Resilience and Positive Youth Development
Chapter 19-
This chapter discusses resilience, specifically focusing on women and the labels put on them. It talked about how they can become resilient and overcome those labels, such as bad girls.
I enjoyed this quote from the chapter and felt useful for my future teaching:
"Feminist theory has also helped me to admit that facilitating even a small change (or so-called liberation) in the thinking and awareness of my female students may be unattainable unless I can make it clear that I am not here to judge, rescue, or "fix" them, all-the-while exposing my own biases and vulnerabilities. I had to build my teaching upon a sympathetic understanding of the girls' lived realities."
Sharing personal stories with your students make you seem more human and can help them see that you struggle with things as well and ca be a resource for them if they need it. It also can work to show you aren't judgmental and can be a listener. From the resilience training I learned where I was in my own resilience profile, but I also learned how I can help my students grow in their own journey of resilience. I want to create a resilient community for my students by teaching them what resilience is and how what they can learn from it. Art will make my students more resilient because they can process and reflect on experiences through their artwork and gain confidence, social support, adaptability, and purposefulness.
Chapter 13-
Positive youth development helps to prep students when they face inevitable hardships and struggles, as well as opportunities in their lives. Components of a positive youth development includes providing youth with a safe and supportive environment, relationships with caring adults, opportunities to identify and pursue interests, and focusing on strengths. It's important as educators that were provide this positive atmosphere and environment for our students' success. I think one of the biggest parts of creating a positive environment for students is respectful communication between teachers, students, peers, etc. If everyone is taught and practicing being respectful, the environment can be a positive space for students to learn. Good communication is a skill being taught as well as conflict resolution, decision-making, support, etc.
Resources for Responding to Trauma and Tragedy- Edutopia
(https://www.edutopia.org/article/helping-students-trauma-tragedy-grief-resources)
This webpage has a lot of good resources for helping students deal with trauma, tragedy, and grief. This part of being a resilient human is being able to bounce back from hardships and struggle. This webpage discussing how trauma effects a student's learning, how you (as an educator) can assist and support them, coping strategies, and school-wide support.
This chapter discusses resilience, specifically focusing on women and the labels put on them. It talked about how they can become resilient and overcome those labels, such as bad girls.
I enjoyed this quote from the chapter and felt useful for my future teaching:
"Feminist theory has also helped me to admit that facilitating even a small change (or so-called liberation) in the thinking and awareness of my female students may be unattainable unless I can make it clear that I am not here to judge, rescue, or "fix" them, all-the-while exposing my own biases and vulnerabilities. I had to build my teaching upon a sympathetic understanding of the girls' lived realities."
Sharing personal stories with your students make you seem more human and can help them see that you struggle with things as well and ca be a resource for them if they need it. It also can work to show you aren't judgmental and can be a listener. From the resilience training I learned where I was in my own resilience profile, but I also learned how I can help my students grow in their own journey of resilience. I want to create a resilient community for my students by teaching them what resilience is and how what they can learn from it. Art will make my students more resilient because they can process and reflect on experiences through their artwork and gain confidence, social support, adaptability, and purposefulness.
Chapter 13-
Positive youth development helps to prep students when they face inevitable hardships and struggles, as well as opportunities in their lives. Components of a positive youth development includes providing youth with a safe and supportive environment, relationships with caring adults, opportunities to identify and pursue interests, and focusing on strengths. It's important as educators that were provide this positive atmosphere and environment for our students' success. I think one of the biggest parts of creating a positive environment for students is respectful communication between teachers, students, peers, etc. If everyone is taught and practicing being respectful, the environment can be a positive space for students to learn. Good communication is a skill being taught as well as conflict resolution, decision-making, support, etc.
Resources for Responding to Trauma and Tragedy- Edutopia
(https://www.edutopia.org/article/helping-students-trauma-tragedy-grief-resources)
This webpage has a lot of good resources for helping students deal with trauma, tragedy, and grief. This part of being a resilient human is being able to bounce back from hardships and struggle. This webpage discussing how trauma effects a student's learning, how you (as an educator) can assist and support them, coping strategies, and school-wide support.
Abby,
ReplyDeleteI think it is a great idea to share personal stories with your students. It will help with building that relationship with your students, so they feel more comfortable to come to you when needed. I agree that art is a great outlet for students to process and reflect on experiences and traumas in a positive and constructive way.
I think it is important to set that expectation of respect of others. It is important to set this right at the beginning of the year in order to help prevent conflicts before they start. It is important to have a respectful environment in the classroom, especially when controversial topics arise. I also enjoyed your resource! Thanks for sharing!
Abby,
ReplyDeleteI liked the resource you shared! There are so many ways to help our students build resilience. I also really like the quote from chapter 19 you chose. I think it's so important to make sure our students don't feel like we are judging them, and I'm glad you brought up the point to talk about our own struggles. As a kid it was weird to think that our teachers were actual humans with flaws, and I think a lot of kids think that way, too. We shouldn't act like we never make mistakes, or that we are better than anyone. That is not a teacher that a student in need can warm up to. I agree that creating a positive environment starts with healthy and respectful communication.