Graduate Education Assistance
destynska
week2.docxDirections: Please answer discussion questions 1 & 2 in your own words, citing references and APA formatted. Response to post must be 150 words.
1. Many students face adverse childhood experiences (ACEs), resulting in social, emotional, or cognitive impairments. Select one ACE and explain the behavioral and cognitive repercussions that might appear as a result in your classroom. Offer an example, and how to support and guide students with compassion and care.
2. What tools are available for secondary teachers to help engage students? Discuss how you might facilitate student learning in your classroom using technology. Share 2-3 technological tools you would use and why.
Directions: For question 3 please respond to the post in 100 words.
3. Studies have shown that nearly 50 percent of all adolescent children have mental health issues, and those exposed to adverse childhood experiences are at a higher risk of problems related to learning ability, attention span, and behavior management. Internalized mood disorders such as anxiety and depression that may result from adverse childhood experiences negatively affect children by interfering with their brain development (Elmore & Crouch, 2020).
Children’s anxiety is often externalized in bouts of extreme fear or worry, but it can also be externalized as anger and result in physical side effects such as fatigue or headache. Childhood depression and its associated feelings of deep sadness or hopelessness may impact an adolescent’s eating and sleeping patterns, attention span, energy level, and overall ability to enjoy life or function effectively in the classroom environment (“Anxiety and Depression,” 2020). A teacher might spot such trouble in a student’s lethargic attitude toward classroom participation or notice her disconnectedness and isolation from the other students during group discussion or projects. An associated downward trend in student performance would be another key indicator of a child potentially in distress due to her anxiety- or depression-related issues. Stress levels may be heightened on days of an exam assessment or project presentation. One possible classroom solution to aid students with these problems would be to allow for alternative arrangements when testing or participating in group projects. A secondary location for testing that is quiet, less populated, and not under time constraint could alleviate some of the self-imposed anxiety pressures. Fidget spinners and the like may help some kids deal with their pent-up frustration and high degree of tension. Of course, once the issue of concern is properly identified, communication is a good way of “checking in” to let a student know how much you care as a teacher about their well-being, and I think that any time anxiety and depression issues are suspected, it is important as a teacher to communicate with the building’s guidance counselors for additional expertise, support, and awareness.
