Bristol Twp. Teachers Get Responsive, Trauma-Informed Training

Teachers in the Bristol Township School District received a different type of training for the start of this year.

Teachers of kids in kindergarten through eighth grade received responsive classroom training and those who oversee students in sixth through 12th grade took part in trauma-informed training last week before classes started.

The responsive classroom training involved four components to create “safe, positive and engaging school community.” One of the focuses was to grow students’ social and academic skills through special techniques used by educators, district officials said.

According to the Center for Responsive Classrooms, the organization that did the training, the four components that were part of lessons were:

• Engaging academics – Lessons that are participatory, challenging and fun to encourage curiosity and appeal to students.
• Positive community – A secure and predictable environment that gives a sense of inclusion to students.
• Effective management – A calm and organized classroom that promotes responsibility and high learning engagement.
• Developmentally responsive teaching – All decisions for teaching and discipline are based on research and awareness of students’ social, emotional, physical and cognitive development.

The teachers worked with students during the training took part in interactive modeling, logical consequences, quiet time, energizers, and other tactics.

District officials said the more teachers know about student development patterns the more they can teacher to flow with the developments and not against them.

“For example, it is harder for young children to sit still and pay attention for long periods of time. Knowing that information, teachers practiced energizers – short, playful whole group activities – to refocus attention of their students,” the district said.

Teachers in a workshop brainstormed types of trauma kids can deal with – divorce of their parents, loss of loved ones, bullying, financial stress, and neglect – and how events can impact students for short and long periods of time, district officials said.

“Teachers also considered behaviors students might exhibit as a response to trauma like anger, developing an eating disorder, self-harm, lying and anxiety. Then they discussed ways to help students: listening to them, providing a safe space, giving them choices and ultimately, building positive relationships. Teachers may not always be aware if a child experienced trauma in the past but building a sense of community in the classroom benefits all students,” district officials said.

The training was implemented by the district to connect teachers with students and help them feel safe in the classroom while succeeding academically and in their personal life.

The training was paid for through part of a $169,000 Pennsylvania Commission on Crime and Delinquency grant.

“The training provided the District with a common language and strategy to support students in a consistent way,” said State and Federal Programs Coordinator Audrey Flojo Colletti. “Educators came together as a community to create a safe, productive learning environment for students in their new school year.”