SAFE LEARNING ENVIRONMENT
Providing a safe learning environment is an- other way teachers can help in the transition for newcomer students. “As for any child cop- ing with anxiety-provoking circumstances, the more structure and predictability the better,” says Dr. Cook. “A safe place includes having clear outcomes and expectations” so that students understand their roles and the roles of those around them. Routines are very important to all chil-
dren, but particularly to those who may have experienced some type of trauma such as liv- ing in refugee camps, fleeing their homes or losing a loved one. Students’ feelings of un- certainty and upheaval can be alleviated by posting and explaining schedules, announc- ing shifts and making sure transition times (class changes, lunch and recess) are predict- able.
TEACHING ABOUT WAR AND REFUGEE ISSUES
noted that “most persons who experience traumatic events have a favourable mental health prognosis.” This report acts as an assurance for those who may be looking for warning signs of PTSD, but not find- ing them. Teachers and other education workers in-
teracting with students who may have expe- rienced trauma are advised simply to listen. Acknowledging the pain and suffering that the student has experienced is helpful, though teachers must also be sure to exercise due diligence in seeking out professional support through a settlement worker, social worker, guidance staff or school psychologist. Teachers are advised to find out as much
as possible about their students’ cultural backgrounds in order to better understand their experiences, even when there are lan- guage barriers. Teachers familiar with the Culturally Relevant and Responsive Pedago- gy (CRRP) model will agree that this not only brings out the best in students from equity- seeking groups, but also raises academic and behavioural expectations for all students.
Many teachers have used current events to teach their students about war from a different perspective than that of traditional Remem- brance Day commemorations. We have been seeking out age-appropriate news articles and mapping the journeys of many migrant pop- ulations. As teachers, we are sometimes faced with materials that may act as triggers for students who may have experienced trauma, especially in conflict situations. When choos- ing materials to share with a class, it is im- portant that students feel safe and included. Materials must not only reflect the experi- ences of the students, but also be sensitive to those experiences. No amount of lesson planning and prep-
aration, however, can determine what might be said during lessons and discussions in the classroom; sometimes an offhand remark or activity may trigger feelings of discomfort or negativity for students who have experi- enced trauma. Teachers can help by ensuring students
feel safe – by making themselves available and ensuring all students know where they can go if they feel uncomfortable. If a teacher recognizes a student’s discomfort during class discussions or other activities, she or he can provide alternate activities that are non- threatening. Dr. Cook notes that math activi- ties are generally considered “low-risk” as the language is “universal” and reassuring. Dr. Cook also suggests having a variety of art materials available in the class for students
DEFINITIONS Refugee? Internally Displaced Person?
Stateless Person? Asylum Seeker? What’s the difference? (UNHCR)
Refugee: Refugees are people whose lives have been torn apart when violence arrives on their doorstep, or when they are persecuted for their religious or political beliefs. Refugees are driven from their homes and communities by factors outside their control. It happens so fast. Quite literally, refugees are people run- ning for their lives.
Internally Displaced Person: News reports tend to spotlight refugees in sprawling camps, but a large number of people forced to flee their homes never cross an international border. These indi- viduals are known as internally displaced persons, or IDPs, who seek safety any- where they can find it – in nearby towns, schools, settlements, internal camps, even forests and fields. IDPs, which include people displaced by internal strife and natural disasters, are the largest group that UNHCR assists.
Stateless Person: Statelessness is a condition in which someone is not con- sidered a citizen of any country. Stateless- ness is often a result of discriminatory policies against minority groups or the exclusion of residents from citizenship when a country gains independence. When people are stateless, they often do not enjoy the same rights as citizens – such as the right to vote or to access education.
Asylum-seeker: Asylum is the right to be recognized as a refugee and to receive legal protection and material assistance. An asylum-seeker is someone who seeks international protection, but whose claim for refugee status has not yet been evaluated. We believe those fleeing violence should have the chance to tell their stories, apply for asylum and be properly evaluated. Individual coun- tries decide which asylum-seekers qualify for protection. Asylum-seekers must demonstrate that their fear of persecu- tion in their respective home country is well-founded and that they could face harm if returned home.
ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 39
ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 39
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52