Teaching in Emergencies: Building Resilient Practices as Language-Learning Teachers

Autor/in	Sasaki, Mia
Titel	Teaching in Emergencies: Building Resilient Practices as Language-Learning Teachers
Quelle	In: English Teaching Forum, 60 (2022) 2, S.10-17 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-663X
Schlagwörter	Language Teachers; Emergency Programs; Resilience (Psychology); Students; Well Being; Teacher Student Relationship; Stress Management; Psychological Needs; Daily Living Skills; Social Emotional Learning; Music Activities; Visualization; Learning Activities + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Hilfsprogramm; Student; Schüler; Schülerin; Studentin; Well-being; Wellness; Wohlbefinden; Teacher student relationships; Lehrer-Schüler-Beziehung; Stressmanagement; Stressbewältigung; Alltagsfertigkeit; Musikalische Aktion; Visualisation; Visualisierung; Lernaktivität
Abstract	Few teachers would have imagined at the onset of 2020 that the COVID pandemic would disrupt education for two or more years. For many around the world, the pandemic has been an enduring crisis in classrooms, affecting many facets beyond just learning spaces. But the pandemic also united many educators in their efforts to find solutions to the hidden but ever-present reality of educational emergencies. As teachers, we are often at the forefront of these emergencies: student trauma from abuse, mental illness, political unrest, etc. We, more than ever, are focused on student well-being for the sake of learning. The question is, what tools of resilience can we equip ourselves with in the midst of these ongoing emergencies? [Written with Sara Levi.] (As Provided).
Anmerkungen	US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037. e-mail: etforum@state.gov; Web site: http://americanenglish.state.gov/english-teaching-forum-0
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01