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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.
Explore a collection of 985 high-quality multimedia instructional resources, informed by research, for use by adult educators. These resources have been reviewed by subject matter experts and recommended and approved by the U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE), Division of Adult Education and Literacy.
Handout 2: Secondary Traumatic Stress and Self-Care Packet 5 Staff Self-Care Plan Use this worksheet to create your own self-care plan. You do not need to share your answers with anyone—this is simply for self-reflection. Check back regularly to see how things are going and assess whether you need to make any adjustments to your plan. 1.
Keywords: SEL, adult development, teaching practice, Spanish schools, emotional intelligence 1. Introduction Teachers have a dramatic impact on students’ positive development and the overall success of their classrooms. Effective teachers promote positive interactions and influence a wide range of student-level outcomes, including
I was especially intrigued by, "Imagine that you have the ability to read minds. How would life change for you and everyone around you?" Creative writing is a great way to build writing fluency. Instructors can assign these prompts and let their students free write and not worry about spelling, grammar, or punctuation.
Teacher self-efficacy is also negatively associated with teacher stress and burnout with available evidence suggest-ing reciprocal effects over time (Brouwers & Tomic, 1999). Similar to teacher burnout and stress, self-efficacy is associ-ated with classroom management (Reinke etal., 2013). Conceptually, teachers who feel more confident in their
Teaching can be considered a form of social influence, increasing students’ knowledge, and therefore, having an impact on students’ learning. Instructors can design their teaching practices considering all this, and they can even become mentors to facilitate social change (Butera et al., 2021).
The primary stress of a Spanish word usually occurs in one of three positions: on the final syllable (oxytone, e.g. señor, ciudad), on the penultimate syllable (paroxytone, e.g. señora, nosotros), or on the antepenultimate syllable (proparoxytone, e.g. teléfono, sábado), although in very rare cases, it can come on the fourth-to-last syllable in compound words (see below).