Developing Resilience in Intermediate Students
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Children are growing up in an ever changing world. We have learned, that as teachers, we are preparing children for years down the road. Teaching them coping and survival skills in a world that we don't know what will look like. How do we do this well? What do they need to know? How do we fit it all in? Just a few questions that go through our mind on a daily basis.
I believe that learning is dependent on classroom environment. I also believe that environment is something I have control over. I can choose the culture of my classroom; how to treat my students; to hopefully be that one person they know believes in them.
Resilience is said to be the capacity to bounce back for adversity. Todays 21st century learners are facing challenges we may have never encountered. Adolescence is filled with emotional, social and physical changes. It is a stage of development that has been given tremendous attention. It is our responsibility as teachers to teach, encourage and support the whole learner. Teaching students the necessary skills to navigate through their world is priceless. Skills that will allow them to look at problems with a different lens and to learn to creatively problem solve and more importantly not give up when faced with failure.
I believe that learning is dependent on classroom environment. I also believe that environment is something I have control over. I can choose the culture of my classroom; how to treat my students; to hopefully be that one person they know believes in them.
Resilience is said to be the capacity to bounce back for adversity. Todays 21st century learners are facing challenges we may have never encountered. Adolescence is filled with emotional, social and physical changes. It is a stage of development that has been given tremendous attention. It is our responsibility as teachers to teach, encourage and support the whole learner. Teaching students the necessary skills to navigate through their world is priceless. Skills that will allow them to look at problems with a different lens and to learn to creatively problem solve and more importantly not give up when faced with failure.
Research on Resiliency
Fostering Resilience in Children (1995) suggests that all children are born with an innate capacity for resilience. Longitudinal studies have shown that between half and two thirds of children that grow up in adverse conditions manage to over come adversity. Resilience allows children to develop social skills, problem solving skills, a sense of purpose and an ability to think critically. Critical thinking and problem solving show up repeatedly when you google "needed skills for the 21st century learner".
The articles and websites I have read build a clear understanding that school plays a monumental role in building resiliency in children.
"Research suggests that when schools are places where the basic human needs for support, respect, and belonging are met, motivation for learning is fostered. Reciprocal caring, respectful, and participatory relationships are the critical determining factors in whether a student learns; whether parents become and stay involved in the school; whether a program or strategy is effective; whether an educational change is sustained; and, ultimately, whether a youth feels he or she has a place in this society" (Benard, 1995, p. 4).
What does this mean for teachers.....
Fostering Resilience in Children (1995) suggests that all children are born with an innate capacity for resilience. Longitudinal studies have shown that between half and two thirds of children that grow up in adverse conditions manage to over come adversity. Resilience allows children to develop social skills, problem solving skills, a sense of purpose and an ability to think critically. Critical thinking and problem solving show up repeatedly when you google "needed skills for the 21st century learner".
The articles and websites I have read build a clear understanding that school plays a monumental role in building resiliency in children.
"Research suggests that when schools are places where the basic human needs for support, respect, and belonging are met, motivation for learning is fostered. Reciprocal caring, respectful, and participatory relationships are the critical determining factors in whether a student learns; whether parents become and stay involved in the school; whether a program or strategy is effective; whether an educational change is sustained; and, ultimately, whether a youth feels he or she has a place in this society" (Benard, 1995, p. 4).
What does this mean for teachers.....
Resiliency in the Classroom
Teaching is more than a set of expectations set out by the Ministry of Education. Fostering a classroom culture where children are supported and know they can be successful is very powerful. It is how we view children and their ability to learn and succeed that builds the foundation for our classroom culture.
Alex Terego (Hard Facts Soft Skills, 2009) spoke to the idea that curriculum and teaching pedagogy is moving from a pushing facts stance to what he interprets as pulling opinions. Teaching children soft skills such as leadership, listening, social conduct and tolerance of others opinions is a needed survival skill today.
This link is an article that shares insight on the need to teach soft skills in education, http://educatorsconnect.com/cmspage/27/teaching-soft-skills-in-schools-need-of-the-hour
Alex Terego (Hard Facts Soft Skills, 2009) spoke to the idea that curriculum and teaching pedagogy is moving from a pushing facts stance to what he interprets as pulling opinions. Teaching children soft skills such as leadership, listening, social conduct and tolerance of others opinions is a needed survival skill today.
This link is an article that shares insight on the need to teach soft skills in education, http://educatorsconnect.com/cmspage/27/teaching-soft-skills-in-schools-need-of-the-hour
Benard (1995) outlines three categories to help manifest resilience; caring and supportive relationships, positive and high expectations, and opportunities for meaningful participation.
Caring and Supportive Relationships
All it takes is ONE supportive person. Werner and Smith's (1989) study as cited in Fostering Resilience in Children showed that role models, outside of family, "was a favourite teacher who was not just an instructor for academic skills for the youngsters but also a confidant and positive model for personal identification" (p. 3). This supports my idea that teaching is more than just the curriculum.
Steve Gardiner referred to the book "Supporting Resilience in the Classroom", in which the authors (Brooks and Goldstein) discuss how charismatic adults help students grow and learn. Brooks and Goldstein use the term islands of competence. This refers to the ability of an adult to help a student discover what they are successful at and learn to transfer these skills into various activities throughout their world, therefore developing success and fostering resilience.
"Even in the face of incredible hardship, parents or other mentors can successfully ease these troubles for the children they live or work with in the accumulation of simple, everyday interactions; Masten (2009) calls this “ordinary magic.” (as found in http://pilambda.org/horizons/building-resilient-students-three-strategies-for-success/).
High Expectations
"Research has indicated that schools that establish high expectations for all youth - and give them the support necessary to achieve them - have high rates of academic success" (Benard, 1995, p. 3). What is important for me in this quote is the idea that the necessary support is given to the child.
Instruction that supports reliance focuses on a variety of learning styles; uses students strengths, interests and experience; participatory and creates self reflection opportunities, critical inquiry, problem solving and communication (Benard, 1995, p. 3). Benard quickly comments that assessments must also support and focus on resilience.
Opportunities for Participation
Students need meaningful involvement and responsibility within the school. Learning needs to be hands-on, involve students in curriculum planning, allow students to create classroom rules and employ cooperative approaches to learning (cooperative learning, peer helping, mentoring and community service).
Caring and Supportive Relationships
All it takes is ONE supportive person. Werner and Smith's (1989) study as cited in Fostering Resilience in Children showed that role models, outside of family, "was a favourite teacher who was not just an instructor for academic skills for the youngsters but also a confidant and positive model for personal identification" (p. 3). This supports my idea that teaching is more than just the curriculum.
Steve Gardiner referred to the book "Supporting Resilience in the Classroom", in which the authors (Brooks and Goldstein) discuss how charismatic adults help students grow and learn. Brooks and Goldstein use the term islands of competence. This refers to the ability of an adult to help a student discover what they are successful at and learn to transfer these skills into various activities throughout their world, therefore developing success and fostering resilience.
"Even in the face of incredible hardship, parents or other mentors can successfully ease these troubles for the children they live or work with in the accumulation of simple, everyday interactions; Masten (2009) calls this “ordinary magic.” (as found in http://pilambda.org/horizons/building-resilient-students-three-strategies-for-success/).
High Expectations
"Research has indicated that schools that establish high expectations for all youth - and give them the support necessary to achieve them - have high rates of academic success" (Benard, 1995, p. 3). What is important for me in this quote is the idea that the necessary support is given to the child.
Instruction that supports reliance focuses on a variety of learning styles; uses students strengths, interests and experience; participatory and creates self reflection opportunities, critical inquiry, problem solving and communication (Benard, 1995, p. 3). Benard quickly comments that assessments must also support and focus on resilience.
Opportunities for Participation
Students need meaningful involvement and responsibility within the school. Learning needs to be hands-on, involve students in curriculum planning, allow students to create classroom rules and employ cooperative approaches to learning (cooperative learning, peer helping, mentoring and community service).
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Other Valuable Resources:
5 Steps to Foster Grit in the Classroom http://www.edutopia.org/blog/foster-grit-in-classroom-andrew-miller Reaching IN, Reaching OUT http://www.reachinginreachingout.com Although this pdf states K-3 and 4-6, the activities found in the 4-6 sections can be easily adapted to intermediate students.
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Teachers vary in style and teaching methods, this is what makes teaching such a dynamic profession. At any give time you can converse with a colleague and come away with a differing opinion, viewpoint or idea. Professional development opportunities allow an even bigger forum for sharing. There is never a time when I cannot find an activity, lesson, idea or strategy. However, I have come to learn that not all pedagogies support how I teach. My overall belief in students and teaching ultimately dictates the strategies and models I use. I have learned in my 11 years of teaching that I need to have a strong sense of personal reflection on HOW I teach, no matter what grade I am in. If I am true to these ideals then WHAT I teach will fall into place. Understanding the children that are in front of me each day and believing in them as learners and children will guide my instruction to create successful experiences for each child. Pushing ourselves as teachers and children as learners will produce magnificent and successful adults.
Page designed by Samantha Taber
REFERENCES
Benard, B. (1995). Fostering Resilience in Children. ERIC Digest, 1-6.
Davis, J. (2013, January 1). Building Resilient Students: Three Strategies for Success. Educational Horizons Magazine. Retrieved from http://pilambda.org/horizons/building-resilient-students-three-strategies-for-success/
Gardiner, S. (2014, May 1). Supporting Student Resilience in the Classroom. Retrieved March 8, 2015, from http://www.edutopia.org/blog/supporting-student-resilience-in-classroom-steve-gardiner
Terego, A. (2009). Hard Facts Soft Skills. Principal Leadership, 10(1), 42-44.
Video clips found on YouTube