What does it mean to go back to school this year—after a season of disrupted learning, a summer of historic protests and unrest, and in the midst of an ongoing pandemic? Effective teaching in these times demands that educators prioritize the social-emotional needs of their students and build strong relationships, regardless of whether school starts in person, remotely, or somewhere in between. Before students can focus on what they are being asked to learn and do in the classroom, they must feel safe, connected, and emotionally secure.
Join us as we share teaching strategies and flexible resources designed to help you begin getting to know your students as individuals and facilitating the process of creating an open, supportive, and reflective classroom community. In addition, we will model classroom routines that teachers can implement from day one to support effective learning and meaningful engagement with contemporary issues and concerns. Using a trauma-informed approach—predictability, flexibility, connection, and empowerment—these routines not only support students who have faced trauma this spring and summer, but are also a key component of developing students’ social–emotional learning (SEL) competencies.
Together, we will share insights we’ve gained about teaching, learning, and the social context of education over these past months and consider how we want to show up for our students this fall. We hope you will join Facing History as we recommit to teaching for a more equitable, inclusive, and just democracy.
Live captioning will be provided during this webinar, which takes place from 4–5pm ET / 3–4pm CT / 1–2pm PT . If this time doesn’t work for your schedule, be sure to register and we’ll notify you once the recording is available on our On-Demand Learning Center.
At the conclusion of the webinar, you will be able to download a certificate of completion from the webinar console showing one hour of participation. Check with your school district in advance of the webinar to ensure that the professional development credit is accepted.
About the Presenters
Daniel Braunfeld is the Associate Program Director for Special Projects at Facing History and Ourselves, with a focus on partnerships, strategic thinking, and program delivery. Prior to joining Facing History, Daniel taught high school history and humanities and served as an advisor and teacher-leader for eight years in New York City, Santa Monica, and Boston. Daniel has written and consulted on curriculum projects for the GRAMMY Museum, ITVS, and PBS, and his work was profiled in the book Pathways to Teacher Leadership: Emerging Models, Changing Roles. Daniel received his M.S.Ed. in Leadership for Educational Change from the Bank Street College of Education and graduated from Brandeis University with a major in history and a minor in education.
Erika Henderson has been a part of the Memphis program team at Facing History and Ourselves for three years. Over the last 20 years of her career, she has coached teachers, led schools as principal, taught students, and served communities. She believes that the fight for a high-quality education is the next civil rights movement, and it is our responsibility as educators to embrace and challenge others to always seek what is right for all students. Her passion for social justice led her to the social sciences (ethics, history, geography, sociology, psychology), child advocacy, and continuous activism in pursuit of a more just and humane society.
For two decades, Erika has worked with youth groups that teach character education, leadership, tolerance, nonviolence, and service. She has led rural and urban school transformation in Atlanta, Chicago, Nashville, and Memphis. Erika received a B.A. in English from LeMoyne-Owen College and a C.A.S. from National Louis University in educational leadership. She earned her Doctor of Education, Master of Education, and Education Specialist degrees at Union University.