Description
** This is an asynchronous course worth 15 CECH or one graduate credit.
Please Note: This book approaches its topics from a faith-based perspective and includes references to Scripture throughout the text. Although it was originally written for those working in children’s ministry, many of its strategies and practical suggestions can be adapted for use in public school classrooms to support student learning, relationships, and well-being.
In Caring for Kids from Hard Places, Jayne and David Schooler discuss the reasons behind why children and teens sometimes exhibit potentially disruptive behavior. Together, they offer practical strategies on training, equipping and resourcing staff and volunteers to provide a responsive environment for children with behavioral challenges. Caring for Kids from Hard Places includes:
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Insights on how to understand adverse childhood experiences (ACEs)
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Principles for creating a trauma-informed environment
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Strategies for facilitating healing
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Tips on how to create a sensory-smart classroom
Discover how to better love children from difficult backgrounds and pave their way for a better life.
Topics Covered: Trauma-informed lens, Chronic Unpredictable Toxic Stress (CUTS), Middle Circle, Felt Safety, Connection Principles, Window of Tolerance, Engine Checks.
Book: Caring for Kids from Hard Places by David & Jayne Schooler (ISBN-10: 1646070461)
Objectives
Participants will:
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Explain how adverse childhood experiences, trauma, and disrupted attachment can influence a student’s behavior, relationships, learning, and emotional regulation.
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Identify common trauma-related behaviors and consider the underlying needs or experiences that may be contributing to those behaviors.
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Analyze at least two classroom situations through a trauma-informed lens and describe how an educator’s response could support safety, connection, and learning.
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Develop at least three practical strategies for creating a more predictable, supportive, and trauma-informed classroom environment.
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Create a personal action plan identifying two specific changes you will make in your practice to better support students who have experienced trauma or other adverse experiences.
Danielson Framework Alignment for Caring for Kids from Hard Places by David & Jayne Schooler
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Danielson Domain |
Description |
Alignment to Caring for Kids from Hard Places |
|
Domain 1: Planning and Preparation |
Demonstrating knowledge of students; selecting instructional goals; designing coherent instruction. |
Planning instruction with an understanding of how trauma, adverse experiences, and disrupted relationships can affect student development and learning; anticipating individual student needs; and selecting strategies that support emotional regulation and academic success. |
|
Domain 2: The Classroom Environment |
Creating an environment of respect and rapport; establishing a culture for learning; managing classroom procedures and student behavior. |
Creating safe, predictable, and nurturing classroom environments; building trusting relationships; establishing consistent routines; and responding to challenging behaviors with empathy and an understanding of students’ experiences. |
|
Domain 3: Instruction |
Communicating clearly; engaging students in learning; using assessment in instruction; responding to student needs. |
Using relationship-based and trauma-informed strategies to support student engagement, emotional regulation, and learning; adjusting expectations and supports to meet individual needs; and recognizing how stress can affect students’ ability to participate and learn. |
|
Domain 4: Professional Responsibilities |
Reflecting on teaching; communicating with families; participating in professional communities; growing and developing professionally. |
Reflecting on personal beliefs and responses to student behavior; collaborating with families, colleagues, and support professionals; and strengthening professional knowledge of trauma-informed practices to better support students and their families. |
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