The hosts tackle the controversy sparked by a recent conference, unpacking the complex world of trauma-informed education. They highlight misconceptions about schools' claims of being trauma-informed. The discussion shifts to children's behavior, emphasizing the need for nuanced understanding rather than simplistic views. They question whether kids naturally want to learn, exploring the roles of motivation and social dynamics in education. The episode critiques reliance on therapy for behavioral issues, advocating a blend of structure and understanding in teaching.
The podcast emphasizes the importance of navigating educational policies creatively to improve access and autonomy in learning environments.
It critiques the blanket application of trauma-informed education, advocating for tailored approaches that respect individual student experiences and needs.
Deep dives
The Importance of Asking for Forgiveness
The podcast explores the notion that sometimes it is better to ask for forgiveness than permission, especially in the context of education and school policies. The speakers recount personal experiences with bureaucratic roadblocks, especially during roadworks that obstruct their access to homes. They express frustration with seemingly arbitrary restrictions and discuss how moving road signs as an act of defiance sheds light on broader issues of access and authority. This theme hints at a larger dialogue about autonomy within educational environments and how policies must be navigated creatively to facilitate better outcomes.
Debate Surrounding Educational Conferences
A recent research ed conference sparked significant online debate, particularly due to a keynote presentation by Tom Bennett, whose views often attract controversy. The speakers delve into the criticisms raised against Bennett's ideas on evidence-based practices within education, particularly regarding behavior management strategies. They recount reactions to his presented slides, highlighting common misconceptions about behavior in schools and the divide between evidence-based and emotive responses from those in the educational community. This discussion reflects the contentious nature of modern educational discourses where personal beliefs clash with established research.
Understanding Behavior in the Classroom
The podcast highlights a key point about challenging behaviors in students and the misconception that all behaviors stem from unmet needs. The conversation examines the nuanced understanding that while some behaviors indeed communicate a need, not all disruptive actions can be attributed to deeper issues. The speakers emphasize the importance of distinguishing between behaviors that signal genuine need versus those that may stem from less significant motivations, such as seeking attention. This distinction is vital for educators in effectively managing their classrooms while addressing the needs of individual students.
Nuance in Trauma-Informed Education
A significant portion of the discussion focuses on the increasingly popular but often misunderstood approach of trauma-informed education. The podcast raises concerns about the blanket application of trauma-informed principles to all students, suggesting that this may overlook the complexities of individual cases. The speakers argue that true trauma-informed approaches require not only awareness of trauma but an understanding of the systemic issues in the classrooms. They caution against the risk of minimizing the experiences of students with genuine trauma by attributing all behavioral issues to similar narratives, advocating instead for tailored strategies that incorporate both boundaries and support.
In this episode, Adam and Amy dive into a mini-controversy surrounding some things that were or weren't said at a researchED conference last week. Tune in for all the behaviour nuance you need!
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