Resources for Other Languages
Welcome to the Ready multilingual Webpage. Each page contains flyers, brochures, tri-folds, press releases and public service announcements tailored to provide disaster preparedness, response, recovery, and mitigation information.
The purpose of these Webpages is to help people with limited English proficiency levels to receive important life-sustaining and life-saving information when disasters strike.
Does your school have children that demonstrate outrageous behavior on a daily basis? Do you have young children who literally come to school and carry in angry feelings all the time? Their anger is so intense and beyond much of what you have seen in the past? Does your school have young people who over-react to adult requests for cooperation, and explode easily? Does your school have students who find it almost impossible to sit still and pay attention to almost anything? Does your school have young people who seem always down and depressed? Does your school have children and young people who seem always disconnected, tired and down, impossible to motivate? Does your school have children who “cut” themselves?
Find more at https://www.linkedin.com/pulse/things-educators-need-know-trauma-informed-care-schools-mcknight
Many educators are faced with anxiety and fear among their immigrant populations. How can educators learn more about the situation their families are in and how can they prepare? Here are resources for schools at https://rethinkingschoolsblog.com/2017/09/05/outrage-and-resources-for-teachers-after-the-trump-administration-ends-daca/.
Many teachers in recent days have asked Rethinking Schools and the Zinn Education Project for resources relating to DACA and immigration. We’ve compiled a short list below:
“Qué es Deportar? Teaching from Students’ Lives” by Sandra Osorio: https://www.rethinkingschools.org/articles/que-es-deportar-teaching-from-students-lives
“Deporting Elena’s Father” by Melissa Bollow Tempel: https://www.rethinkingschools.org/articles/deporting-elenas-father
“Who Can Stay Here? Documentation and Citizenship in Children’s Literature” by Grace Cornell Gonzales: https://www.rethinkingschools.org/articles/who-can-stay-here-documentation-and-citizenship-in-childrens-literature
“Resources for Educators Supporting Dreamers” from the NEA: http://educationvotes.nea.org/neaedjustice/daca-resources/
“U.S.-Mexico War: ‘We Take Nothing by Conquest, Thank God’” — reading by Howard Zinn; teaching activity by Bill Bigelow: https://zinnedproject.org/materials/us-mexico-war-tea-party/
A great list of books for teaching about immigration: https://socialjusticebooks.org/booklists/immigration/
As the news discuss this issue daily, families of undocumented parents experience a daily reinforcement of their worst nightmares. Such worries carry over into their school experience. Are we able to assist our student and to make them feel safe? How can we prepare? Read more at http://neatoday.org/2017/07/10/students-with-undocumented-parents/?_ga=2.168862177.1121493217.1504279864-897614083.1504279864
During the period of culture shock, many teachers utter this above statement when the wonderful and quiet student becomes rebellious or negative. Not knowing the natural emotional progression, such behavior is often misinterpreted. How should we deal with this culture shock development or with other “difficult” kids? Read some ideas here at https://www.insidehighered.com/advice/2017/08/22/advice-handling-difficult-student-classroom-essay?utm_source=Inside+Higher+Ed&utm_campaign=8747997abc-DNU20170822&utm_medium=email&utm_term=0_1fcbc04421-8747997abc-223167133&mc_cid=8747997abc&mc_eid=ed054a5cba
Find at https://www.edutopia.org/article/7-ways-calm-young-brain-trauma-lori-desautels?utm_source=facebook&utm_medium=socialflow
A must-read for all educators. Excerpt:
A traumatized brain can be tired, hungry, worried, rejected, or detached, and these states are often accompanied by feelings of isolation, worry, angst, and fear. The neurobiological changes caused by negative experiences trigger a fear response in the brain. When we feel distress, our brains and bodies are flooded with emotional messages that trigger the question, “Am I safe?” We react physiologically with an agitated limbic system that increases blood pressure, heart rate, and respiration as the levels of the hormones cortisol and adrenaline increase in our bodies. Chronic activation of the fear response can damage those parts of the brain responsible for cognition and learning.
When the brain has experienced significant adversity, it becomes fundamentally reorganized. Past experiences can live on in the body and may be experienced as flashbacks, memories, or repetitive thoughts about the painful event.
Many children and adolescents come to school with a deep mistrust of adults because they’ve never formed healthy attachments. These young people have brains that are in a constant state of alarm.