Publication Date

5-1-2022

Degree Name

Master of Arts in Teaching English to Speakers of Other Languages (Master of Arts in TESOL)

First Advisor

Dr. Leslie Turpin

Abstract

Out of recognition of experienced trauma, trauma-informed practices have existed in schools and classrooms long before the start of the pandemic and will continue to exist and evolve after. Programs need to evolve due to the changing nature of the pandemic such as the possibility of teachers experiencing trauma alongside their students, and distance learning complicating the ability of students to make connections with peers, teachers, and administrators. Limited literature currently exists in the field showcasing how teachers have changed and updated their practices since the start of the pandemic. The objective of this action research is to add to that literature by implementing a daily check-in routine which acknowledges the possibility of shared trauma in the classroom. Students will have the opportunity to check-in about their well-being and have a dedicated time to share information with me, their teacher, that they find relevant to their learning. The themes of safety, connection, and emotional regulation are common in trauma-informed practices and another goal of this action research is to evaluate whether this practice can provide them. Finally, as the trauma of the pandemic is not isolated to students only, I would also like to identify whether this routine can be used to better inform my own teaching and ability to connect my students with additional support.

Disciplines

Adult and Continuing Education | Adult and Continuing Education and Teaching | Bilingual, Multilingual, and Multicultural Education | Early Childhood Education | Educational Assessment, Evaluation, and Research

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