Do I Trust Sending My Kid Back to School?

2021 ◽  
Vol 24 (4) ◽  
pp. 16-29
Author(s):  
Jeremy D. Visone
Keyword(s):  
Elementary School ◽  
Staff Member ◽  
School Community ◽  
Emergency Evacuation ◽  
School Experiences ◽  
School Staff ◽  
Safety Concerns ◽  
Staff Members ◽  
Emergency Event ◽  
Trust In Schools

A suburban elementary school experiences an emergency evacuation. This evacuation event reveals trust and safety concerns. Some parents, staff members, and children express safety concerns, and a key school staff member questions the judgment of another staff member during the emergency event, exacerbating existing tensions between the two. The principal must move the school community forward, while re-establishing trust and addressing safety concerns. Frameworks for repairing trust and trust in schools are considered.

Reflection on Learner-Led Study Abroad Events in a SAC from Three Perspectives: A Learner, an Administrative Staff Member, and an Advisor

Relay Journal ◽  
2020 ◽  
pp. 66-79
Author(s):  
Mizuki Shibata ◽  
Chihiro Hayashi ◽  
Yuri Imamura
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Support System ◽  
Staff Member ◽  
Administrative Staff ◽  
Multiple Reflections ◽  
Learning Space ◽  
Japanese University ◽  
Staff Members

This paper reports on a case study of learner-led study-abroad events in the language learning space at a Japanese University. We present multiple reflections on the events from different perspectives: the event organizer (student), an administrative staff member, and a learning advisor working at the center. We also introduce the support system that a group of administrative staff members and learning advisors are in charge of helping learners to hold their events. Moreover, throughout our reflections, several factors that made the learner-led study-abroad events sustainable and successful are demonstrated.

O028 Recognition and treatment of food-induced anaphylaxis by school staff members

2016 ◽  
Vol 117 (5) ◽  
pp. S10
Author(s):  
A. Tsuang ◽  
H. Demain ◽  
K. Patrick ◽  
M. Pistiner ◽  
J. Wang
Keyword(s):  
School Staff ◽  
Staff Members

Ideas Exchange

1978 ◽  
Vol 45 (4) ◽  
pp. 179-182
Author(s):  
Jean M. Ollson
Keyword(s):  
Staff Member ◽  
Hospital Care ◽  
Psychiatric Residents ◽  
Staff Members ◽  
The Way

This article describes a five day vacation in Florida for forty-seven long term psychiatric residents. We believe this is the first trip of this kind in Canada. How the residents coped with social stresses of day to day life away from stereotyped hospital care, what was expected of each resident and each staff member during these five days, paved the way for what many staff members said “couldn't be done,” to prove “it could be done,” successfully. We hope our challenges and preparations can be of help to anyone wishing to try an adventure of this type.

scholarly journals Elementary school staff knowledge about management of traumatic dental injuries

2018 ◽  
Vol Volume 10 ◽  
pp. 189-194 ◽  
Author(s):  
Fares Al-Sehaibany ◽  
Danah Almubarak ◽  
Reem Alajlan ◽  
Mohammad Aldosari ◽  
Nasser Alqahtani ◽  
...  
Keyword(s):  
Elementary School ◽  
School Staff ◽  
Traumatic Dental Injuries ◽  
Dental Injuries

Behaviour: Promoting inclusion using a trauma-informed approach

2020 ◽  
Vol 1 (6) ◽  
pp. 292-294
Author(s):  
Pooky Knightsmith
Keyword(s):  
Young People ◽  
School Staff ◽  
Challenging Behaviour ◽  
Children And Young People ◽  
Practical Advice ◽  
Staff Members ◽  
Trauma Informed ◽  
Trauma Responses

Children and young people who have experienced trauma may exhibit challenging behaviour as a result of learned trauma responses. Pooky Knightsmith provides some practical advice for school staff members on providing a more inclusive trauma-informed approach.

The Discourse of Drama

2021 ◽  
Vol 14 (3) ◽  
pp. 90-106
Author(s):  
Bergljót Thrastardóttir ◽  
Steinunn Helga Lárusdóttir ◽  
Ingólfur Ásgeir Jóhannesson
Keyword(s):  
Teacher Education ◽  
Gender Equality ◽  
Staff Member ◽  
School Environment ◽  
Ethnographic Study ◽  
School Staff ◽  
Inclusive School

In this article, we consider how girls are positioned in school by what we have chosen to call the discourse of drama. The widely held notion that Nordic girls have it all along with this drama discourse are seen to be the key narratives that reinforce a hegemonic form of girlhood. This ethnographic study focuses on the relations of students between the ages of 13 and 15 in the light of uninformed school staff-member practices. Our findings suggest that girls, despite living in what is seen to be a country that upholds gender equality, are silenced through this discourse of drama. We suggest that teacher education should lead to the facilitation of a gender-inclusive school environment free of stereotypical ideas of gender as a fixed binary.

Challenges of Restorative Practices in Schools

2020 ◽  
pp. 82-94
Keyword(s):  
School Environment ◽  
School Community ◽  
Leadership Roles ◽  
Restorative Practices ◽  
Community Members ◽  
Staff Members ◽  
Teacher Challenges ◽  
And Control ◽  
Difficult Situations ◽  
Academic Content

Chapter 6 considers the challenges for school community members in a restorative school environment. Student challenges include confronting peers, learning to find a balance between completing individual work and resolving issues that affect the community, and learning to take on leadership roles within restorative circles. Teacher challenges involve learning to share responsibility and control within a classroom, implementing restorative practices and balancing the need to confront issues while still covering the required academic content, and helping students overcome some of the challenges they face. Counselor challenges focus on learning to confront difficult situations and students, learning how to become vulnerable, and assisting others in the implementation of restorative practices. Administrative challenges include dealing with situations in which teachers sometimes blame themselves, learning how to model restorative behaviors, and finding staff members that believe in the philosophy and practice of being and doing things restoratively within a school environment.

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