Thank you!
Thank you for reading and for your feedback. I appreciate it!
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