Abstract
Climate change affects the curriculum tools and artifacts that schools and universities use in the teaching and learning cultures. Global warming also affects the emotional responses of the teachers and learners. To be effective educators, teachers must refine the element of becoming reflective practitioner; while understanding that learning is lifelong. At the same time, it is essential to teach students to reflect on their own experiences. In this light, learning the practice of reflection is fundamental because it allows people to engage in a thoughtful relationship with real-life; thus experiencing an awakening of one’s lived experience. The method looks at assignments obtained from practicing teachers (graduate students) alongside up-and-coming teacher candidates (undergraduates) and their experience with trauma. This session also considers the trauma of the school-age children with whom they educate in teaching and learning cultures like no other time in the 21st Century. Graduate and undergraduate students’ assignments are created to better understand themselves and their students. The assignment creations are identified as documentaries, poems, short stories, and music that reflect the power and usage of creating safe calming mindsets when physical places might be broken as a result of natural disasters. Specifically, the elements of Trauma-Informed Pedagogy (TIP) during natural disasters are discussed during this presentation. Implications suggest how TIP is continuously hone to best support the well-being, coping strategies and success of both teachers and learners. Students’ assignments and examples are shared during this session.
Presenters
Celina EcholsProfessor, Teaching and Learning, Southeastern Louisiana University, United States Ellen Ratcliff
Assistant Professor, Special Education, Southeastern Louisiana University
Details
Presentation Type
Theme
KEYWORDS
CLIMATE CHANGE, PRACTICE
