Unprepared Presentation Procedures to

follow:
1) Read through the instructions document–
found on ClickUP.
2) Print the rubric found on ClickUP under
“Printable Rubric”.
3) Once assessed – Scan the document and
upload it onto ClickUP under “Presentation
Rubric Submission” link.
 JML 301
UNIT 5:BEING A “ TURNAROUND
TEACHER”: TEACHER-LEARNER
PARTNERSHIPS TOWARDS
RESILIENCE
When he was young, teachers thought
that he was “too stupid to learn
anything.” He was fired from his first
two jobs. His repeated electricity
experiments were met with never-
ending failure. After 1,000 failed
attempts, he finally succeeded at
inventing the light bulb.
The story of Thomas Edison and other famous people like Walt Disney, Nelson
Mandela, Steve Jobs, Steve Hawking, and Albert Einstein are frequently used as role
models for resilience and eventual success in the face of adversity and disadvantage.
Resilience in these success stories, however, resides more in the individual himself
or herself, construed as individual strengths like stress resistance, determination,
grit, persistence, and hardiness. This conceptualization reflects the first generation
of resilience research which led to the notion of “invulnerability” in the face of
adverse life circumstances (Anthony, 1987; Garmezy & Nuechterlein, 1972). This
linear, within-child model, however, did not endure in the face of more recent
research, which suggests that like any other aspect of human development,
resilience is best understood as the interaction between the individual and his or
her environment, with both influencing one another (Luthar, 2006; Masten, 2001).
 What is a Resilient Teacher?
• In recent years, researchers have begun to conceptualise resilience from a social ecological perspective
whereby resilience is defined as “a set of behaviours over time that reflect the interactions between
individuals and their environments, in particular the opportunities for personal growth that are available
and accessible”(Ungar, 2012, p. 14).

• Resilient teachers have been described as those who have the capacity to:
- thrive in difficult circumstances
- are skilled in behaviour management
- able to empathise with difficult students
- able to restrain negative emotions and focus on the positive
- experience a sense of pride and fulfilment and increased commitment to their school and profession
In the context of the teaching profession, resilience may be conceptualised as:
• Capacity - involves the capacity of an individual teacher to harness personal and contextual
resources to navigate through challenges.

• Process - the dynamic process whereby characteristics of individual teachers and of their personal
and professional contexts interact over time as teachers use particular strategies.

• Outcome - to enable the outcome of a teacher who experiences professional engagement and
growth, commitment, enthusiasm, satisfaction, and wellbeing.
 Why is resilience important for learners?
• Learners experience a tremendous amount of physical and mental growth on a daily basis.
Between school, co-curricular activities, work and their social life, they face lots of new
experiences and challenges.
• Being resilient gives them the ability to tackle these head-on, bounce back from any setbacks and
have the best chance at succeeding.
• It allows them to learn and grow in all situations – two skills that are crucial to wellbeing and
development.
• Resilience will also help them to approach new situations, people or experiences with confidence
and a positive mindset, which will make them more likely to succeed.
 Building resilience in learners
• Building resilience is all about maintaining a positive mindset, a willingness to grow and
an ability to learn from setbacks.

• As a teacher you can use the following strategies to build resilience:

1. Create safe and supportive learning environments
2. Celebrate student progress, not just success
3. Provide opportunities for goal setting and reflection
4. Develop a sense of belonging within the school community
 Being a “turnaround” teacher
• Turnaround teachers are characterized, first and foremost, as caring individuals who
develop relationships with their students. They convey the message that they are “there
for” a youth through trust and unconditional love.

• Turnaround teachers provide connection

• Turnaround teachers build competence
• Turnaround teachers let students contribute
 The Mechanisms of Dream,
Connect & Do
• Dream refers to the protective system of having positive expectations of the future.
• Connect refers to the protective system of forming meaningful relationships.
• Do refers to the protective system of taking wellness-promoting action.
Dream
Connect
Do
Questions