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Facilitation Guide. This activity packet is broken into four sections that mirror the Understanding Trauma and Its Impact e-resource and slide presentation. Each activity includes a facilitator version with sample script and answer keys and a participant handout version to be distributed during the training.
Example 3A.3. Teacher modeling how to use the surrounding sentences to figure out the meaning of the word . obstacles..... 27 Example 3A.4. Teacher guiding students in using context to figure out the meaning of the word . remote..... 27 Example 3A.5. Teacher guiding students in dividing a word into parts to determine
Materials from Other Federal Agencies. September 11th National Day of Service and Remembrance (Corporation for National and Community Service) September 11, 2011, Documentary Project (Library of Congress) 9/11 Commission Records (National Archives and Records Administration) September 11: Teaching Contemporary History (Smithsonian Institution)
The Collaborative for Academic, Social, and Emotional Learning (CASEL) has identified five interrelated sets of cognitive, affective, and behavioral competencies: Self-awareness: The ability to accurately recognize one’s emotions and thoughts and their influence on behavior. This includes accurately assessing one’s strengths and limitations ...
Handout 3: Mapping Triggers and Opportunities Activity 5 2. Provide alternatives. In the following two tables, list alternatives for eliminating or reducing potential trauma-related triggers for students and then do the same for parents. Student examples—You may reduce the trigger potential of S8 by making a practice of
Encourage back-and-forth exchanges. • Tune into children’s interests and experiences and talk about them. • Take turns communicating. • Show that you are interested in what they are doing and listening to what they say. • Provide time for children to respond. 3. Invite children to talk about what they are doing.
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