On this page, you will find lesson plans, worksheets, and downloadable forms that we created with trauma-informed practices in mind. Every item is available as a downloadable PDF and its use can be found in the description.
Daily Weather Report
Teachers can use this as a daily check-in. Students rate their mood that day and provide a brief explanation. This allows students to verbalize emotion and recognize a link between their emotions and behaviours, and teachers to gauge student affect.
EMOJI GET TO KNOW ME
Emoji’s have taken over the world! Why not use them to check in with your students? In this printable sheet, students choose which emoji resonate with right now, and which emoji they want to be. They then have to explain what steps they can take to get to their goal, which allows students to identify their feelings, and identify how their actions can impact their feelings.
This is an activity that can be done anonymously as frequently as you like, allowing students to work on being inclusive, and associate an observed action from their peer with an emotion. This is a great way to build peer relationships and a positive classroom community.
This is a great addition to a morning routine. It also may be good to use as you get to know your students. There are two ideas/activities, and then students fill in their own below.
I WILL TAKE CARE OF MYSELF BY...
Are you ready to talk the talk? This resource can be used at any point in the day, and can be adapted to remove the right column and instead possibly students can work on saying "WHEN .... then I SAY..." For example, "WHEN something is hard... then I SAY... this is hard but I'll keep trying!"
ABOVE all else, you cannot program a relationship, yet it is the most crucial part of teaching students who have been exposed to a traumatic experience.
Looking for More resources? Check these out!
Teachers should make a plan that includes empathy, listening, and not looking at the student as a victim. Holistically, what is this person standing in front of you about? Teachers should understand that the emotions of that student will change and alter constantly as the trauma unfolds, and teacher responses should, too.”