Monthly Archives: January 2016

Green, D., Oswald, M., & Spears, B. (2007). Teacher’s (mis) understandings of resilience. International Education Journal, 8, 133-144.

This article provides holistic perspectives of understanding student resilience. Green, Oswald and Spears (2007) discuss how the role of the teacher in fostering resilience is critical. In this article, these scholars address how many teachers have ‘misunderstanding’ of the construct of resiliency and what resilient students like in their classrooms. Through a qualitative research study, they conclude that teachers have difficulty differentiating between resilient and non-resilient students. This distinction is critical when attempting to foster a resilient classroom community. This article addresses the misunderstanding and provides ways teachers can engage in developing their understandings of resilience. For example, teachers can participate in professional development and seek the appropriate resources to support their students. This article articulates that the construct of resilience is complex and educators must have a full grasp on it before trying to implement it. Overall, the perspectives discussed in this article were helping to developing my inquiry and my overall understanding of resilience.

Schonert- Reichl, K. A., & Le Rose, M. (2008). Considering resilience in children and youth: fostering positive adaptation and competence in schools, families, and communities. The Learning partnership, 1-17.

Schonert- Reichl and Le Rose use a case study to show how young children can thrive in the face of risk through the support of family, friends, communities and schools. Through tracing Nadia’s experiences with educational resilience despite living in low socioeconomic area with her mother who was addicted to drugs, many areas of interest arise. These scholars trace her narrative and show how environmental factors such as moving into a more stable living environment and receiving support at school can build resilient in children. Through looking at the factors that children need to be resilient, these scholars construct strategies to better support students through their struggles. Schonert-Reichl and Le Rose take a resiliency perspective that “focuses on promoting strengths rather than just reducing risk” (4). I found this article and perspective very realistic and student centred. Eliminating risk is not helpful or realistic to student development. Thus, through understanding how to support student resilience in the face of risk, community members, families and teachers will be able to facilitate an environment for resiliency to develop.

Downey, J.A. (2008). Recommendations for fostering educational resilience in the classroom, preventing school failure: alternative education for children and youth. Preventing School Failure, 53, 56-64.

This article outlines how young children who are “at risk” are put at a disadvantage compared to other children. At risk factors include, but are not limited to poverty, family dysfunction, racial discrimination and violence”. However, Downey suggests that kids can be quite resilient in school and over all in life through support systems. It is suggested that teachers play a large role in facilitating an environment and repertoire for students to be resilient. This sources effectively outlines, with examples of how teacher’s can foster resilience within the classroom. For example, teachers can set goals with the student instead of for the student. Downey suggests that this can help students make progress in their learning and be more resilient. The article also emphasizes that the recommendations are not only for “at risk” students but rather ways to foster resilience for all students. This article helps build my inquiry because it brings in several different support and intervention strategies for students. It addresses what can be done in the classroom, without relying on outside programs.