![]() ![]() Also, optimization can behave differently if the column is NULLable, even if it doesn't actually contain any NULL values ( Gail Shaw talked about this back in 2010). The main problem is that the results can be surprising if the target column is NULLable (SQL Server processes this as a left anti semi join, but can't reliably tell you if a NULL on the right side is equal to – or not equal to – the reference on the left side). But not for performance reasons – after all, it creates a decent enough plan in this case: Customer WHERE CustomerID NOT IN ( SELECT CustomerIDįROM Sales. In the words of the Buddhist scholar and meditation teacher, Sharon Salzberg, "Our society tends to dismiss kindness as a minor virtue, rather than the tremendous force it can truly be.FROM Sales. In my 20 years as an educator, and from observing numerous classrooms and teachers, I do know this: Compassion and care can transform learning spaces. They are then able to seek what the next steps might be for supporting a child in distress and emotional pain (a talk after class, arranging a meeting with the school counselor, etc.) According to the research of Adena Klem and James Connell, students who perceive a teacher as caring have higher attendance, better grades, and are more engaged in the classroom and at school. They respond to student behaviors rather than react to them. When teachers get curious, not furious, they don't take the student's behavior personally, and they don't act on anger. In this transformation, more and more classrooms become communities of care, discovery, and learning (for students and teachers). When we do this, we humanize ourselves with our students and create spaces for them to do the same, going beyond the singular dimension of "teacher" and singular dimension of "student." A classroom no longer seems sterile, regimented, or threatening. What is this truly about? It's about us moving more towards what I like to call classrooms of care - an antithetical turn or very intentional detour from the institution of schooling. But here's an important truth to remember: We can't heal or save anyone except ourselves. In fact, I see teachers burn out, in part, because teachers can get into thinking that they can save troubled students, and when they can't, they believe they have failed at their job. Some may be thinking that this isn't in the job description of a teacher ( I am not a counselor or therapist.) But this isn't about saving anyone, I assure you. Getting curious on the part of the teacher looks like this: Why might the student be behaving this way? What might be some contributing factors? Might this be a reaction to fear or insecurity? Might she be scared, hungry, lonely, or tired? Instead of defaulting immediately to a disciplinary measure (detention, off to the principal's office, a time out), the teacher chooses to first ask the child: How are you? Are you okay today? How can I help? Is there anything you would like to talk about? According to research conducted by the National Institute for Trauma and Loss in Children, here are a few of the key benefits of becoming a trauma-informed school:Īs you seek to learn more about trauma-sensitive teaching, you can also explore the curious-not-furious maxim I offer to novice teachers. Schools and districts are participating in professional development on trauma-informed teaching, as the benefits are clear. This trauma state may look like defiance or anger, and we may perceive this refusal as choice, but it is not necessarily so. When we ask students to do high-level tasks, such as problem solving or design thinking, it's nearly impossible if they are in a triggered state of fight, flight, or freeze. ![]() A good number of us educators as of recent have been reading about what routine distress or trauma can do to the brain and to learning. The BrainĪs we know, neuroscience is informing the field of education. Traumatic stress can also manifest as withdrawal or self-injury. ![]() Rather than a teacher resorting to traditional discipline measures, it behooves the student greatly for the teacher to realize classroom outbursts, verbal defiance, or volatile anger can be symptomatic of repeated exposure to neglect, abuse, or violence. When their students act out, I propose the novice teachers do the following: Get curious, not furious. ![]()
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