Description
*This is an asynchronous course worth 15 CECH of one graduate credit.
Instability affects your students, your classroom, and you Educating Students Experiencing Homelessness, Instability, and Disengagement by Ruby Payne examines a social cognitive framework that includes the importance of the autonomic nervous system (ANS). It also discusses the positive influence of safety and belonging on the prefrontal cortex.
Educating Students provides tools for negotiating the abstract realities of school and raising achievement, it reveals strategies for calming students, and it explores how to build a wider community of support. Payne also tells how the instability of resources, time demands, and the demands of the environment negatively impact the ANS and how to address this problem.
Through reading this book, you will learn how to:
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Intervene when students become disengaged
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Support students who are experiencing homelessness and instability
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Teach students to deal with the abstract realities of school, including the Internet and digital realms, the importance of planning, and communicating in a formal register
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Address the destructive triad of homelessness, instability, and disengagement
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Define the role of the ANS in learning and behavior
Book: Educating Students Experiencing Homelessness, Instability and Disengagement by Ruby K. Payne, PH.D.
ISBN-10: 1948244624
ISBN-13: 978-1948244626
Objectives
Participants will:
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identify three barriers to learning for students facing homelessness or instability and explain their classroom impact.
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compare Payne’s framework with one other model of student engagement or trauma-informed practice in a written analysis.
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create a reference list of real-world school or community programs specifically available for the students you serve based on the principles from Payne’s work.
Educating Students Experiencing Homelessness, Instability and Disengagement
Alignment to Professional Teaching Domains
| Danielson Domain | Description | Alignment to Supporting Students Experiencing Homelessness, Instability, and Disengagement |
|---|---|---|
| Domain 1: Planning and Preparation | Demonstrating knowledge of students; setting instructional outcomes; designing coherent instruction. |
Gathering information on students’ unique needs and circumstances; planning lessons with trauma-informed strategies; integrating flexible pacing and alternative pathways to meet academic goals.
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| Domain 2: The Classroom Environment | Creating an environment of respect and rapport; establishing a culture for learning; managing classroom procedures. |
Building trust through consistent, respectful interactions; creating safe, welcoming spaces; establishing predictable routines that provide stability and security.
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| Domain 3: Instruction | Communicating clearly; using questioning and discussion techniques; engaging students in learning; assessing student learning. |
Using culturally responsive and trauma-informed practices; adapting instruction to maintain engagement despite attendance gaps; providing multiple ways for students to demonstrate learning.
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| Domain 4: Professional Responsibilities | Reflecting on teaching; maintaining records; communicating with families; participating in professional communities. |
Collaborating with support staff and community agencies; maintaining accurate and confidential records; engaging in professional learning about homelessness and student mobility; advocating for resources to meet students’ needs.
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