Inquiry Question: How can teachers foster resilience in the classroom?
Where I came from
In my human development, learning, and diversity (EPSE 308) class, I had the opportunity to team teach on the topic of risk and resilience. This experience inspired me to inquire into the topic further. My practicum experience also sparked interest for me to explore my inquiry. Through my observations, I noticed several students did not have the skills to help them be resilient and combat their learned helplessness. Thus, this inspired me to consider ways to support these students.
Where I am now
I inquired in this topic through personal experience, discussions with colleagues and scholarly research. I am currently exploring specific strategies that I can implement in my practicum. Through my investigation I have learned that a growth 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. Brooks and Goldstein (2008) argue 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 on the first day of school. For example, teachers can create class expectations; procedures for students go to when they need help and facilitate an encouraging and positive tone. The research shows when students feel safe, they can be more resilient. In my extended practicum, I plan to check in with students and create goals through collaborating with them. I have understood through my inquiry that involving the students in their learning is critical for developing their resilience.
Where I am going
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. For example, teachers misunderstand that resilience is always associated with people who are in high risk situations. As teachers we must consider the resilience of all students who come from varying backgrounds. 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 perspective and understanding of what resilience is and the diverse nature of what it looks like in students. Thus, as I head into practicum I will consider perspectives on resilience that arose through my inquiry but also keep an open mind throughout.
Brooks, R., & Goldstein, S. (2008). The mindset of teachers capable of fostering Resilience in Students. Canadian Journal of School Psychology, 1, 114-126.
Green, D., Oswald, M., & Spears, B. (2007). Teacher’s (mis) understandings of resilience. International Education Journal, 8, 133-144.
