Trauma-Sensitive Literacy Instruction

Building Student Resilience in English-Language Arts Classrooms

AvRachelle S. Savitz,Britnie Delinger Kane

Häftad, Engelska, 2023

392 kr

Beställningsvara. Skickas inom 5-8 vardagar. Fri frakt över 249 kr.

Beskrivning

It is vital for educators to be aware of how traumatic experiences affect today's students, yet few teachers learn the tools needed to successfully teach these students. This book highlights how English Language Arts teachers, who are typically not licensed or specifically trained to work with trauma issues, can design and implement instruction that helps students see that they are supported. This book provides specific strategies for teaching literacy based on the authors' extensive knowledge and experience in trauma-sensitive instruction, adolescent literacy, and culturally responsive–sustaining pedagogies. The authors show how to support middle and high school students with specific literacy practices (reading, speaking, listening, and writing) that build resilience. Trauma-Sensitive Literacy Instruction is for the many teachers who are unsure how to invite students and their traumas into classroom instruction and embed critical discussions and learning within their teaching practices and pedagogy. It will help ELA teachers navigate student trauma in a way that empowers both students and teachers.Book Features:Responds to research that consistently shows how schools are often places that marginalize-and sometimes traumatize or retraumatize-children.Offers specific information related to literature, writing, discussion, and inquiry activities focused on various traumatic experiences. Provides rationales and research, along with examples, teacher vignettes, and steps for incorporating relevant practices in classrooms (grades 6–12).

Produktinformation

Utgivningsdatum:2023-07-28
Mått:152 x 229 x 13 mm
Vikt:272 g
Format:Häftad
Språk:Engelska
Antal sidor:176
Förlag:Teachers' College Press
Medarbetare:Elizabeth Dutro
ISBN:9780807768921

Utforska kategorier

Mer om författaren

Rachelle S. Savitz is an associate professor in the Department of Literacy Studies, English Education and History Education in the College of Education at East Carolina University in Greenville, North Carolina. Britnie Delinger Kane is an associate professor of literacy education in the Zucker Family School of Education at The Citadel in Charleston, South Carolina, where she also serves as the department head.

Recensioner i media

"The authors describe the negative effects of trauma and give suggestions to teachers for how they can help without taking on the role of certified school counselors…. They recommend various classroom activities, including using text sets, book clubs, reading conferences, anticipation guides, circles of viewpoints, and writing conferences."—CHOICE"(A)n approachable, actionable, and relevant reference for literacy instructors."—Teachers College Record

Innehållsförteckning

Contents (Tentative)ForewordAcknowledgments1. IntroductionWhat Is Trauma?Trauma in SchoolsHow Does Trauma Influence Learning?How Can Schools Become More Supportive Places?The Purpose of This BookWho are We and Why are We Writing This Book?2. Three Pillars of Trauma-Sensitive Literacy InstructionThe Research Base for This BookFive Pillars of Trauma-Sensitive Literacy Instruction: A Framework3. Curating Appropriate, High-Quality Literature in TSLIWhat Does Literature Have to Do With It?Curating Novels to Build Classroom LibrariesConclusion4. Critical Dialogue and Discussion in TSLIDialogic Teaching and Critical Literacy Practices5. Using Writing in TSLIWhat About Teachers? Should We Be Using Expressive Writing to Support Students Experiencing Trauma?Teaching Writing in Trauma-Sensitive Ways: A VignetteConclusion6. Critical Inquiry in TSLICritical Inquiry as a Trauma-Sensitive Literacy PracticeGuiding Principles for Designing Units of Trauma-Sensitive Critical InquiryConclusion7. Hot Moments—Teacher Self CareHandling "Hot Moments"The Emotional Labor of Teaching, Compassion Fatigue, and Compassion SatisfactionConclusionReferencesIndexAbout the Authors