Issue link: http://educator.cta.org/i/1316347
Kelli Clayton gets her students in the mood to learn and have fun. T A L K I N G W I T H S T U D E N T S about trauma comes naturally to Kelli Clayton, a first grade teacher at Reese Elemen- tary in Sacramento. "My family has dealt with poverty, substance abuse and incarceration. I've been a ward of the court. It has made me a better educator and taught me things no text- book can teach. If a child tells me they didn't sleep because they heard their parents arguing, I share how that made me feel as a little girl and ask them how they feel. I'm very authentic with students." Clayton, an Elk Grove Education Association member, received trau- ma-informed training from HEARTS (Healthy Environments and Response to Trauma in Schools) through UC San Francisco, which has been invaluable at her Title I school. "If a child lashes out at me, I now understand it 's not reflective of how they feel about me personally. If something happens, we don't pre- tend it didn't. We have discussions in circle time." A "peace corner " allows students to take a short break if they are feeling stress. Students take "brain breaks," such as pretending they are trees shaking their leaves, to reduce tension. "I think the prac- tices I have put into place have been very positive. My students feel confident that regardless of what's happening at home, they have my love, support and respect at school. Students are learning how to self-regulate before they explode. Asking if they can have a brain break or go to the peace corner are great examples." culture of survival, fighting means they get a meal or get to keep a new backpack. If there is an unguarded toy or food or other necessity, the expectation may be for them to take it. It's very different from how school functions — and the expectations of our society." At school, Loyd teaches the culture of equity. "I let them know that everyone will get a meal. I show them repeatedly that they can trust me with things such as hurt feelings and taking care of their needs, so they can switch from a survival culture to a culture of learning. I instill a feel of family in my classroom where we are all on the same team and look out for each other. I focus on kindness and teach- ing them to do the same. This opens them up and they blossom. This is when they are finally ready to learn." Loyd says teaching chil- dren who are traumatized requires the right amount of empathy and expectations. "We teach children how to solve and conquer their problems, not to use their problems as an excuse to sit and do nothing. And teachers should not give up on the parents. They are a huge part of a child's education. We may not approve of the choices they make, but their involvement means the world to these students." "My students feel confident that regardless of what's happening at home, they have my love, support and respect at school." 3. Don't take it personally Continued from p. 31 Feature 32 cta.org