I need help with home work

Students experience adverse childhood experiences (ACEs) or traumatic events across the country every day, in their homes, schools, and through media. Trauma can come in many forms including school shootings, lockdowns, abuse, death, evacuation, bullying, divorce, family separation, etc. An important aspect of classroom management is to know how to prepare for trauma and deal with the effects it has on student learning and behaviors. Teachers must create a safe, inclusive, and equitable classroom that is proactive in supporting and providing resources when trauma is disclosed.

Part 1: GoReact TedTalk

For this assignment, research an ACE and reflect on how that experience or event could affect student learning. With the specific experience or event in mind and the lens of advocacy, consider what must be done to create a safe classroom space for students. Record a 4-6 minute TedTalk style video in GoReact (you must have your camera on during the entire video) to advocate for creating trauma-informed classrooms that support students. In your video include the following:

· Explain the importance of creating an inclusive and equitable classroom environment that considers ACEs and trauma.

· Discuss how the experience or event can affect student learning, motivation, and behaviors.

· Provide 2-3 suggestions for creating a safe classroom environment that supports the specific type of trauma.

· Explain at least two ways teachers can partner with families to support students experiencing trauma.

· Explain the importance of educators having already built a safe, positive, and inclusive classroom for students who have experienced trauma.

· Explain the importance of advocating for change, including trauma-informed training and resources to support students who have gone through trauma.

National Council of Teachers of English: Advocacy

Required

Explore the “Advocacy” page of the National Council of Teachers of English website.

https://ncte.org/blog/category/advocacy/

How to Teach Kids to Talk about Taboo Topics

Required

Watch “How to Teach Kids to Talk about Taboo Topics,” by Klienrock, located on the TED website (2019).

https://www.ted.com/talks/liz_kleinrock_how_to_teach_kids_to_talk_about_taboo_topics

How Teachers Can Help Students Navigate Trauma

Required

Watch “How Teachers Can Help Students Navigate Trauma” by Godwin, located on the TED website (2020).

https://www.ted.com/talks/lisa_godwin_how_teachers_can_help_students_navigate_trauma

Adverse Childhood Experiences (ACEs)

Required

Explore “Adverse Childhood Experiences (ACEs),” located on the Centers for Disease Control and Prevention website.

https://www.cdc.gov/violenceprevention/aces/index.html

Supporting Students with Adverse Childhood Experiences: How Educators and Schools can Help

Required

Read “Supporting Students with Adverse Childhood Experiences: How Educators and Schools can Help,” by Murphey and Sacks, from

... Read More

https://files.eric.ed.gov/fulltext/EJ1218833.pdf

Trauma-Informed Schools

Required

Explore the “Trauma-Informed Schools” resources, located on the National Education Association website

https://www.nea.org/professional-excellence/student-engagement/trauma-informed-schools

ACEs and Resilience: What Can We Do?

Required

Read “ACEs and Resilience: What Can We Do?” located on the Public Schools First NC website (2020).

https://www.publicschoolsfirstnc.org/resources/fact-sheets/aces-and-resilience-what-can-we-do/

SEL Essentials: We Need to be Different: Supporting Students who are Dealing with Trauma

Required

Read “SEL Essentials: We Need to be Different: Supporting Students who are Dealing with Trauma,” by Brunn and Rauch, located 

... Read More

https://www.collaborativeclassroom.org/blog/supporting-students-who-are-dealing-with-trauma/

Supporting Students Affected by Trauma

Required

Read “Supporting Students Affected by Trauma,” by Desautels, located on the Edutopia website (2020).

https://www.edutopia.org/article/supporting-students-affected-trauma

Creating Cultures of Care: Supporting the Whole Child through Trauma-Informed Practice

Required

Read “Creating Cultures of Care: Supporting the Whole Child through Trauma-Informed Practice,” by Margolius et al., located o

... Read More

https://files.eric.ed.gov/fulltext/ED606309.pdf

Help for Kids the Education System Ignores

Required

Watch “Help for Kids the Education System Ignores,” by Rios, located on the TED website (2015).

https://www.ted.com/talks/victor_rios_help_for_kids_the_education_system_ignores

Teach Girls Bravery, Not Perfection

Required

Watch “Teach Girls Bravery, Not Perfection,” by Saujani, located on the TED website (2016).

https://www.ted.com/talks/re

Requires Lopeswrite

Assessment Description

After completing your selected activities from the "Practicum/Field Experience Block Visual & Activities" for your current block, write a reflection about your teaching experiences within Block 1 to include a connection to the teaching preparation standards. In 250-500 words, discuss how educators identify learning needs and apply learning theories to the classroom environment. How does an understanding of individual differences and diverse cultures and communities contribute to an inclusive learning environment? Use evidence from your field experiences to support your answers.

APA Style is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Rubric Criteria

collapse all Rubric CriteriaCollapse All

Learning Needs and Learning Theories

31.5 points

Criteria Description

Learning Needs and Learning Theories

5. Target

31.5 points

Discussion of how educators identify learning needs and apply learning theories to the classroom environment is advanced and thorough.

4. Acceptable

27.41 points

Discussion of how educators identify learning needs and apply learning theories to the classroom environment is sound and descriptive.

3. Approaching

23.31 points

Discussion of how educators identify learning needs and apply learning theories to the classroom environment is shallow and lacks details.

2. Insufficient

21.74 points

Discussion of how educators identify learning needs and apply learning theories to the classroom environment is poor or incomplete.

1. No Submission

0 points

Not addressed.

Individual Differences and Diverse Cultures and Communities

31.5 points

Criteria Description

Individual Differences and Diverse Cultures and Communities

5. Target

31.5 points

Explanation of how understanding individual differences and diverse cultures and communities will contribute to an inclusive learning environment is insightful.

4. Acceptable

27.41 points

Explanation of how understanding individual differences and diverse cultures and communities will contribute to an inclusive learning environment is significant.

3. Approaching

23.31 points

Explanation of how understanding individual differences and diverse cultures and communities will contribute to an inclusive learning environment is artificial.

2. Insufficient

21.74 points

Explanation of how understanding individual differences and diverse cultures and communities will contribute to an inclusive learning environment is unfitting.

1. No Submission

0 points

Not addressed.

Evidence

9 points

Criteria Description

Evidence

5. Target

9 points

Field experience evidence convincingly supports answers.

4. Acceptable

7.83 points

Field experience evidence logically supports answers.

3. Approaching

6.66 points

Field experience evidence minimally supports answers.

2. Insufficient

6.21 points

Field experience evidence insufficiently supports answers.

1. No Submission

0 points

Not addressed.

Organization

9 points

Criteria Description

Organization

5. Target

9 points

The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.

4. Acceptable

7.83 points

The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.

3. Approaching

6.66 points

The content is not well organized even though it provides the audience with a sense of the main idea.

2. Insufficient

6.21 points

An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other.

1. No Submission

0 points

Not addressed.

Mechanics of Writing

9 points

Criteria Description

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

5. Target

9 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

4. Acceptable

7.83 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

3. Approaching

6.66 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

2. Insufficient

6.21 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

1. No Submission

0 points

Not addressed.

Total90 points