Some Reactions A Community May Experience - Communal Shock

Some Reactions A Community May Experience Communal Shock Disbelief A

Some reactions a community may experience include communal shock, disbelief, anger, grief, disorientation, and unconstructive behaviors. Community members who have to relocate may struggle collectively to make sense of what happened, face damaged social support systems, and experience challenges to resilience. Disruption in the foundation of home and identity can lead to feelings of helplessness, isolation, and a loss of community and cultural identity. When traumatic stress impacts a community, it can cause emotional responses such as anger, grief, or changes in individual behaviors. The capacity of a community to recover from such trauma varies; some communities are able to rebuild and emerge stronger, while others may face enduring devastation.

For example, after the tornado in Lee County in March 2019, the community experienced death, injuries, and destruction of homes. The community came together to rebuild, supported by aid from outside areas, including donations and volunteer efforts, which fostered hope and collective resilience. Conversely, an example of loss and trauma is the bombing of Black Wall Street in May 1921, when African American businesses and homes were bombed, causing displacement and loss of community infrastructure. The attack was so devastating that the community struggled to recover, and the trauma has persisted over generations, affecting the collective memory and cultural identity of African Americans involved.

Community Reactions to Traumatic Events and Their Impact

The emotional reactions of communities to traumatic events—such as grief, anger, and disorientation—are well-documented in psychological literature (Pedersen et al., 2016). These reactions often encompass feelings of helplessness and social disconnection, especially when displacement or destruction of key community structures occurs. The resilience displayed by communities in the aftermath of such events highlights the importance of social cohesion and collective effort in recovery processes. Rebuilding efforts, volunteer support, and external aid play crucial roles in fostering hope and resilience.

Community trauma also has long-term implications. The destruction of Black Wall Street, for instance, exemplifies how racial violence inflicts deep psychological and cultural wounds, often contributing to ongoing fears and mistrust that linger across generations (Perderson et al., 2016). This underscores the importance of understanding cultural impacts of trauma and fostering culturally sensitive recovery programs to aid healing within affected communities.

Constructivist View of Learning and Its Application in Teaching

The constructivist view of learning emphasizes that learners actively process information, constructing their own understanding rather than passively receiving knowledge. According to Slavin (2018), this approach involves students discovering and transforming complex information through active engagement, inquiry, and reflection. In practice, teachers facilitate learning by encouraging exploration, questioning, and collaborative problem-solving.

As an inclusion special education teacher, I incorporate constructive principles by designing opportunities for cooperative learning and discovery activities. For example, in my geometry classes, I develop tasks that prompt students to utilize prior knowledge to derive new theorems and formulas. This approach shifts the focus from rote memorization to understanding, empowering students to become responsible for their own learning processes. I strive to create a classroom environment where students can collaboratively explore concepts, articulate their reasoning, and develop deep, meaningful understanding.

Addressing Unpreparedness in Students Using Behavioral Strategies

When faced with a student who persistently arrives unprepared for class, it is essential to implement behavioral strategies grounded in psychological theory to promote positive change. I use positive reinforcement, such as shaping, to encourage preparedness. This involves reinforcing small steps, such as bringing necessary materials, and providing praise to build confidence and motivation over time. Recognizing progress with tangible feedback fosters a sense of achievement and encourages continued improvement (Slavin, 2018).

If reinforcement alone proves insufficient, I incorporate home-based reinforcement by engaging parents or guardians. Contact with families helps establish consistent support systems and aligns efforts between school and home environments. In a recent case, I collaborated with a parent to develop a plan rewarding the student for study time at home, linking academic behaviors to personal interests like gaming. This strategy aligns with evidence that family involvement can significantly enhance student motivation and accountability (Slavin, 2018).

Contingency contracting is another effective approach, where specific behavioral goals are outlined, and contingent praise or rewards are provided upon achievement. This formalizes expectations and clarifies consequences, fostering a structured environment conducive to behavioral change. For instance, praising students for consistent preparation can reinforce positive habits, especially when praise is contingent on demonstrated effort. Such reinforcement strategies are supported by research emphasizing their effectiveness in fostering behavioral improvements in adolescents (Slavin, 2018).

Integrating Constructivist Principles in Teaching Practice

Implementing constructivist principles involves designing activities that promote student discovery and personal understanding. In my geometry classes, I employ 'discovery' activities where students use prior knowledge to derive principles, which enhances retention and comprehension. These activities foster student responsibility for learning and enable them to articulate the reasoning behind formulas and theorems, deepening their conceptual understanding. This method shifts the focus from passive reception to active engagement, aligning with the core tenets of constructivist learning (Slavin, 2018).

This approach not only improves content mastery but also develops problem-solving and critical thinking skills. Students are encouraged to collaborate, debate, and reflect on their learning processes, which fosters a classroom culture of inquiry and curiosity. Such methods prepare students to apply their knowledge flexibly and creatively beyond the classroom context.

Addressing Unpreparedness and Engagement Strategies

In managing unprepared students, I recognize that individual motivations vary. Rewards should be personalized to align with students’ interests—such as extra social time or privileges—to serve as effective reinforcers. For example, linking rewards to students' hobbies or social needs can foster intrinsic motivation (Slavin, 2018).

Punishments—such as reducing late credit or implementing class policies—must be fair and consistent, avoiding public scolding to prevent embarrassment and negative emotional reactions. I believe in using a combination of reinforcement, shaping, and parent collaboration to foster behavioral change. Shaping involves reinforcing successive approximations toward desired behaviors, while home-based reinforcement reinforces expectations outside school (Slavin, 2018).

Contingency contracting formalizes behavioral expectations and offers tailored praise contingent on performance, providing clarity and motivation. When integrated thoughtfully, these strategies support behavioral improvement, academic engagement, and responsible independence among high school students.

References

• Pedersen, P. B., Lonner, W. J., Draguns, J. G., Trimble, J. E., & Scharron-del Rio, M. R. (2016). Counseling across cultures. Sage Publications.
• Perderson, P., Lonner, W., Draguns, J., Trimble, J., & Scharron-del Rio, M. (2016). Counseling across cultures. Thousand Oaks, CA: Sage Publications.
• Slavin, R. E. (2018). Educational psychology: Theory and practice (12th ed.). Pearson.