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Importance of resilience in education
Importance of resilience in education
Importance of resilience in education
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The educational system impacts a child through several levels and layers. This paper will discuss the individual and the systematic level. On an individual level, school attendance plays a significant role in resiliency (Hart & Mueller, 2013; Peltzer, 2009). Through having a full attendance at school, students have an opportunity to engage in school materials and interact with their peers and teachers (Peltzer, 2009). Some children might have various problems outside of school, which prevent them from performing to their full potential at school (Hart & Mueller, 2013; Hirschfield & Gasper, 2011; Hong & Garbarino, 2012; Li & Lerner, 2011). Active engagement and participation generally have a positive influence on students (Hirscheifeld & Gasper, …show more content…
For instance, on a continuum, a high level compared to a low level of self-esteem can differ in the ways that children act and socialize. Furthermore, a compassionate and caring teacher is one of the key element for students to build competence and resilience (L. Theron & A. Theron, 2014). It is crucial for young people to have support when facing difficulties in life. Teachers are critical in playing this role since students might come from an incomplete family whom could assist with coping in the event of a tragedy (L. Theron & A. Theron, 2014; Turner et al., 2007). Through creating a deeper emotional connection to school, its related activities, and group members, students can perform better and becomes a more resilient individual as they receive supports from staffs and peers which increase their self-esteem, especially the “high-risk” individuals (Hart & Mueller, 2013; Hirschfield & Gasper, 2011; Li & Lerner, 2011; Peltzer, 2009; L. Theron & A. Theron, 2014; Turner et al., 2007). These factors are all indispensable when it focuses on a healthy development and
Engagement in classroom discussions influences positive engagement in the workplace by allowing the individual to be more social and attentive when put in the environment, and to also makes the environment a great place to work. The first thing everyone learns is listening and acknowledging what you have learned which is used in any setting. Classroom engagement can help develop someone’s communication skills, time management and self awareness. Being in the classroom teaches you how to communicate with people, and speak to people positively. This type of
The relationships between children and adults in a learning environment, and among the children themselves, are the basis for building a safe, strong and caring community in which everyone is accepted, respected and comfortable. The warmth and support children receive influence the development of greater social competence, fewer behavior problems and enhanced thinking and reasoning skills at school age (Bruce, Cairone & the Devereux Center for Resilient Children, 2012). Supportive interactions occur when teachers listen attentively and displaying unwavering, genuine care and compassion to children. Young children are full of laughter, stories, anecdotes and simple tales of their lives and they love sharing their life experiences with teachers. Teachers should be aware that young children’s voice should be valued and heard. Garvis and Pendergast (2014) suggested that while young children’s voice is being heard and teachers acknowledge their feelings, reciprocal and responsible relationships are more likely to be built. The art of listening is even more important during times when difficulties are present in a child’s life. Strong relationships with young children provide insight so that teachers are able to provide prompt help when children are facing risk factors in
Through most of my time in high school, I always found myself writing more of exploratory writing for two simple reasons; it took a shorter amount of time, and relating writing to my personal experiences was something I had no need to look up. Exploratory writing is a time to take advantage to relate your own personal experiences and an attempt to make a connection with a certain reading. The experiences you have will not be exactly the same as you’re classmate and might be very enjoyable to read. Lamott and Hairston both use explanatory and exploratory writing in their essays by explaining the techniques of what good writers do and applying their own personal experiences. By applying both explanatory and exploratory in their essay they are able to provide the reader with new ideas they can adopt to improve their writing skills.
Wolpow, R., Johnson, M. M., Hertel, R., & Kincaid, S. O. (2009). The heart of learning and teaching: Compassion, resiliency, and academic success. Washington State Office of Superintendent of Public Instruction (OSPI) Compassionate Schools. Retrieved from http://www.k12.wa.us/CompassionateSchools/Resources.aspx
A traumatic experience can physically and emotionally affect a child. Overcoming a traumatic experience means that the child is resilient. According to Werner (1995), “Resilient children exhibit good developmental outcomes despite high-risk status, sustained competence under stress, and recovery from trauma” (as cited in Couchenour & Chrisman, 2011, p. 91). Teachers can help build resilience in their students. This article mainly focuses on this topic and provides different strategies that teachers could use to help students overcome traumatic experiences.
engaging, you wont have discipline problems” (Boyd 2012). The truth is, you may have fewer student
It is important to be tolerant of people that are different from you because we can learn from each other and grow ourselves.
Between 2002 and 2013 the price for textbooks have risen 82%, which is 3 times the rate of inflation according to a recent study found by the U.S Government Accountability Office. (6) Affordability of post tuition expenses, which include textbooks, food, living space, and class materials, may present a challenge to students who struggle pulling extra money out to buy the needed material for classrooms. On average students will be spending 1,200 dollars a year on textbooks. For a college student, that could mean meals for the whole school year, or the class they need for more credits. The price of textbooks is skyrocketing which leaves a lot of students trying to find alternatives on spending a great deal on books.
A revealing study showed that teachers who did not buy into an SEL curriculum worsened the SEL development of their students (Schonert-Reichl & Zakrzewski, 2014). We need to ensure that teachers are offering communication, character building and emotional skills along with the academics to prepare children for life after high school and this begins in the early years. When children enter school without the SEL skills they need, they will struggle to learn academics but many early childhood educators claim that they do not have adequate training to help children develop these skills (McClelland, Tomminey, Schmitt, & Duncan, R. 2017). Once a supportive and caring environment is understood and created, children will be able to feel successful because "children who feel comfortable with their teachers and peers are more willing to grapple with challenging material and persist at difficult learning tasks" (Schonert-Reichl, 2017, p. 139). When used in conjunction, social emotional learning and restorative practices can help to create a safe and supportive climate where students are ready to take on the challenges of academics.
One of the biggest factors that affect student engagement has to do with the behavior and engagement of the teacher. Students model their behavior and enthusiasm, largely after the person leading the class (Csizer & Dornyei,1998). This means that how organized, attentive, and engaged students are, is a direct reflection of the teacher and their organization, attentiveness, and engagement. Presenting material in the clearest and most effective way while conveying the concepts that you are teaching properly can be a big motivating factor for students (Csizer & Dornyei,1998). If the teacher is vague, unclear, and disorganized, students are going to lose motivation and might become anxious and confused.
A report by the UCL Institute of Health Equity (2014) argues that schools can promote protective factors to help prevent against risk factors, thus, building children’s resilience; these protective factors include, promoting better bonds between parents and their children, encouraging healthy behaviours, recognising achievements and ensuring a smooth transition into school. They suggest that children who are able to build resilience in the presence of adversity will have better mental wellbeing and higher achievement at school. Families and Schools Together is an early intervention programme implemented in schools in highly deprived areas, working with parents and carers to boost their children’s resilience, the parent-child bond and basic academic skills. Some key findings from the programme include an observed reduction in children’s emotional symptoms, behavioural problems, peer difficulties, and better parent-child relationships (UCL Institute of Health Equity, 2014). Overall, research suggests that children who have a nurturing home environment, have experienced some mild stress or have developed resilience will be better equipped to cope with challenges they may face at
Enculturation is the procedure through which individuals learn the needs of the nearby culture and obtains values and behaviors that are either necessary or suitable in that particular culture. According to sociologist, Talcott Parsons, new generations of children are repeated barbarian incursion since human infants do not have culture at birth (Grunland & Mayers, 2014). At birth, children do not have conception of the world, have no morality, and have no language, which implies that they are unsocialized and uncultured. Consequently, the process of enculturation of a child has attracted various arguments and counterarguments. Some people say that once a person has experienced the enculturation process as a child,
Active participation is important in the curriculum, especially within graduate courses, because it allows students the ability to learn from other cohort members, while also allowing students the chance to ask questions in a safe environment to enhance their learning capacity in the present and in the future, especially within fieldwork placements. By actively participating inside and outside of class, I think students can gain a better understanding of the course and the course’s material, then if students only sit in class, quietly, and do not attempt to complete the assignments outside of class. For example, by reading the assigned articles or chapters in the course’s syllabus, I think students can come to class to further their knowledge
As an educator it is our duty to make sure we provide a safe and welcoming environment that foster loving support. My main goal is to instill the desire and the love for learning in them. “Social support plays a key role in enhancing general mental health and successful coping strategies (McGrath, 2014)”. Teachers should work with parents/caregivers to provide the loving support the students need and by doing this will keep the parents/caregivers involved.
Teachers have the unique opportunity to support students’ academic and social development at all levels of schooling (Baker et al., 2008; Bronfenbrenner, 1979; Bronfenbrenner & Morris, 1998; McCormick, Cappella, O’Connor, & McClowry, in press). According to the attachment theory (Ainsworth, 1982; Bowlby, 1969), positive relationships enable learners to feel safe and secure in their learning environments which helps providing scaffolding for social and academic skills. Learners who have positive teacher-student relationships may have the feeling of closeness, warmth and positivity which will increase their learning ability (Hamre & Pianta 2001). Students will use this relationship as a secure base for them to explore the classroom both academically and socially. Positive relationship with an adult may protect against the negative outcomes associated with children who stay in poverty (Gallagher 2014). According to Murray and Malmgren (2005), low-income students who have strong teacher-student relationships have higher academic achievement than peers who do not have a positive relationship with a teacher. Therefore, if a learner is born in a rural area, he/she may still able to have great learning capacity if he/she has a positive relationships with everyone in the