Ryan Masters

We are currently working on implementing an Engineering SBE at our school where a Makers Space/Fab Lab will be established and the question becomes what we can do with it outside of the Engineering program itself? Teachers and students from core classes can use the lab as a means to incorporate concepts the Engineering students are learning about in their core subject areas such as implementing the use of 3d printers in a history class to print out artifacts from an era they are learning about and then presenting them as part of a project. Additionally, we've ideas to incorporate… >>>

The origin of my school's SBE really is my story as much as it is the school's. A previous teacher had convinced the leadership of my school that she could start and run a teacher cadet academy...show could not. She quit after her first month at the school after they had proceeded to launch the idea as a Technology, Education, Administration and Clinical Health or T.E.A.C.H program. It was a multi-headed hydra that needed to be taken down to one core concept and that would wind up with me coming in to replace that teacher and create a true teacher… >>>

Allowing students to engage in open critique and analysis of another student's work, such as a video project, improves accountability and peer learning.  When a students knows their work will be critiqued by their peers and openly discussed, it motivates them to produce higher-quality work. Additionally, students learn from each other’s strengths and areas for improvement.  For instructors, facilitating these discussions requires setting clear norms, modeling constructive feedback, and creating a safe space where students feel comfortable sharing and receiving critiques.

Different students absorb information in different ways—some may learn best through hands-on activities (kinesthetic learners), others through visual aids (visual learners), and some through verbal explanations (auditory learners). By addressing multiple modalities, the teacher ensures that all students are engaged and can interact with the material in a way that suits their learning style.

The Abundance mindset encourages students to see value in learning from peers and sharing their knowledge openly. In a Carousel activity, students build on each other’s contributions, creating a richer, more diverse pool of ideas. When we de-emphasize the grade aspect and instead focus on the collective success of students sharing and contributing ideas to learn we create a more relaxed but enjoyable learning environment.

De-emphasizing grades in the classroom is important because it helps shift the focus from performance to learning. It also encourages intrinsic motivation as students are more likely to engage deeply with material when they are motivated by curiosity and interest rather than the pressure of grades.

I'm going to introduce more resilience-building strategies for my students and make taking care of me a priority instead of something I'll get around to eventually because I take care of everyone else's problems first and mine last. Which in turn only adds to burnout and frustration which students pick up on real quick. 

Some academic tools we as educators can introduce to a student who has experienced trauma to help them with their assignments would be to introduce time management tools such as planners or apps like Google Keep, Todoist, or Notion to manage tasks and reduce overwhelming feelings that they are not in control when really, they have plenty of control, they just need to realize that they can break down tasks that loom large in their minds into smaller more manageable milestones.

Teaching students who have experienced trauma can take an emotional toll on educators, leading to vicarious trauma or compassion fatigue. To mitigate its effects, teachers need to practice intentional self-care, seek support, and establish boundaries

Something a teacher should be cognizant of is that when they encounter a student who has experienced trauma they would be wise to collaborate with support systems that involve school counselors by referring the student to a counselor or social worker for professional support.  Additionally, teachers can communicate with the student's parents, guardians or caregivers by working with the student's family (if appropriate) to ensure a consistent approach to support. Lastly, a teacher should, as well as the student, leverage resources and use any available school or community trauma-informed programs.