I love the suggestion of the 30 second talk about. As a woodworking teacher, I could show a picture frame, for example, and students could try to explain how to build it using vocabulary they've been introduced to. Also, I could show a picture and ask them in groups to explain how it was built, to help students think about order of operation. Thanks for the suggestion!

One thought provoking point made in this module is that the trauma could have happened along time ago but the effects follow for years to come. The trauma may have created interruptions in skills development, which now result in negative behaviors. Many of these teens struggle with skills such as flexibility, problem-solving, critical thinking, and tolerance. They don’t lack the willpower to behave; they lack the skills to behave. I am realizing that I need to take this into consideration but that it is not for me to "solve" but merely be aware that it's a possibility, which will give… >>>

I love the line, "Adolescents are often faced with adult problems using a child’s reasoning." That really sums up how we, as teachers and adults in general, should approach teens. 

I leaned about the fourth "F" of trauma response. I did not know about the fawn response, where a student is compliant and acts to not make waves. I was also surprised by the fact that approximately 75% of educators exhibit at least mild stress symptoms suggesting PTSD related to their teaching duties.  In my first year I had an anorexic student in my class whose situation created a lot of stress for me and I worry about her welfare still, though it was many years ago. Since then, of course there are many more students whose trauma have stayed… >>>

As a mother of a high school student with severe anxiety I am so grateful for the existence of mandated reporting. It is easy to think that it's someone else's problem or that you don't want to get involved in fear of saying or doing the wrong thing. But, the fact is, that many students may not have any other trusted adults in the lives but their teachers. Thinking about how to respond for the safety of the student and for the protection of yourself as a professional is imperative for all teachers. 

Yes, students are going to be living and working in a world with increased reliance on and use of AI. How do we make that... good for them. How do we go about "fostering a culture of lifelong learning and adaptability" in a world where answers are always at their fingertips, and a phone is a safer companion than a human being. 

I honestly question whether we are ready to implement AI ethically in most of our classrooms and districts. Continuous training to address the rapid development of AI is expensive, as is equipment. And of course the question lingers for me, as an English teacher especially: how do we get AI to be used to enhance learning, rather than replacing critical thinking and skill building? How do we *not* become a dystopian sci-fi monstrosity in which our children are either unthinking zombies or societal outcasts, to put it in extreme terms? I appreciate learning more about AI - I WANT to… >>>

I am excited about the simulated work based learning.  My classes are mainly project based learning but I'm thinking of how to incorporate a safety officer, quality control, etc. so that the students can explore the leadership roles and get more exposure to the other parts of a work place experience. I'm not sure how to do it without it feeling like a punishment since they are all excited to work on their projects and time is always limited. 

Differentiating lessons means that instructional methods, activities and assignments, and/or products can be adjusted based on the students in the program. I am building a list of ways to vary how I present new material. Sometimes I do a short lecture, sometimes I have the students do their own research and present, sometimes they work in groups to make a quick slide show. I want to create a master list of methods so that I have that to refer to, when I start to feel that I'm sliding into a rut.

It was really helpful for me to see an example of an actual curriculum map for a Pre-Professional Teacher Practicum course in a Family Consumer Science program. Material management is such a huge time sink for CTE teachers and I hope that by employing the curriculum map, I'll be able to organize everything that's needed for the unit in a better way and hopefully stream line it for future years.