Educators, Listening, and Building Resilience

So … I went crazy and went back to school.

I did it because I fell in love. Not with a person, but with the work I was doing to spread the word about trauma, especially adverse childhood experiences (ACEs). I love this work for many reasons, but I’m driven by the idea that when we know the way the past affects us we can give ourselves the credit we deserve for still standing. For still trying, hoping. For being resilient.

During my master’s work I had a wonderful experience with middle school educators. They sounded like they had a great time, too. We explored the ways they used listening to make connections with students in ways that help build resilience. We explored specific components of listening, how the educators used those components of listening, how they felt about their listening skills, and whether they thought listening skills can be strengthened in ways that help them connect with students and feel better on the job.

Why middle school? I like middle school students. Their bodies, minds, and emotions are all over the place and often at the same time. And things can get ugly. It’s like middle age. Trust me on that.

When all was said and done, the educators felt affirmed as the superheroes they are, enjoyed the opportunity to explore listening in the context of trauma and resilience-building, and stated their belief that TIC and listening training will continue to be helpful. I’ll leave you with one teacher’s words.

“…the whole difference between hearing and listening, and how sometimes that is missed across the board. Not just for students, not just as us educators with our [students], but even with, dealing with administrators, and those who we have to interact with as adults. Even our peers.”