Educators engage in professional learning.
- SOGI by Susan Trabant (2018)
- Mood, Thought and Anxiety by Kim Dixon (2018)
- POPFASD by Stacey Wakabayashi (2018)
- Student Assessment for Inclusive Education by Katie Marren (2018)
- Trauma Informed Practice by Dr. Linda O’Neill (2019)
- Core Competencies by Deneen Sawchuk (2019)
- Child Protection Workshop by John Sherry (2019)
- Exploring the Giant Indigenous Floor Map at Prince George Secondary School (Pro D Day- September 27, 2019)
- Supporting Positive Behaviour Certificate (2019)
- Portfolio Design – Ready for CSL by Jennifer Moroz (Pro D Day- October 25, 2019)
- Positive Behaviour Intervention Support by Tyler Yost and Sasha Tang (2019)
Some of my take aways from the Trauma Informed Practice presentation were how trauma does not necessarily refer to abuse. Trauma can include a scope of events. Most children who are in a state of trauma have an active right hemisphere but not an active left hemisphere and have difficulty switching between hemispheres. There are three different phases a child can be in: social engagement, fight/flight, and freeze. As educators we need to pay more attention to the children in the freeze phase especially since they are most likely to be on the quiet side. As educators we need to compromise with children and understand the reasons why they are behaving the way they do. For example, if a child is very energetic, we should not stop them from moving around but allow a space for them to move around while they are participating in the activity. It is important to realize that children may take time to open up and feel comfortable and we should not take anything they say or do personally.