May is Mental Health Awareness Month, so the ESLC would like to share some important concepts around trauma-awareness and trauma-informed teaching practices! Being trauma-aware is an important step in creating the best possible learning environment. Taking the next step of incorporating trauma-informed practices into teaching can sometimes feel overwhelming. Check out these 7 Principles of Trauma-Informed Care, and you will probably find that you're already on the right track. In this blog post, you'll find practical applications for these principles in the context of adult language learning and teaching. These principles are adapted from the original 6 principles of trauma-informed care, developed by Roger Fallot and Maxine Harris, and from additional contributions from Northern Illinois University.
PHYSICAL, EMOTIONAL, SOCIAL, AND ACADEMIC SAFETY
The classroom should be a place where it’s okay to take risks, make mistakes, and figure things out! The language acquisition process requires learners to feel emotionally safe so that they can take risks with new features of the target language.
Creating a supportive learning space is one part of this, but teachers can also build up learner confidence by providing regular opportunities to give and receive feedback so it becomes a regular part of learning.
2. TRUSTWORTHINESS AND TRANSPARENCY
Building trust with learners can take time, especially with those who have experienced trauma. There are a few easy things teachers can do to help build up trust and offer transparency in the classroom. One easy way to work toward trust and transparency is to establish classroom routines to support learning and ensure consistency in practice. Another easy adjustment is to share the day's agenda as well as upcoming topics and units.
3. SUPPORT AND CONNECTION
Equip learners with tools and resources needed to be successful academically, personally, and professionally. This might mean taking time during class to talk about community resources or upcoming events in the school or are where classes are happening. Teachers could also consider bringing in guest speakers or visitors to present information about resources for health, employment, and other supports that would be helpful to learners outside of class.
4. COLLABORATION AND MUTUALITY
Balance power dynamics in the classroom by providing opportunities for learners to provide input and make decisions about their own learning as a group. This could mean giving learners the opportunity to collaborate in the creation of classroom policies (where appropriate) or providing feedback about what types of activities and assignments are completed in class.
5. EMPOWERMENT, VOICE, AND CHOICE
Individuals and groups can advocate for themselves personally and academically. For example, give options for how students demonstrate learning. Some students may prefer to give a presentation during class while others may prefer to share their work privately. Giving options for students to complete tasks in different ways (i.e. sitting, standing, aloud, quietly, in writing, recorded audio, etc) gives learners more autonomy and ownership in their learning.
6. CULTURAL, HISTORICAL, AND GENDER ISSUES
Create a classroom that is responsive to historical, cultural, and gender issues in order to respect the diverse experiences and identities in the group. This can include introducing a variety of accents and dialects in listening activities as well as allowing more time for discussing difficult topics such as bias and microaggressions together as a class.
Teachers should also take time to consider their own biases and how they might impact their teaching and students' learning.
7. RESILIENCE, GROWTH, AND CHANGE
Focus on strength and resilience over deficits. Provide feedback as a way to convey optimism and opportunity for growth. Share assessment data with students and take time to discuss with them the things they did well. Consider ways to incorporate more one-on-one time with students setting personal goals and evaluating personal growth.
Incorporating trauma-informed practices into your teaching is a great way to support learners in ways that help meet them where they are, allowing for growth and resilience through the learning process. Consider ways your classes could be elevated by considering these 7 principles of trauma-informed care in classrooms. We'd love to hear from you in the comments about how you're incorporating these 7 principles in your classes.
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