From Set Back to Bounce Back

Nurturing Resilience in Transitions Students

Andy NashNew England Literacy Resource Center (NELRC)/World Education

In this workshop, you will:

A. Learn the “protective factors” that most contribute to resilience in learners.

B. Share techniques for enhancing these factors in the classroom.

C. Review classroom materials that address resilience.

Resiliency Builders

• Has relationships/friendships• Has a good sense of humor• Bases choices/decisions on internal evaluation• Perceptive, insightful, understanding of people and situations• Independent; can keep distance from unhealthy people and situations• Optimistic• Flexibile - Can adjust, bend, and cope • Love of Learning• Self-motivation• Competence - Is "good at something“• Self-Worth• Spirituality - Personal faith in something greater• Perseveres despite difficulty• Creative - Expresses self through art or music, etc.

1. Communicate the resiliency attitude

home.nyc.gov/youcantoo

2. Adopt a strengths-based perspective“How have you managed to do this well?”

What is right with you is more powerful than anything that is wrong.

3. Surround each person with theresiliency wheel.

a. Provide caring and support

b. Set high expectations

“Many [educators] believe that (1) praising students' intelligence builds

their confidence and motivation to learn, and (2) students' inherent intelligence is the major cause of their achievement in school. Our

research has shown that the first belief is false and that the second can

be harmful—even for the most competent students. (Dweck, Carol, S. “The Perils and Promises of Praise.” Educational Leadership.

Praising students for their intelligence, then, hands them not motivation and resilience but a fixed mind-set with all its vulnerability. . . It gives them a short

burst of pride, followed by a long string of negative consequences.

Praise that fosters a growth mindset

• You really studied for your English test, and your improvement shows it. You read the material over several times, outlined it, and tested yourself on it. That really worked!

• I like the way you tried all kinds of strategies on that math problem.

• It was a long, hard assignment, but you stuck to it and got it done. That's great!

c. Provide opportunities for meaningful participation

d. Increase social bonding

e. Set clear and consistent boundaries

f. Teach life skills

4. Give it time.

The Protective Factors

1. Communicate the resiliency attitude:“What is right with you is more powerful than anything that is wrong.”

2. Adopt a strengths-based perspective:“How have you managed to do this well?”

3. Surround each person with all elements of the Resiliency Wheel.“I walked in worried, and I walked out a warrior.”

4. Give it time!“The road to success can be a long one!”

Write for The Change Agent

• “Call for Articles” includes engaging and relevant writing prompts.

• Students can write for a national magazine.

• Their story will be read by peers.

• They will experience “the editorial process,” including revisions, etc.

Download Call for Articles: http://nelrc.org/changeagent/write.htm