Category: Standard #3

For EDUC 402 Diverse Classrooms

Prior to discussing trauma-informed practice in class and doing the assigned learning, what I understood it to be was very limited. I had heard it discussed in schools by teachers and there were mixed opinions about it. Since discussing it and reading about it, I’ve realized that there’s a lot of overlap between trauma-informed practice and how kids best learn. For example, the idea that relationship-development and creating an environment where kids can be calm and safe must be done before learning can happen (POPFASD, 2019, 23:45) aligns with Maslow’s Hierarchy of Needs. Additionally, the recommendation to have flexibility for assignments and encouraging students to practice their strengthens aligns with parts of Universal Design for Learning (O’Neill, 2019, p. 13).

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For the October 25th Professional Development Day, I did two workshops through POPARD. 

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A Visual Guide

By Yana Weinstein and Megan Sumeracki, with Oliver Caviglioli

We read this book for EDUC 421: Assessment and Motivation during block 2 of the program. The 3 part book goes over the science of learning, basic cognitive processes, and strategies for effective learning.

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Language Essentials for Teachers

This book was covered in EDUC 397: Curriculum and Instruction in the Humanities. It provides in depth explanations of phonetics, phonology, orthography, morphology, syntax, semantics, and structured language and literacy instruction.

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By Joanna Faber and Julie King

I listened to this audio book before the start of my first practicum in order to have some tools for talking to kids. Although I’ve worked in schools for a few years, I don’t have kids of my own and I wanted to have more confidence and understanding when talking to little kids.

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