The pretty, shiny thing is that hot new teaching strategy, game, activity, film, exhibit, or guest presenter you are dying to add to your course or curriculum that doesn't really contribute to moving your students down the road to your intended outcome. So what do you do now?
Because one-third of adult learners are trauma impacted, teachers, trainers and college faculty must be equipped with strategies to help these learners relax their vigilance and free up psychological energy for learning. One place to start is by creating safety, predictability and consistency through trauma-informed classroom structures and processes.
As teachers and trainers we dread the angry, resistant and reluctant adult learners in our classrooms. If we can adopt a trauma-informed lens to view these folks, we can gain more empathy for them, stop reacting to their reaction, and then become curious about ways we might support them in building a more adaptive and flexible response to learning.
The last activity of your lesson or training should include a performance task in which learners apply what they've learned to a real-life task. Create these demonstration of learning tasks to mimic the situations in which learners will need to use what they know and make this the last task of your session.