Issue link: http://educator.cta.org/i/1476161
that can foster the power of believing. • Start the day with an intentional interaction. The beginning of class can be hectic. Slow down. Greet students by name and make eye contact. Smile. Something as sim- ple as a genuine smile can go a long way! You can also thank them for being there or for simply being themselves. This helps students feel welcomed. • Get to know your students. Ask about their family, interests and friends. Include this information in future lessons to engage them. Find shared interests between students to make peer-to-peer con- nections. This helps students feel seen and heard. • Praise effort and perseverance. Students can be very hard on themselves when they can't achieve something yet. Help students see their effort and show that they can continually improve. When students keep going and do not give up, praise them for their continued commitment to learning. Students should focus on progress, not per- fection. This will help them gain confidence. Being intentional, knowing our students, and praising their qualities can help us connect with them. These connections are critical in igniting the power of believing. When we believe in our students, they are more likely to believe in themselves. California Teacher of the Year Alondra Diaz is a fifth grade teacher and member of Tustin Education Association She is also the California nominee for National Teacher of the Year. Trauma-informed Care for Students and Ourselves Learning self-regulation and resilience key to mental health By Nichi Avina As an immigrant child living in an impoverished neighborhood, my hardworking parents did not have the luxury of affording the best mental health resources. Public school was the safest place for my three brothers and me. Education was our way out of poverty, but not all of us made it. My eldest brother Nico succumbed to the lure of the streets and eventually committed suicide in his 20s. When I became a teacher 17 years ago, I set out to change the way institu- tions dealt with troubled students like my brother. Often, it is the teacher who stands between the student and the cruel discrimination of society. In these moments, educators can stand for their students to close the achievement gap, especially for minority and disadvantaged students. Due to my fascination in trauma healing stemming from my brother 's death and my desire to turn this poison into medicine, I dug into the latest research in neuroscience, psychology and educational theory and found this jewel: Paying attention to our sensations and teaching ourselves and our students how to pay attention to theirs can save a whole generation from the lethal effects of trauma. Trauma therapists call this sensation awareness or interoception. The latest studies have shown that developing sensation awareness is key to regulating our nervous system [and emotions], and teachers who learn this skill and teach it to their students will save lives. The American Academy of Pediatrics recently declared child and adoles- cent mental health a national emergency. Teachers are also facing a level of fatigue that is causing a record number of educators to reevaluate and even leave the teaching profession. The pandemic revealed the need to not just close the achievement gap but also the developmental and neurophysiological gaps. These gaps are inextricably linked: How can one learn their letters and numbers, and higher order thinking skills, when their nervous system is trapped in survival mode? There has never been a more critical time for educators to attend to their own social-emotional health and help their students do the same. Schools that are trauma-sensitive and incorporate systemic wellness programs are showing successful outcomes in both social-emotional and academic growth. Through easy lessons that help discharge stored trauma from the body and educating staff on how to do relational repair through healthy attachments, our schools can become places of healing. As educational superheroes, we have a duty to give all children equal opportunity to succeed while also reclaiming our own right to wellness. We have the knowledge and the tools. We must teach our students self-regula- tion, resilience, agency and the means to define their own destinies. I recommend these resources to learn how to regulate your nervous system: Brain-Changing Strategies to Trauma-Proof Our Schools, by Maggie Kline; Trauma-Proofing Your Kids, by Dr. Peter Levine; Trauma Resource Institute (traumaresourceinstitute.com); and Momentous Institute (momentousinstitute.org). California Teacher of the Year Nichi Avina is a middle school science educator and member of Palm Springs Teachers Association. TIP: 21 A U G U S T / S E P T E M B E R 2 0 2 2