Fostering Resilience in the Classroom
Presentation by: Rasheena Sekhon
Session E | 11:05 – 11:25 | Room 204A
Abstract:
Inquiry Question: How can teachers foster resilience in the classroom?
My inquiry in student resilience was inspired by my practicum experience. I inquired in this topic through personal experience and scholarly research. I also approached this topic by looking at different classroom scenarios and inquiring into strategies to support students. Through my investigation I have learned that mindset for both teachers and students is critical for fostering a resilient classroom. An effective educator has a growth mindset for him or herself and is a role model for students. A mindset that includes reflective practice, appreciating the process and teaching social-emotional needs explicitly can support and foster student resilience. I have discovered that an experiential student centered instructional model is more helpful than a teacher driven model to foster resiliency. Through having students at the heart of their learning, they can inquire into what they want to learn and begin to self regulate themselves. Through this process, students can begin to develop their resilience. Through my research, I have found that it is important to create a positive classroom climate beginning the first day of school. For example teachers can create class expectations, create procedures that students go to when they need help and facilitate and encouraging and positive tone. The research shows when students feel safe, they can be more resilient.
My inquiry into resilience in the classroom is significant to both teachers and students alike. Resilience is a complex construct that can be misunderstood in many respects. Green, Oswald and Spears (2007) discuss how teacher misunderstandings of resilience can impact how resilient their students are. These scholars explain that broadening knowledge of student resilience for teachers can be taken place through both professional development and university courses. This article encouraged me to reflect on my understanding of resilience and try to incorporate new perspectives into how I define resiliency. As a teacher candidate who strives to work towards fostering resilience in the classroom, I must have a broad perspectives and understandings of what resilience is and the diverse nature of what it looks like in students. Thus, this topic can encourage people who are attending the “Investigating Our Practice” conference to critically reflect on how they understand resilience and how it can be fostered in the classroom.
Please check out my blog for further discussion into this topic: http://blogs.ubc.ca/rasheenasekhon/.
