Saša Kovačević

There seems to be a lot of literature that exists on supporting resiliency in adolescent youth, specifically literature from Australia, and it makes sense. Being resilient, and having the ability to bounce back from problems, allows for positive development in adolescents and is done through various coping methods, and characteristics associated with thriving. 

​

As a teacher, it seems that the best way to support resilience in our students is through modelling resilience within ourselves. This article from Raising Children, an Australian parenting website, outlines the importance of skills and attitudes associated with resilience, and how they can be built from setting examples. Overall, I like to think of myself as a very positive individual who makes light of most situations, and I think outwardly expressing this trait will set a very good example for my students. Further, when negative situations occur in my classroom, like those surrounding a poor grade, I would want to build confidence in my students despite this and aid them in working towards a solution, as seem in problem-focused coping, rather than dwelling on the negative.  

​

The "Lighthouse Model," found in this Australian article by Maggie Dent, explores how to make adolescent youth feel like they matter through a ten step process by different "lighthouses." The lighthouses are "are any significant adult who develops a caring, meaningful involvement with an adolescent and who supports them for all, or part, of their journey to adulthood" (Dent, 2008, p. 4). As educators, we are definitely and example of "lighthouses," and one that students spend a lot of their time with, so it is important for us to build the relationships through utilizing this ten step cycle. 

​

Another article I found described the important of relationships with caring adults. It highlights how to boost self-esteem by celebrating successes and being supportive. As a teacher, I want to show my students that I care about them and that I am a supportive member of their community. I can imagine that it's very easy to get frustrated with your students if things aren't going as planned, but I also feel that promoting a positive environment can reduce these frustrations, further modelling resilience to the students. 

​

The final piece I found was a blog by a former youth worker and teenage expert that shows 10 Ways to Develop Resilience in Teenagers, also from Australia. My favourite from their list is the suggestion to "Love Kids for Their Differences." This is something that I have discussed in several of my reflections, and something that I believe is a integral part of adolescent development. I hope that I can have a supportive and inclusive classroom that fosters a safe environment so my students may grow and develop positively. With this, I believe that they will also be able to develop resiliency, and be able to further contribute to their own lives and the community.