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Consider How Certain Words and Ideas in the Classroom May Need Trigger Warnings
Coping in the Classroom: Reconsidering the Trigger Warning
“During discussions, instead of only asking for intellectual responses, we can invite students to notice and name emotions they feel when encountering the content. Our emotions tell us something important is at stake; the more intense the emotion, the more important that ‘something’ is.”
In the latest Independent Ideas blog post, read about how to empower students to safely respond to content that may be ps.... The authors are Adam Wolfsdorf, an adjunct professor at New York University’s Steinhardt School of Education, and Lauren Porosoff, founder of EMPOWER Forwards, a collaborative consultancy practice that empowers students and teachers.
Related Resources:
- Independent Ideas blog: Faculty and Student Wellness: Embracing the Interdependence
- Independent School magazine: Leadership Lessons: Making Space for Empathy
- Trustee Table Takeaways: Prioritizing Health and Well-Being as a School Leader
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Mentors.net - a Professional Development Resource
Mentors.net was founded in 1995 as a professional development resource for school administrators leading new teacher induction programs. It soon evolved into a destination where both new and student teachers could reflect on their teaching experiences. Now, nearly thirty years later, Mentors.net has taken on a new direction—serving as a platform for beginning teachers, preservice educators, and
other professionals to share their insights and experiences from the early years of teaching, with a focus on integrating artificial intelligence. We invite you to contribute by sharing your experiences in the form of a journal article, story, reflection, or timely tips, especially on how you incorporate AI into your teaching
practice. Submissions may range from a 500-word personal reflection to a 2,000-word article with formal citations.
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