Trauma-sensitive Teaching for the English Language

Classroom Syllabus
[Semester and Year] [Course Dates]

I NST RUCTO R INFO RMATIO N

Instructor Email
[Instructor Name] Please contact your instructor using the
Canvas messaging system. If you need
additional support, reach out to
[email protected] for assistance.

CO URSE OVERVIEW
Description
Emergency and crisis situations such as health crises, natural disasters, political and civil unrest, and many more affect
students worldwide. Through this asynchronous online course on Trauma-sensitive Teaching for the English Language
Classroom, EFL educators will gain understanding and skills to better work with English language learners affected by
conflict, crises, disasters, or displacement. The purpose of this course is to provide educators with a space to reflect on
and think critically about the realities and impacts of emergencies on the English language learning environment and to
gain knowledge and skills related to teaching practices and advocacy steps that can help students learn in safe
environments.
Participants will engage in discussion to describe social and emotional learning needs of students in emergency
settings, identify English teaching approaches in formal and non-formal education in emergency settings, and create
learning environments sensitive to students who have experienced trauma. The course will draw on principles of Social-
Emotional Learning (SEL), trauma-sensitive teaching, and Education in Emergencies, as well as sound TESOL
methodology, to provide instruction and support for teachers dealing with these issues.

Learning Objectives and Learner Outcomes

By the end of this course, you should be able to:
• Identify language issues in emergency situations, and how they impact EFL practice (students displaced from
their homes, multiple L1s, etc.)
• Describe social-emotional learning needs of students in emergency settings (e.g. conflict zones,
resettlement/refugee communities, natural disasters)
• Identify challenges that students and communities affected by crisis face
• Understand and apply theoretical frameworks/principles for teaching students affected by crises such as
Education in Emergencies, Social-Emotional Learning, and Trauma-Sensitive Teaching
• Identify English teaching approaches in formal and non-formal education in emergencies settings
• Design language learning activities that incorporate ESL principles and strategies
• Implement practical strategies for delivering instruction in emergency contexts such as mobile learning and
strategies for zero-tech environments
• Design a lesson plan to incorporate TESOL-principles and related activities in an EFL environment

© 2023 by Eastern Washington University. Trauma-sensitive Teaching for the English Language
Classroom Syllabus for the Online Professional English Network (OPEN), sponsored by the U.S.
Department of State with funding provided by the U.S. government and administered by FHI 360. This 1
work is licensed under the Creative Commons Attribution 4.0 License, except where noted. To view a
copy of this license, visit http://creativecommons.org/licenses/by/4.0/
 • Identify and apply culturally relevant teacher self-care and boundary strategies to avoid vicarious trauma,
compassion fatigue, and burnout
• Create model learning environments sensitive to students who have been affected by crisis

Expectations and Grading

Course Goals and Activities
The activities you will complete in this course will assist you with reflecting on and thinking critically about the realities
and impacts of teaching English in emergency settings. It will also help you to gain knowledge in skills related to
supporting the academic, social, and emotional growth of your learners and yourself. Each module will include videos,
readings, activities, and opportunities for discussion with your peers and instructor. You will be able to use all the
materials in this course to develop the final product, a Personal Action Plan specific to your context that includes how
you will share your new knowledge with others.

Time Commitment
You can expect to spend up to ten hours each week completing the activities, readings, and videos for this course. We
understand that your lives are busy and that you might not have reliable access to internet and/or electricity. There is
no required meeting day for this course, and each week you can download a PDF packet of all materials for the module,
so you can use them offline if needed. Each module will open on the Tuesday of the respective week at 12:01 AM
Eastern Time, and all activities should be completed and submitted by the following Monday at 11:59 PM Eastern Time.

Assignments and Grading

This course is Pass/No pass. You will need to earn a final score of 70% or higher to pass the course. You will receive
feedback on all submitted work within a week from the end of each module.
Assignments are weighted out of 100%. The required assignments for this course and their weights are:
• Opening Discussion Board Posts 10% (Due each week)
• Tasks: “Putting It All Together” 60% (Due each week)
• Final Action Plan with Cascading Knowledge 20% (Due at the end of Week 8)
• Closing Discussion Board Posts 10% (Due each week)

Opening Discussion Board Posts

Each week you will connect the module topic with your own teaching contexts and/or experiences by responding to a
prompt on the Discussion Board and responding to at least one colleague’s post. Your Discussion Board posts should be
thoughtful and respectful. The Discussion Board is a safe space for us to share our ideas related to the week’s content
and to support one another in our learning.

Tasks: “Putting It All Together”

Each week you will complete an activity that requires you to apply what you have learned in the module in response to
the videos, readings, and Discussion Boards. These weekly activities will contribute to your Final Action Plan at the end
of the course. You will submit your weekly Task to the instructor via Canvas.

Final Action Plan with Cascading Knowledge

You will create a personal action plan using what you have learned in this course in your own teaching situation. You
will also identify ways in which you will share what you learned with others.

Netiquette
We are a community of learners in an online space. It is important to be respectful and supportive of one another in
our Discussion Board posts, even if we do not agree with each other. It is also important that we cite or provide a link to
any information that we share that is not our own original idea.
Course Policies
Communicating with the Program
It is your responsibility to communicate with your instructor and the OPEN Program about questions or issues that
prevent you from participating in the course.
• If you have questions about completing assignments, you must contact your instructor through Canvas.
• If you have technical issues with the course, submit your question using the form on the course Home
page.
• If you cannot participate in the course due to extenuating circumstances such as a health problem, heavy
workload, or any other reason you must contact [email protected], AND your instructor,
AND your U.S. Embassy nominating point-of-contact as soon as the situation occurs. Do not wait until after
the situation is over.

Inactive Participants Forced Audit Policy

Participants who have been inactive as of the end of the fourth week of the course and who have not communicated
with the program will be placed in “Audit” status. In “Audit” status, you can still interact with the course, but you will
not receive instructor support or feedback, and you will not be eligible for a certificate.

Withdrawal Policy
If you feel that you cannot complete a course for any reason, at any time, you must notify FHI 360 and the U.S. Embassy
as soon as possible, explaining why you cannot complete the course. Withdrawal requests will be considered on a
case-by-case basis, and participants may still be eligible for participation in future courses if extenuating circumstances
exist. Participants whose withdrawal requests do not meet the criteria of extenuating circumstances may not be eligible
to participate in the program in the future. Future eligibility is determined by the nominating U.S. Embassy.

Plagiarism
Plagiarism is using someone else’s words instead of your own. In this course, you are expected to use your own words
and ideas, and to acknowledge any sources you use to gather ideas. Plagiarism is not allowed in OPEN courses.

OPEN instructors are required to report incidents of plagiarism to FHI 360. FHI 360 will notify U.S. Embassy nominators
when reports are received.

First Report: FHI 360 will contact the participant with resources about plagiarism and how to avoid it.
Second Report: FHI 360 will notify the nominating U.S. Embassy and will warn the participant that they will
automatically be withdrawn from the course if a third report is received.
Third Report: The participant will be removed from the course. The participant may not be eligible to
participate in the program in the future.
CO URSE SCHEDUL E

Mod Topic Learning Resources Activities and Assignments Time

ule Objectives Required
1 How crisis Welcome: Watch the Welcome to 15 minutes
impacts students • Identify “Teaching in Emergencies: Building Teaching English in Emergencies video
and language Resilient Practices and Language-Learning
communities issues in Teachers” by Mia Sasaki and Sara Levi Pre-course Background Survey: Complete 30 minutes
emergency the pre-course background survey
situations, “Identifying and Sharing Our Feelings”
and how Lesson Plan Pre-course Assessment: Complete the 30 minutes
they impact assessment for this course (ungraded)
EFL practice
(students Opening Discussion: Introduce yourself 1 hour
displaced and connect the module topic: “How crisis
from their impacts students and communities” with
homes, your own teaching contexts and/or
multiple experiences by posting on the Discussion
L1s, etc.) Board and replying to a colleague.

• Identify Developing Our Skills

challenges Preparing to Learn: Watch the short video 10 minutes
that that will guide you through a breathing
students exercise
and
communitie Mini lecture: Watch the short video that 45 minutes
s affected shares information on how to predict the
by crisis types of challenges people have during
face crises, how people are affected by crises,
and how teachers and schools can help.

4
Mod Topic Learning Resources Activities and Assignments Time
ule Objectives Required
• Identify You might want to also complete the
English optional guided notes.
teaching
approaches Optional Quiz: Complete the optional quiz 20 minutes
in formal to check your understanding of the mini-
and non- lecture. This quiz is optional and will not
formal be graded.
education in
emergencie Interview with an Expert: Watch a video of 20 minutes
s settings an interview with Mental Health
Counselor Laura Gant on the key
components of mental health first aid

Readings: Read the provided texts and 2 hours

complete the optional guided reading
worksheet.

Optional Readings: If you would like more 2 hours

information on this topic, read the
provided materials (See “Additional
Materials and Resources” on pages 25-
26).
20 minutes
English to Express it: Watch the short
video of teaching strategies for the
functional language your students can use
to communicate their needs and ask for
help.

One Learner’s View: Watch the video of an 20 minutes

English learner, Daniela, sharing some
mental health strategies she used when
she faced a crisis and things that people
did or said that were helpful to her.

5
Mod Topic Learning Resources Activities and Assignments Time
ule Objectives Required

Knowledge in Action: Watch the video of 20 minutes

teacher Becky and the students at Barton
Language School

Putting It All Together Activity: With a 2 hours

partner or by yourself, submit your
response to the following:

• In your own words, define mental

health first aid. (1-2 sentences)
• Why is mental health first aid
important for teachers to know? (3-4
sentences)
• Identify 3-5 teaching strategies
shared in this Module that you or
your colleagues might like to try with
students (e.g. ideas from the English
to Express It video, the readings, etc.)
(5-6 sentences)
• Who else in your school or your
community would benefit from
having this information? (1-2
sentences)

1 hour
Closing Discussion

• Read the two provided

scenarios.
• Choose one scenario to
respond to in the Closing
Discussion.

6
Mod Topic Learning Resources Activities and Assignments Time
ule Objectives Required
• Read your colleagues’
responses and reply to at
least one post made by
someone else.

2 Trauma’s impact • Identify “Nurturing Emotional Intelligence through Opening Discussion: Connect the module 1 hour
on the brain and language Literature" by Irma K. Ghosn topic: “Trauma’s Impact on the Brain and
the classroom issues in the Classroom” with your own teaching
emergency “Upstairs and Downstairs Brain" Lesson contexts and/or experiences by posting to
situations, Plan the Discussion Board and replying to a
and how colleague.
they impact
EFL practice Developing Our Skills 10 minutes
(students Preparing to Learn: Watch the short video
displaced that will guide you through a short activity
from their to check in with yourself.
homes,
multiple Mini lecture: Watch two short videos of 45 minutes
L1s, etc.) key topics (different parts of the brain,
• Describe how trauma can affect learning, flight-
social- fight-freeze, how the brain recovers from
emotional trauma). You might want to also complete
learning the optional guided notes.
needs of
students in Optional Quiz: Complete the optional quiz 20 minutes
emergency to check your understanding of the mini-
settings lecture. This quiz is optional and will not
(e.g. conflict be graded.
zones,
resettlemen Interview with an Expert: Watch a video of 20 minutes
t/refugee an interview with Health and Wellness
communitie Director Tricia Hughes on identifying

7
Mod Topic Learning Resources Activities and Assignments Time
ule Objectives Required
s, natural behaviors in the classroom related to
disasters) trauma and how teachers can respond.
• Identify
challenges Readings: Read the provided texts and 2 hours
that complete the optional guided reading
students worksheet.
and
communitie Optional Readings: If you would like more 2 hours
s affected information on this topic, read the
by crisis provided materials (See “Additional
face Materials and Resources” on pages 25-
• Identify 26).
English
teaching English to Express it: Watch short video of 20 minutes
approaches teaching strategies for teaching students
in formal how to communicate about their
and non- emotions in English.
formal
education in One Learner’s View: Watch the video of an 20 minutes
emergencie English learner, Naseema, describing a
s settings strategy she has used to calm her mind
• Design when she was thinking about difficult
language things and some helpful things that
learning teachers did when she was struggling.
activities
that Knowledge in Action: Watch the video of 20 minutes
incorporate teacher Becky and the students at Barton
ESL Language School
principles
and Putting It All Together Activity: With a 2 hours
strategies partner or by yourself, submit your
• Create response to the following:
model

8
Mod Topic Learning Resources Activities and Assignments Time
ule Objectives Required
learning
environmen • In your own words, explain how
ts sensitive trauma impacts the brain. (1-2
to students sentences)
who have • What are some difficulties students
been who have experienced trauma might
affected by have? (3-4 sentences)
crisis • Identify 3-5 teaching strategies
shared in this Module that you or
your colleagues might like to try with
students (e.g. ideas from the English
to Express It video, the readings, etc.)
(5-6 sentences)
• Who else in your school or your
community would benefit from
having this information? (1-2
sentences)

1 hour
Closing Discussion

• Read the provided scenario

• Respond to the prompt in the Closing
Discussion
• Read your colleague’s responses and
reply to at least one post made by
someone else.

3 Trauma sensitive • Identify “Understanding Culturally Responsive Opening Discussion: Connect the module 1 hour
teaching language Social and Emotional Learning in Language topic: “Trauma-sensitive Teaching” with
issues in Classrooms” by L. E. Saito. your own teaching contexts and/or
emergency experiences by posting to the Discussion
situations, Board and replying to a colleague.

9
Mod Topic Learning Resources Activities and Assignments Time
ule Objectives Required
and how “How Routines Support Effective Classroom Developing Our Skills
they impact Management and Teacher Planning” by E. Preparing to Learn: Watch the short video 10 minutes
EFL practice Tichich. that will guide you through some
(students breathing exercises you can do with young
displaced “Amplifying Voice and Choice in the EFL children.
from their Classroom” by Lindsay Lyons.
homes, Mini lecture: Watch short video of key 45 minutes
multiple topics (trauma-sensitive teaching
L1s, etc.) strategies). You might want to also
• Describe complete the optional guided notes.
social-
emotional Optional Quiz: Complete the optional quiz 20 minutes
learning to check your understanding of the mini-
needs of lecture. This quiz is optional and will not
students in be graded.
emergency
settings Interview with an Expert: Watch a video of 20 minutes
(e.g. conflict an interview with Professor Renee Kenney
zones, (English as a Second Language) on
resettlemen identifying potentially sensitive topics for
t/refugee students in crisis and including choices in
communitie activities to empower students.
s, natural
disasters) Readings: Read the provided texts and 2 hours
• Understand complete the optional guided reading
and apply worksheet.
theoretical
frameworks Optional Readings: If you would like more 2 hours
/principles information on this topic, read the
for teaching provided materials (See “Additional
students Materials and Resources on pages 25-26).
affected by
crises such English to Express it: Watch short video of 20 minutes
as teaching strategies for teaching students

10
Mod Topic Learning Resources Activities and Assignments Time
ule Objectives Required
Education in the language to communicated about
Emergencie their preferences in English.
s, Social-
Emotional One Learner’s View: Watch the video of an 20 minutes
Learning, English learner, Yonglin, sharing some
and topics that were especially hard for her to
Trauma- think about in class and some types of
Sensitive classroom activities that were especially
Teaching challenging or helpful.
• Identify
English Knowledge in Action: Watch the video of 20 minutes
teaching teacher Becky and the students at Barton
approaches Language School
in formal
and non- Putting It All Together Activity: View a 2 hours
formal video, then with a partner or by yourself,
education in submit your response to the following:
emergencie
s settings • In your own words, define trauma-
• Design sensitive teaching. (1-2 sentences)
language • Why is trauma-sensitive teaching
learning important for student learning? (3-4
activities sentences)
that • Identify 3-5 teaching strategies
incorporate shared in this Module that you or
ESL your colleagues might like to try with
principles students (e.g. ideas from the English
and to Express It video, the readings, etc.)
strategies (5-6 sentences)
• Create • Who else in your school or your
model community would benefit from
learning
environmen

11
Mod Topic Learning Resources Activities and Assignments Time
ule Objectives Required
ts sensitive having this information? (1-2
to students sentences)
who have
been Closing Discussion 1 hour
affected by
crisis • Read the two provided
prompts.
• Choose one prompt to
respond to in the Closing
Discussion
• Read your colleague’s
responses and reply to at
least one post made by
someone else.

4 Social Emotional • Identify “Social-emotional learning for multilingual Opening Discussion: Connect the module 1 hour
Learning language learners: Fostering growth” by L. J. P. topic: “Social Emotional Learning” with
issues in Herrera and G. Martinez-Alba your own teaching contexts and/or
emergency experiences by posting to the Discussion
situations, “A Mindful Gratitude Exercise for the Board and replying to a peer.
and how English Classroom” by M. F. Rojas
they impact Developing Our Skills 10 minutes
EFL practice Preparing to Learn: Watch the short video
(students that will guide you through some
displaced breathing exercises you can do with young
from their children.
homes,
multiple Mini lecture: Watch short video of key 45 minutes
L1s, etc.) topics (trauma-sensitive teaching
• Describe strategies). You might want to also
social- complete the optional guided notes.
emotional
learning

12
Mod Topic Learning Resources Activities and Assignments Time
ule Objectives Required
needs of Optional Quiz: Complete the optional quiz 20 minutes
students in to check your understanding of the mini-
emergency lecture. This quiz is optional and will not
settings be graded.
(e.g. conflict
zones, Interview with an Expert: Watch a video of 20 minutes
resettlemen an interview with Professor Renee Kenney
t/refugee (English as a Second Language) on
communitie identifying potentially sensitive topics for
s, natural students in crisis and including choices in
disasters) activities to empower students.
• Understand
and apply Readings: Read the provided texts and 2 hours
theoretical complete the optional guided reading
frameworks worksheet.
/principles
for teaching Optional Readings: If you would like more 2 hours
students information on this topic, read the
affected by provided materials (See “Additional
crises such Materials and Resources on pages 25-26).
as
Education in English to Express it: Watch short video of 20 minutes
Emergencie teaching strategies for teaching students
s, Social- the language to communicated about
Emotional their preferences in English.
Learning,
and One Learner’s View: Watch the video of an 20 minutes
Trauma- English learner, Yonglin, sharing some
Sensitive topics that were especially hard for her to
Teaching think about in class and some types of
• Identify classroom activities that were especially
English challenging or helpful.
teaching
approaches

13
Mod Topic Learning Resources Activities and Assignments Time
ule Objectives Required
in formal Knowledge in Action: Watch the video of 20 minutes
and non- teacher Becky and the students at Barton
formal Language School.
education in
emergencie Putting It All Together Activity: With a 2 hours
s settings partner or by yourself, submit your
• Design a response to the following:
lesson plan
to • In your own words, define social-
incorporate emotional learning (1-2 sentences)
TESOL- • Why is social-emotional learning
principles important for students? (3-4
and related sentences)
activities in • Identify 3-5 teaching strategies
an EFL shared in this Module that you or
environmen your colleagues might like to try with
t students (e.g. ideas from the English
• Create to Express It video, the readings, etc.)
model (5-6 sentences)
learning • Who else in your school or your
environmen community would benefit from
ts sensitive having this information? (1-2
to students sentences)
who have
been 1 hour
Closing Discussion
affected by
crisis
• Read the two provided
prompts.
• Choose one prompt to
respond to in the Closing
Discussion
• Read your colleague’s
responses and reply to at

14
Mod Topic Learning Resources Activities and Assignments Time
ule Objectives Required
least one post made by
someone else.

5 Conflict-sensitive • Identify “Defining Peace” by Carolyn Duffy Opening Discussion: Connect the module 1 hour
teaching language topic: “Conflict-sensitive Teaching” with
issues in “Making Connections: Language Activities your own teaching contexts and/or
emergency for Creating Interpersonal Tolerance in the experiences by posting to the Discussion
situations, Classroom” Board and replying to a peer.
and how
they impact Developing Our Skills 10 minutes
EFL practice Preparing to Learn: Watch the short video
(students that will guide you through a listening
displaced mindfulness activity.
from their
homes, Mini lecture: Watch short video of key 45 minutes
multiple topics (conflict-sensitive teaching, peace
L1s, etc.) education). You might want to also
• Describe complete the optional guided notes.
social-
emotional Optional Quiz: Complete the optional quiz 20 minutes
learning to check your understanding of the mini-
needs of lecture. This quiz is optional and will not
students in be graded.
emergency
settings Interview with an Expert: Watch a video of 20 minutes
(e.g. conflict an interview with Dr. Suzie Henning on
zones, ways to apply conflict-sensitive teaching in
resettlemen your own context and classroom. You
t/refugee might want to also complete the optional
communitie guided notes.
s, natural
disasters) Readings: Read the provided texts. 2 hours

15
Mod Topic Learning Resources Activities and Assignments Time
ule Objectives Required
• Identify
challenges Optional Readings: If you would like more 2 hours
that information on this topic, read the provided
students materials (See “Additional Materials and
and Resources on pages 25-26).
communitie
s affected English to Express it: Watch short video of 20 minutes
by crisis teaching strategies for teaching students
face the English language they can use to
• Understand create more equal collaboration in the
and apply classroom.
theoretical
frameworks One Learner’s View: Watch the video of an 20 minutes
/principles English learner, Solomiia, sharing about
for teaching how someone close to her handled
students conflicts in class, strategies that were
affected by useful, and how some teachers were
crises such helpful.
as
Education in Knowledge in Action: Watch the video of 20 minutes
Emergencie teacher Becky and the students at Barton
s, Social- Language School.
Emotional
Learning, Putting It All Together Activity: With a 2 hours
and partner or by yourself, submit your
Trauma- response to the following:
Sensitive
Teaching • In your own words, define conflict-
• Identify sensitive teaching (1-2 sentences)
English • Why is conflict sensitive teaching
teaching important for teachers to know? (3-4
approaches sentences)
in formal

16
Mod Topic Learning Resources Activities and Assignments Time
ule Objectives Required
and non- • Identify 3-5 teaching strategies
formal shared in this Module that you or
education in your colleagues might like to try with
emergencie students (e.g. ideas from the English
s settings to Express It video, the readings, etc.)
• Create (5-6 sentences)
model • Who else in your school or your
learning community would benefit from
environmen having this information? (1-2
ts sensitive sentences)
to students
who have Closing Discussion 1 hour
been
affected by • Read the two provided
crisis prompt
• Respond to the prompt in
the Closing Discussion
• Read your colleagues’
responses and reply to at
least one post made by
someone else.

6 Teaching in low- • Identify "Re-thinking Interactive Learning for Any Opening Discussion: Connect the module 1 hour
resource language Context" topic: “Teaching in Low-resource Contexts
contexts and in issues in and in Emergencies” with your own
emergencies emergency “Teaching Effectively with Limited teaching contexts and/or experiences by
situations, Materials” responding to a prompt on the Discussion
and how Board and responding to a colleague.
they impact "Cell Phones for Low-Resource
EFL practice Environments" by Scott Chiverton Developing Our Skills
(students Preparing to Learn: Watch the short video 10 minutes
displaced that will guide you through a stretching
from their and breathing activity.

17
Mod Topic Learning Resources Activities and Assignments Time
ule Objectives Required
homes, Mini lecture: Watch the short videos of 45 minutes
multiple key topics (teaching in low-resource
L1s, etc.) settings, teaching in emergencies) You
• Describe might want to also complete the optional
social- guided notes.
emotional
learning Optional Quiz: Complete the optional quiz 20 minutes
needs of to check your understanding of the mini-
students in lecture. This quiz is optional and will not
emergency be graded.
settings
(e.g. conflict Interview with an Expert: Watch a video of 20 minutes
zones, an interview with Professor Bipahsa Biwas
resettlemen on the comforting role that schooling has
t/refugee on children’s lives and the helpful impact
communitie school can have on families during times
s, natural of crisis.
disasters)
• Identify Readings: Read the provided texts. 2 hours
English
teaching Optional Readings: If you would like more 2 hours
approaches information on this topic, read the
in formal provided materials (See “Additional
and non- Materials and Resources on pages 25-26).
formal
education in English to Express it: Watch short video of 20 minutes
emergencie teaching strategies for the functional
s settings language your students can use to learn
• Implement English during times when they must go to
practical school remotely
strategies
for One Learner’s View: Watch the video of an 20 minutes
delivering English learner, Nur, sharing about

18
Mod Topic Learning Resources Activities and Assignments Time
ule Objectives Required
instruction learning in a classroom without
in technology.
emergency
contexts Knowledge in Action: Watch the video of 20 minutes
such as teacher Becky and the students at Barton
mobile Language School.
learning
and Putting It All Together Activity: With a 2 hours
strategies partner or by yourself, submit your
for zero- response to the following:
tech
environmen • In your own words, define backward
ts design (1-2 sentences)
• Create • How can backward design be helpful
model in emergency/low resource
learning situations? (3-4 sentences)
environmen • Identify 3-5 teaching strategies
ts sensitive shared in this Module that you or
to students your colleagues might like to try with
who have students (e.g. ideas from the English
been to Express It video, the readings, etc.)
affected by (5-6 sentences)
crisis • Who else in your school or your
community would benefit from
having this information? (1-2
sentences)

1 hour
Closing Discussion

• Read the two provided

prompts.

19
Mod Topic Learning Resources Activities and Assignments Time
ule Objectives Required
• Choose one prompt to
respond to in the Closing
Discussion.
• Read your colleagues’
responses and reply to at
least one post made by
someone else.

7 Teacher well- • Identify “Guided Meditation in the English Opening Discussion: Connect the module 1 hour
being language Language Classroom” by Amy Jenkins topic: “Teacher well-being” with your own
issues in teaching contexts and/or experiences by
emergency “Self-Care for Teachers” posting to the Discussion Board and
situations, replying to a colleague.
and how
they impact Developing Our Skills
EFL practice Preparing to Learn: Watch the short video 10 minutes
(students that will guide you through the self-care
displaced activity “Circle of Control.”
from their
homes, Mini lecture: Watch the short videos of 20 minutes
multiple key topics (secondary trauma, compassion
L1s, etc.) fatigue, burnout).
• Identify and
apply Optional Quiz: Complete the optional quiz 20 minutes
culturally to check your understanding of the mini-
relevant lecture. This quiz is optional and will not
teacher be graded.
self-care
and Interview with an Expert: Watch a video of 20 minutes
boundary an interview with Dr. Russell Kolts on self-
strategies compassion and how it can help teachers
to avoid in stressful situations.
vicarious

20
Mod Topic Learning Resources Activities and Assignments Time
ule Objectives Required
trauma, Readings: Read the provided texts. 2 hours
compassion
fatigue, and Optional Readings: If you would like more 2 hours
burnout information on this topic, read the
provided materials (See “Additional
Materials and Resources on pages 25-26).

English to Express it: Watch short video of 20 minutes

teaching strategies for the functional
language your students can use to
communicate boundaries in English.

One Learner’s View: Watch the video of an 20 minutes

English learner, Maisa, sharing about great
teachers.

Knowledge in Action: Watch the video of 20 minutes

teacher Becky and another teacher at
Barton Language School.

Putting It All Together Activity: With a 2 hours

partner or by yourself, submit your
response to the following:

• In your own words, define secondary

trauma, compassion fatigue, and
burnout (1-2 sentences)
• Why is teacher self-care important?
(3-4 sentences)
• Identify 3-5 self-care strategies shared
in this Module that you or your
colleagues might like to try with

21
Mod Topic Learning Resources Activities and Assignments Time
ule Objectives Required
students (e.g. ideas from the English
to Express It video, the readings, etc.)
(5-6 sentences)
• Who else in your school or your
community would benefit from
having this information? (1-2
sentences)

Closing Discussion 1 hour

• Read the provided prompt.

• Respond to the prompt in
the Closing Discussion.
• Read your colleagues’
responses and reply to at
least one post made by
someone else.

8 Advocacy and • Identify “Women and Education” by Lori Ashford Opening Discussion: Connect the module 1 hour
Child Protection language topic: “Advocacy and Child Protection”
issues in “Fostering Student Motivation: Reflection with your own teaching contexts and/or
emergency and Self-Assessment with ‘I Can’ Checklists” experiences by posting to the Discussion
situations, Board and replying to a colleague.
and how “Creating SMART Goals”
they impact Developing Our Skills
EFL practice Preparing to Learn: Watch the short video 10 minutes
(students that will guide you through a calming
displaced activity and a progressive muscle
from their relaxation activity.
homes,
multiple Mini lecture: Watch the short videos of 45 minutes
L1s, etc.) key topics (advocacy, child protection).

22
Mod Topic Learning Resources Activities and Assignments Time
ule Objectives Required
• Identify You might want to also complete the
challenges optional guided notes.
that
students Optional Quiz: Complete the optional quiz 20 minutes
and to check your understanding of the mini-
communitie lecture. This quiz is optional and will not
s affected be graded.
by crisis
face Interview with an Expert: Watch a video of 20 minutes
• Identify an interview with Rumyana Kudeva who
English will share what child protection is and
teaching how teachers can be advocates for their
approaches students.
in formal
and non- Readings: Read the provided texts. 2 hours
formal
education in Optional Readings: If you would like more 2 hours
emergencie information on this topic, read the
s settings provided materials (See “Additional
• Create Materials and Resources on pages 25-26).
model
learning English to Express it: Watch short video of 20 minutes
environmen teaching strategies for the functional
ts sensitive language your students can use to
to students advocate for others in English.
who have
been
affected by One Learner’s View: Watch the video of an 20 minutes
crisis English learner, Iris, sharing ways that she
has advocated for herself.

Knowledge in Action: Watch the video of 20 minutes

teacher Becky and two students at Barton
Language School.

23
Mod Topic Learning Resources Activities and Assignments Time
ule Objectives Required
Putting It All Together Activity: Watch the 2 hours
Closing Video that will review all of the
key concepts you learned in this course.

Final Action Plan: Apply what you have 4 hours

learned throughout this course to create
your personal Action Plan that includes
ways you will share what you have
learned with others.
1 hour
Closing Discussion

• Read the provided prompt.

• Respond to the prompt in
the Closing Discussion.
• Read your colleagues’
responses and reply to at
least one post made by
someone else.

30 minutes
Post-course Assessment: Complete the
post-course assessment (ungraded).

24
ADDITI O NAL I NF ORMAT IO N AND RESO URCES
American English. (n.d.). Fostering student motivation: Reflection and self-assessment with 'I can'
checklists. https://americanenglish.state.gov/files/ae/resource_files/activity_3.pdf
American English. (n.d.). Strategy one: Building a strong classroom community.
https://americanenglish.state.gov/files/ae/resource_files/promoting_learner_engagement_week_1.pdf
American English. (n.d.). Teaching effectively with limited materials.https://americanenglish.state.gov/resources/teachers-corner-common-challenges-english-
classroom#child-2117
Ashford, L. (2022). "Overview: Chapter 2- Women and Education." Global Women's Issues: Women in the World
Today. https://opentextbc.ca/womenintheworld/chapter/chapter-2-women-and-education/
Beradi, A. A. & Morton, B. M. (n.d.). Trauma-informed school practice. https://pressbooks.pub/traumainformedschoolpractices/chapter/chapter-3/
Chiverton, S. (2017). Cell phones for low-resource environments. English Teaching Forum, 2-
13. https://americanenglish.state.gov/files/ae/resource_files/etf_55_2_p02-13.pdf
Clause, D. (2023). The happiness game: A board game for almost any classroom. English Teaching Forum, 44
48. https://americanenglish.state.gov/files/ae/resource_files/61_1_pg44-48_try_this_the_happiness_game.pdf
Duffy, C. (n.d.). Defining peace. Language and Civil Society E-Journal: Peace Education. https://americanenglish.state.gov/resources/language-and-civil-society-e-
journal-peace-education#child-642
Ghosn, I. K. (2001). Nurturing emotional intelligence through literature. English Teaching Forum, 39(1),
https://americanenglish.state.gov/files/ae/resource_files/01-39-1-c.pdf
Jenkins, A. (2015). Guided meditation in the English language classroom. English Teaching Forum, 35-38.
https://americanenglish.state.gov/files/ae/resource_files/53_1_teaching_techniques_guided_meditation_classroom.pdf
The Lighter Side. (2023). The happiness puzzle. English Teaching Forum, 37-
38. https://americanenglish.state.gov/files/ae/resource_files/61_1_the_lighter_side_with_answer.pdf
McCaughey, K. (2010). Ten great low-cost teaching tools. English Teaching Forum, 4, 24-
29 https://americanenglish.state.gov/files/ae/resource_files/48_4_5_mccaughey.pdf
Montero, A. (2005). What a feeling!: Motivating EFL students through collaborative writing with poems. English Teaching Forum, 43(3), 36-43
https://americanenglish.state.gov/files/ae/resource_files/05-43-3-f.pdf
Morgan, L. (2011). Harmonious learning: Yoga in the English language classroom. English Teaching Forum, 4, 2-
13. https://americanenglish.state.gov/files/ae/resource_files/49_4_2_morgan_0.pdf
NDE Digital Learning. (2019). Helping bereaved children: 20 activities for processing grief. Helping Bereaved Children 20 Activities for Processing Grief.pdf
Renaud, S. & Tannenbaum, E. (2013). Making connections: Language activities for creating Interpersonal tolerance in the classroom.
https://americanenglish.state.gov/files/ae/resource_files/51_2_5_renaud_tannenbaum.pdf
Renaud, S., Tannenbaum, E., & Stantial, P. (2007). Student-centered teaching in large classes with limited resources. English Teaching Forum, 3, 12-
34. https://americanenglish.state.gov/files/ae/resource_files/07-45-3-c.pdf
Richards, J. (2016). E8 early brain development and the impact of trauma. https://www.oercommons.org/authoring/15241-e8-early-brain-development-and-the-
impact-of-traum/view

25
Rojas, M. F. (2023). A mindful gratitude exercise for the English classroom. https://americanenglish.state.gov/files/ae/resource_files/61_1_pg34-
38_mindful_gratitude.pdf
Sasaki, M. & Levi, S. (2022). Teaching in emergencies: Building resilient practices as language-learning teachers. Teaching in Emergencies: Building Resilient
Practices and Language- Learning Teachers.pdf
United States Department of State Bureau of International Information Programs. (2012). Global Women's Issues. https://www.oercommons.org/courses/women-
in-the-world-today/view
“Upstairs and Downstairs Brain” Lesson Plan.

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