Overview

It is vital for educators to be aware of how traumatic experiences affect today’s students, yet few teachers learn the tools needed to successfully teach these students. This book highlights how English Language Arts teachers, who are typically not licensed or specifically trained to work with trauma issues, can design and implement instruction that helps students see that they are supported. Readers will find specific strategies for teaching literacy based on the authors’ extensive knowledge and experience in trauma-sensitive instruction, adolescent literacy, and culturally responsive and sustaining pedagogies. The authors show how to support middle and high school students with specific literacy practices (reading, speaking, listening, and writing) that build resilience. Trauma-Sensitive Literacy Instruction is for the many teachers who are unsure how to invite students and their traumas into classroom instruction and embed critical discussions and learning within their teaching practices and pedagogy. It will help ELA teachers navigate student trauma in a way that empowers both students and teachers. Book Features: Responds to research that consistently shows how schools are often places that marginalize—and sometimes traumatize or retraumatize—children. Offers specific information related to literature, writing, discussion, and inquiry activities focused on various traumatic experiences. Provides rationales and research, along with examples, teacher vignettes, and steps for incorporating relevant practices in classrooms (grades 6–12).

Full Product Details

Author:   Rachelle S. Savitz ,  Britnie Delinger Kane ,  Elizabeth Dutro
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Dimensions:   Width: 16.20cm , Height: 1.20cm , Length: 23.50cm
Weight:   0.349kg
ISBN:  

9780807768938

ISBN 10:   0807768936
Pages:   176
Publication Date:   28 July 2023
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

Contents Foreword  ix Acknowledgments  xiii 1.  Introduction  1 What Is Trauma?  4 Trauma in Schools  6 How Does Trauma Influence Learning?  8 How Can Schools Become More Supportive Places?  9 The Purpose of This Book  11 Who Are We and Why Are We Writing This Book?  13 2.  Five Pillars of Trauma-Sensitive Literacy Instruction (TSLI): The Framework  14 The Research Base for This Book  17 Five Pillars of Trauma-Sensitive Literacy Instruction: A Framework  19 3.  Curating Appropriate, High-Quality Literature in TSLI  34 What Does Literature Have to Do With It?  35 Curating Novels to Build Classroom Libraries  47 Conclusion  58 4.  Critical Dialogue and Discussion in TSLI  59 Dialogic Teaching and Critical Literacy Practices  60 5.  Using Writing in TSLI  76 What About Teachers? Should We Be Using Expressive Writing to Support Students Experiencing Trauma?  78 Teaching Writing in Trauma-Sensitive Ways  79 Conclusion  94 6.  Critical Inquiry in TSLI  95 Critical Inquiry as a Trauma-Sensitive Literacy Practice  96 Guiding Principles for Designing Units of Trauma-Sensitive Critical Inquiry  98 Conclusion  108 7.  Hot Moments—Teacher Self-Care  110 Handling Hot Moments  111 The Emotional Labor of Teaching, Compassion Fatigue, and Compassion Satisfaction  125 Conclusion  134 References  135 Index  151 About the Authors  161

Reviews

"""(A)n approachable, actionable, and relevant reference for literacy instructors."" --Teachers College Record ""The authors describe the negative effects of trauma and give suggestions to teachers for how they can help without taking on the role of certified school counselors.... They recommend various classroom activities, including using text sets, book clubs, reading conferences, anticipation guides, circles of viewpoints, and writing conferences."" --CHOICE"

Author Information

Rachelle S. Savitz is an associate professor in the Department of Literacy Studies, English Education and History Education in the College of Education at East Carolina University in Greenville, North Carolina. Britnie Delinger Kane is an associate professor of literacy education in the Zucker Family School of Education at The Citadel in Charleston, South Carolina, where she also serves as the department head.

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