Culturally

Responsive pedagogy
ELLs and Trauma - Tips for Teachers
Fight or flight response - when triggered it causes the body to
enter a heightened state of arousal, which causes an inability
to function normally. It's understandable that this state of
anxiety can occur during a traumatic or highly stressful
experience, and can also persist for long periods following the
event (Margaritis, 2016).

For some ELL students sitting in your

classroom, particularly those who have
newly arrived in Canada, they may be
displaying symptoms of post
If you traumatic
haven't been affected
stress related to experiences of violence,
by the disaster, donate your
timetoThis
displacement and loss. organizations such as
will likely
impact the student's theRed Cross, or
behaviour in even
the your
localchurch and help the
classroom, and their academic progress.
reliefoperation process.

Three Types of Stress in

theResettlement Process
Offer to wash clothes of disaster
1. Migration Stress
victims instead of donating clothes.
2. AcculturativeGetting
Stress clean clothes to victims that
actually fit them is important in a
3. Traumatic Stress difficult time.

* Difficulties with Focus

WHAT EFFECTS and Concentration
DOES THIS * Memory Impairment
* Difficulties Beginning
STRESS HAVE
New Tasks
ON STUDENTS? * Trust Issues
* Low Self-Esteem

THE GOOD NEWS

The brain is an amazing organ. The effects of
trauma can be reversed and individuals can
eventually perform successfully (Margaritas, 2016).
 Culturally
Responsive pedagogy
ELLs and Trauma - Tips for Teachers
Dr. Jean Clinton believes that a student's behaviour is a symptom of
what's going on in their brain when their "survival mode" has been
triggered. It is the teacher's job to identify how the environment or the
task has sparked this "on-guard" behaviour. Dr. Clinton feels "that these
areNOTchildren-at-risk, but children-at-promise, who will do well if they
can." Educators should aim to create conditions where these students
will thrive.

CREATE A SAFE AND

CARING HOW CAN
ENVIRONMENT EDUCATORS
Teachers need to create environments
for ELLs to feel safe so they can relax, HELP?
let go of any stress, and turn their
attention to learning.

FOSTER TRUST AND PROVIDE STRUCTURE

BUILD CONFIDENCE AND STABILITY IN THE
CLASSROOM
Positive relationships keep our safety-
Share with students the
threat detection system in check.
"Shape of the Day".
Create classroom routines and follow
Identify any antecedents that may
them consistently.
cause distress for students (bells, fire
Establish classroom rules and hold all
alarms, working with the opposite
students accountable for their
gender).
behaviour.

CREATE PROVIDE STUDENTS

OPPORTUNITIES FOR WITH A STRONG
EXPERIENTIAL SENSE OF
LEARNING BELONGING
Build upon students' prior knowledge,
Create a classroom community where
interests, strengths and learning styles,
the cultures of all students are
and use Inquiry-based approaches.
celebrated and represented.

Use authentic materials, and teach

content reflective of students' real life
needs.

MAINTAIN HIGH ACADEMIC GOALS AND

EXPECTATIONS
Provide students with clear academic expecations, and learning
goals. Allow opportunities for students to show their learning in a
variety of ways.
Hold high expectations for learning while recognizing and honouring
the strengths that a student's lived experiences and culture bring to
the classroom.
 Resources
Clinton, Jean. "Teaching Strategies that Address Trauma and Resilience."
Video http://learnteachlead.ca/videos/jean-clinton-teaching-strategies-that-
address-trauma-and-resilience/

Culturally Responsive Pedagogy: Towards Equity and Inclusivity in Ontario

Schools. November 2013.
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_Resp
onsivePedagogy.pdf

Huynh, Tan. "Bathroom Briefs." http://www.empoweringells.com/bathroom-

briefs/

Margaritis, Maria. "Trauma + Second Language Learning = Alternative

Pedagogy." January 11, 2016. http://blog.teslontario.org/ptsd-second-
language-learning-alternative-pedagogy/