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But \u003c/span>\u003ca href=\"https://www.scu.edu/ecp/faculty/educationfaculty/kathy-liu-sun-phd/sun.html\">\u003cspan style=\"font-weight: 400\">Kathy Sun\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is discovering new ways to bring play into high school math. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62436/how-listening-to-students-stories-can-improve-math-class\">\u003cspan style=\"font-weight: 400\">student’s math identity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is usually focused on procedural proficiency rather than a broader view of mathematical contributions and community, said Sun, a researcher and professor at Santa Clara University. Playfully engaging students in math concepts is not just \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55961/how-sidewalk-math-cultivates-a-playful-curious-attitude-towards-math\">\u003cspan style=\"font-weight: 400\">a fun teaching strategy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but gets at the core of deepening mathematical understanding and connections, she continued.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/MathforLove\">\u003cspan style=\"font-weight: 400\">Dan Finkel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a math curriculum writer and former math teacher, associates play in math with rigor, even at the highest level. “Mathematics has always been \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59291/after-a-texas-teacher-saw-his-students-struggling-with-math-he-turned-to-rap-music\">\u003cspan style=\"font-weight: 400\">animated by the sense of play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and the deepest mathematicians and deepest thinkers are the ones who can play with very technical things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When high school students are allowed to play through mathematical concepts they are able to go beyond rote memorization. According to Sun, there are three elements that make up play in a math classroom: exploration, creativity and collaboration. When math activities inspire those elements, students who don’t usually speak up during class tend to make more frequent contributions. “They’re feeling more validated,” which increases belonging and persistence in mathematics, Sun explained.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Exploration\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Play-based approaches to math are about teachers figuring out “how to invite [their] students to take ownership of the material,” Finkel said. “What you usually get from a play-based approach is a much deeper and more powerful understanding and a greater sense of ownership over time”. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To embed exploration into high school math, Sun advocated for an approach that increases cognitive demand. Rote memorization and procedural tasks require low cognitive demand for students, she said during a recent conference session at \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Approaches like making creative connections, and understanding why something works are explorative ways for students to reach higher cognitive demand in math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During her conference session, Sun recommended reworking math problems that take a procedural approach like asking students to follow the PEMDAS order of operations, to include more open-ended exploration. For example, math teachers can ask students to create expressions equivalent to integers 0-20 using only three numbers such as 3, 4 and 1 using one mathematical symbol or operation. This allows students to look beyond the memorization of a procedure and apply their own thinking to explore the same basic concepts. For take-home work, having students explore open-ended mathematical concepts through a technology like \u003c/span>\u003ca href=\"https://www.desmos.com/\">\u003cspan style=\"font-weight: 400\">Desmos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or upping the demand of a simpler math task can foster further discussion in class the next day, Sun said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finkel said offering students choices – even if small – in how they approach a problem is what makes playful math rigorous. The student who plays “is much more likely to figure out a way to keep the game going,” he said. He also encouraged teachers to get students talking as part of their exploration. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56136/talking-math-with-tweens-how-to-bring-math-into-daily-life-with-middle-schoolers\">\u003cspan style=\"font-weight: 400\">Inviting students into the mathematical conversation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can take one or two minutes of engaged conversation with students during a class period. One popular teaching strategy that Finkel pointed to is the notice and wonder technique, where teachers ask students to notice and wonder about something that came up during a class lesson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Finkel, when students have ownership over their own math exploration, they question less whether something is mathematically allowed and become more curious about what’s possible. This also makes them more likely to want to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">include others in their mathematical exploration\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said Finkel.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Creativity\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finkel has seen an entire class of students get a problem wrong on a test because of a slight variation in wording that they were not used to seeing. “That to me is the sign of a very fragile understanding,” he said. According to Finkel, math is too big of a subject and too difficult to understand if students are only given memorization tools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A creative approach to high school math guides students in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">making sense of mathematical concepts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own, said Sun. When creativity is brought to students’ explorations in a math classroom, they discover mathematical rules in unconventional ways. Sun pointed to an example from a teacher that she observed during her research. The teacher set up the math problem by stating, “zero percent of 500 is zero, and one hundred percent of 500 is 500.” Then she asked her students to work in groups to find any 10 other percentage points of 500.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From her observation of the percentages classroom exercise, Sun found that the students were able to make up their own rules and successfully found 35 to 40 other percentage points on their own without the use of a plug-in formula. One group discovered, through their creative collaboration, that one percent of 500 was 5. Then as a class they discovered together that if they knew what one percent of 500 was, then they could find all the other percentage points. “There was excitement happening because kids were actually in the groups finding different percentages,” and by the end of the exercise, the students understood that a percent is part of a whole and that there are many ways to find percentages, said Sun.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A play-based approach to high school level math is not just reserved for reinforcing concepts that have already been taught. Play can also be successfully applied at the introductory level of math concepts, Sun said in an interview. Rather than introducing a math concept or activity with vocabulary or formulaic memorization, frontloading with creative exploration gives students the opportunity to “make sense of the math themselves,” she continued. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Collaboration\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teacher modeling followed by independent practice is the norm for high school math instruction, but according to Sun, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\">\u003cspan style=\"font-weight: 400\">collaboration among students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> allows them to reach deeper mathematical understanding.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In upper division high school math classes, Sun suggested incorporating activities like \u003c/span>\u003ca href=\"https://iste.org/blog/using-card-sort-activities-in-the-math-classroom#:~:text=Card%20sorts%20provide%20structure%20for,card%20into%20the%20appropriate%20category.\">\u003cspan style=\"font-weight: 400\">card sorting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These activities not only help students identify patterns, and find solutions creatively, but they allow for students to collaborate to have a greater conceptual understanding of the material. For example, one of Sun’s student teachers recently did a card sorting activity with his pre-calculus students. He asked them to find derivatives of sine and cosine using card sorting, but then asked them a more difficult question: What would the 55th derivative look like? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Sun, the students worked in groups, some standing up, and got to work guessing and checking to find possible solutions. Students creatively engaged in the more challenging problem by playing with ideas that they were familiar with, said Sun. This was one question out of ten that the teacher presented to class. The other questions were more traditional in nature, but taking the extra five minutes to incorporate an element of collaborative play in the class went a long way. “I think the understanding was much deeper, and the conversation was much deeper,” said Sun.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Putting it into practice\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be daunting to introduce play within the bounds of a mathematical teaching system that hasn’t been designed for play. So, Sun suggested that math teachers slowly infuse little moments of play into their class periods. Sun has seen that 10 to 15 minute bursts of play are more manageable than overhauling an entire 55- or 90-minute class period. When it comes to math homework, Finkel said that the amount of creativity teachers should incorporate depends on student needs. If more traditional practice is needed, even one question that stretches students’ creativity can strengthen engagement, but the problem should have multiple entry points for students.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sun recommended online resources like \u003c/span>\u003ca href=\"https://mathequalslove.net/\">\u003cspan style=\"font-weight: 400\">Math Equals Love\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.youcubed.org/\">\u003cspan style=\"font-weight: 400\">Stanford Graduate School of Education’s YouCubed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which offers creative activity ideas like \u003c/span>\u003ca href=\"https://www.youcubed.org/resources/number-talks-all-ages-video/\">\u003cspan style=\"font-weight: 400\">number talks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.youcubed.org/resource/data-talks/\">\u003cspan style=\"font-weight: 400\">data talks.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Sun and her colleagues have also developed their own \u003c/span>\u003ca href=\"https://sites.google.com/scu.edu/growth-mindset-in-stem/home\">\u003cspan style=\"font-weight: 400\">website with resources for math teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looking to engage in more play based practices in their classrooms.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"When students reach high school math, play typically disappears from the curriculum. It doesn't have to.","status":"publish","parent":0,"modified":1714999862,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1356},"headData":{"title":"High School Math Can Be Playful, Too | KQED","description":"When students reach high school math, play typically disappears from the curriculum. It doesn't have to.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"When students reach high school math, play typically disappears from the curriculum. It doesn't have to.","schema":{"@context":"http://schema.org","@type":"Article","headline":"High School Math Can Be Playful, Too","datePublished":"2024-05-07T01:00:47.000Z","dateModified":"2024-05-06T12:51:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63556/high-school-math-can-be-playful-too","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When students reach high school math, play typically disappears from the curriculum. But \u003c/span>\u003ca href=\"https://www.scu.edu/ecp/faculty/educationfaculty/kathy-liu-sun-phd/sun.html\">\u003cspan style=\"font-weight: 400\">Kathy Sun\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is discovering new ways to bring play into high school math. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62436/how-listening-to-students-stories-can-improve-math-class\">\u003cspan style=\"font-weight: 400\">student’s math identity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is usually focused on procedural proficiency rather than a broader view of mathematical contributions and community, said Sun, a researcher and professor at Santa Clara University. Playfully engaging students in math concepts is not just \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55961/how-sidewalk-math-cultivates-a-playful-curious-attitude-towards-math\">\u003cspan style=\"font-weight: 400\">a fun teaching strategy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but gets at the core of deepening mathematical understanding and connections, she continued.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/MathforLove\">\u003cspan style=\"font-weight: 400\">Dan Finkel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a math curriculum writer and former math teacher, associates play in math with rigor, even at the highest level. “Mathematics has always been \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59291/after-a-texas-teacher-saw-his-students-struggling-with-math-he-turned-to-rap-music\">\u003cspan style=\"font-weight: 400\">animated by the sense of play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and the deepest mathematicians and deepest thinkers are the ones who can play with very technical things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When high school students are allowed to play through mathematical concepts they are able to go beyond rote memorization. According to Sun, there are three elements that make up play in a math classroom: exploration, creativity and collaboration. When math activities inspire those elements, students who don’t usually speak up during class tend to make more frequent contributions. “They’re feeling more validated,” which increases belonging and persistence in mathematics, Sun explained.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Exploration\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Play-based approaches to math are about teachers figuring out “how to invite [their] students to take ownership of the material,” Finkel said. “What you usually get from a play-based approach is a much deeper and more powerful understanding and a greater sense of ownership over time”. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To embed exploration into high school math, Sun advocated for an approach that increases cognitive demand. Rote memorization and procedural tasks require low cognitive demand for students, she said during a recent conference session at \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Approaches like making creative connections, and understanding why something works are explorative ways for students to reach higher cognitive demand in math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During her conference session, Sun recommended reworking math problems that take a procedural approach like asking students to follow the PEMDAS order of operations, to include more open-ended exploration. For example, math teachers can ask students to create expressions equivalent to integers 0-20 using only three numbers such as 3, 4 and 1 using one mathematical symbol or operation. This allows students to look beyond the memorization of a procedure and apply their own thinking to explore the same basic concepts. For take-home work, having students explore open-ended mathematical concepts through a technology like \u003c/span>\u003ca href=\"https://www.desmos.com/\">\u003cspan style=\"font-weight: 400\">Desmos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or upping the demand of a simpler math task can foster further discussion in class the next day, Sun said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finkel said offering students choices – even if small – in how they approach a problem is what makes playful math rigorous. The student who plays “is much more likely to figure out a way to keep the game going,” he said. He also encouraged teachers to get students talking as part of their exploration. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56136/talking-math-with-tweens-how-to-bring-math-into-daily-life-with-middle-schoolers\">\u003cspan style=\"font-weight: 400\">Inviting students into the mathematical conversation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can take one or two minutes of engaged conversation with students during a class period. One popular teaching strategy that Finkel pointed to is the notice and wonder technique, where teachers ask students to notice and wonder about something that came up during a class lesson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Finkel, when students have ownership over their own math exploration, they question less whether something is mathematically allowed and become more curious about what’s possible. This also makes them more likely to want to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">include others in their mathematical exploration\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said Finkel.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Creativity\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finkel has seen an entire class of students get a problem wrong on a test because of a slight variation in wording that they were not used to seeing. “That to me is the sign of a very fragile understanding,” he said. According to Finkel, math is too big of a subject and too difficult to understand if students are only given memorization tools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A creative approach to high school math guides students in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">making sense of mathematical concepts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own, said Sun. When creativity is brought to students’ explorations in a math classroom, they discover mathematical rules in unconventional ways. Sun pointed to an example from a teacher that she observed during her research. The teacher set up the math problem by stating, “zero percent of 500 is zero, and one hundred percent of 500 is 500.” Then she asked her students to work in groups to find any 10 other percentage points of 500.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From her observation of the percentages classroom exercise, Sun found that the students were able to make up their own rules and successfully found 35 to 40 other percentage points on their own without the use of a plug-in formula. One group discovered, through their creative collaboration, that one percent of 500 was 5. Then as a class they discovered together that if they knew what one percent of 500 was, then they could find all the other percentage points. “There was excitement happening because kids were actually in the groups finding different percentages,” and by the end of the exercise, the students understood that a percent is part of a whole and that there are many ways to find percentages, said Sun.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A play-based approach to high school level math is not just reserved for reinforcing concepts that have already been taught. Play can also be successfully applied at the introductory level of math concepts, Sun said in an interview. Rather than introducing a math concept or activity with vocabulary or formulaic memorization, frontloading with creative exploration gives students the opportunity to “make sense of the math themselves,” she continued. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Collaboration\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teacher modeling followed by independent practice is the norm for high school math instruction, but according to Sun, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\">\u003cspan style=\"font-weight: 400\">collaboration among students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> allows them to reach deeper mathematical understanding.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In upper division high school math classes, Sun suggested incorporating activities like \u003c/span>\u003ca href=\"https://iste.org/blog/using-card-sort-activities-in-the-math-classroom#:~:text=Card%20sorts%20provide%20structure%20for,card%20into%20the%20appropriate%20category.\">\u003cspan style=\"font-weight: 400\">card sorting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These activities not only help students identify patterns, and find solutions creatively, but they allow for students to collaborate to have a greater conceptual understanding of the material. For example, one of Sun’s student teachers recently did a card sorting activity with his pre-calculus students. He asked them to find derivatives of sine and cosine using card sorting, but then asked them a more difficult question: What would the 55th derivative look like? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Sun, the students worked in groups, some standing up, and got to work guessing and checking to find possible solutions. Students creatively engaged in the more challenging problem by playing with ideas that they were familiar with, said Sun. This was one question out of ten that the teacher presented to class. The other questions were more traditional in nature, but taking the extra five minutes to incorporate an element of collaborative play in the class went a long way. “I think the understanding was much deeper, and the conversation was much deeper,” said Sun.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Putting it into practice\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be daunting to introduce play within the bounds of a mathematical teaching system that hasn’t been designed for play. So, Sun suggested that math teachers slowly infuse little moments of play into their class periods. Sun has seen that 10 to 15 minute bursts of play are more manageable than overhauling an entire 55- or 90-minute class period. When it comes to math homework, Finkel said that the amount of creativity teachers should incorporate depends on student needs. If more traditional practice is needed, even one question that stretches students’ creativity can strengthen engagement, but the problem should have multiple entry points for students.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sun recommended online resources like \u003c/span>\u003ca href=\"https://mathequalslove.net/\">\u003cspan style=\"font-weight: 400\">Math Equals Love\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.youcubed.org/\">\u003cspan style=\"font-weight: 400\">Stanford Graduate School of Education’s YouCubed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which offers creative activity ideas like \u003c/span>\u003ca href=\"https://www.youcubed.org/resources/number-talks-all-ages-video/\">\u003cspan style=\"font-weight: 400\">number talks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.youcubed.org/resource/data-talks/\">\u003cspan style=\"font-weight: 400\">data talks.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Sun and her colleagues have also developed their own \u003c/span>\u003ca href=\"https://sites.google.com/scu.edu/growth-mindset-in-stem/home\">\u003cspan style=\"font-weight: 400\">website with resources for math teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looking to engage in more play based practices in their classrooms.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63556/high-school-math-can-be-playful-too","authors":["11759"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_392","mindshift_498"],"featImg":"mindshift_63562","label":"mindshift"},"mindshift_63532":{"type":"posts","id":"mindshift_63532","meta":{"index":"posts_1591205157","site":"mindshift","id":"63532","score":null,"sort":[1714471248000]},"guestAuthors":[],"slug":"tapping-into-the-power-of-purpose-to-engage-students","title":"Tapping into the Power of Purpose to Engage Students","publishDate":1714471248,"format":"standard","headTitle":"Tapping into the Power of Purpose to Engage Students | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://www.simonandschuster.com/books/The-Path-to-Purpose/William-Damon/9781416537243\">\u003cspan style=\"font-weight: 400\">Having a purpose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> comes with benefits, according to \u003ca href=\"https://twitter.com/heathermalin\">Heather Malin\u003c/a>, a consultant and former director of research at the \u003c/span>\u003ca href=\"https://coa.stanford.edu/\">\u003cspan style=\"font-weight: 400\">Stanford Center on Adolescence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">When students identify a greater purpose in what they learn at school, their academic performance, persistence and social belonging rise, Malin said during a talk at the recent \u003ca href=\"https://www.learningandthebrain.com/conference-514/teaching-engaged-brains/\">Learning and The Brain: Teaching Engaged Brains\u003c/a> conference. The most purposeful people have many intentions, she said. “They seem to get boundless energy from having a lot of \u003ca href=\"https://www.kqed.org/mindshift/52620/four-pillars-of-a-meaningful-life-that-could-be-part-of-every-learning-community\">meaningful intentions\u003c/a> for their lives.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how can schools tap into the \u003ca href=\"https://www.kqed.org/mindshift/57946/striving-or-thriving-steps-to-help-kids-find-balance-and-purpose\">power of purpose\u003c/a>? Malin pointed to her purpose learning framework, a four-part set of recommendations for educators, distilled from her work at Stanford, as well as the work of the \u003c/span>\u003ca href=\"https://openfutureinstitute.org/\">\u003cspan style=\"font-weight: 400\">Open Future Institute’s QUESTion Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and other research rooted in purpose learning. According to Malin, purpose learning helps students explore and connect with their deeper whys. This approach provides “space at school for students to discover who they are, what they want in life, and how they want to be in the world,” she said. In some of her research that is not yet published, alumni of purpose learning programs have reported improved relationships with teachers and peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin identified three dimensions of purpose that teachers can help students explore:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Generalized and meaningful intention\u003c/b>\u003cspan style=\"font-weight: 400\"> – This involves the student’s understanding of who they want to be in the world and informs how they set goals.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Beyond-the-self motivation\u003c/b>\u003cspan style=\"font-weight: 400\"> – Engaging students in issues outside their own lived experiences and helping them find ways to contribute empowers them with the skills and mindset to live a purposeful life.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Goal-directed action\u003c/b>\u003cspan style=\"font-weight: 400\"> – Because \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57424/the-two-types-of-independence-growing-tweens-need-to-practice\">\u003cspan style=\"font-weight: 400\">future planning is challenging for teens\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they need support in learning to set and work toward goals.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teen brains are neurologically wired to \u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\">seek excitement and new stimuli\u003c/a>. “If we can align school learning activity to that exploratory process, we have a powerful way to motivate teens,” Malin said. Focusing on purpose can do that. “It engages that novelty seeking, risk taking, \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">identity forming\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63456/6-ways-educators-can-bolster-boys-social-skills\">social engagement\u003c/a> that are so rewarding for adolescent brains.” \u003c/span>\u003c/p>\n\u003ch2>Step 1: Self-exploration\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first step in the purpose learning framework is inviting students to self-discovery with questions such as:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are there any societal or cultural influences that have shaped your values?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How well do you think your family of origins values align with your personal values?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-exploration discussions allow students to \u003ca href=\"https://www.kqed.org/mindshift/62649/mental-health-tools-for-tweens-by-phyllis-fagell\">foster deeper connections with their peers\u003c/a> and teachers that can allow for deeper learning. “[The students] didn’t realize they had so many shared experiences, challenges, hopes and worries,” she said regarding \u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">student feedback\u003c/a> she and her team received during research.\u003c/span>\u003c/p>\n\u003ch2>Step 2: Look outward\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prompting students to look outward, the second step of the framework, can help them to define their own sense of purpose. “Self-awareness is important, but it’s meaningless if we have no idea how to connect our inner self to the world beyond ourselves,” said Malin. This process often includes exercises in social awareness and social responsibility, such as interviewing a member of the community. \u003c/span>\u003c/p>\n\u003ch2>Step 3: Future planning\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The third step of the purpose learning framework is engaging students in forward thinking and future planning. “The mechanics of looking forward, looking to the future with a goal setting and planning approach can be much more challenging for adolescents,” so it’s important that teachers scaffold these forward looking steps for students, said Malin.\u003c/span>\u003c/p>\n\u003ch2>Step 4: Action\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to taking action, the fourth step of Malin’s framework, educators can encourage students to do meaningful work outside the classroom and in their community. Adolescents often feel discouraged from \u003ca href=\"https://www.kqed.org/mindshift/61388/why-nashville-student-activists-arent-going-to-wait-a-generation-for-gun-control\">real-world change making\u003c/a> because of their youth, Malin said. “Teens need \u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">real opportunities\u003c/a> to do things in the world,” and “they need opportunities to reflect on how their actions impact others,” she said. According to Malin, action and well-being are associated with more engaged students, but, “our school system is largely set up to inhibit this kind of real world learning.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin advocates for a less traditional approach to learning that is more aligned to adolescent brains. “If we want to really motivate students in school, we need to be giving them opportunities to have an impact beyond the classroom.” According to Malin, one way to do this is by giving educators opportunities to collaborate and connect. “We’ve found that when teachers have the opportunity to talk about what they’ve experienced, they actually can inspire each other to come up with solutions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin recommended starting a purpose learning approach as early as possible so that students are familiar with the framework by high school. Teachers at the high school level should start “with the understanding that it’s really vulnerable to do this, that students aren’t sure what they’re doing … so you can ease them into it,” Malin said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin emphasized that she sees educators as the experts when incorporating the purpose learning framework into their curriculum. She said some teachers have used advisory periods or elective classes to incorporate the purpose learning framework into an otherwise full curriculum. Others have included the ideas in wide-ranging courses, like health or communications. Another public middle school with a large student population reworked their schedule to include a 15 minute block every day after lunch dedicated to the purpose learning framework. Malin is currently building out a network for educators to exchange resources, information and teaching strategies rooted in purpose learning.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"When students identify a greater purpose in what they learn at school, their academic performance, persistence and social belonging rise.","status":"publish","parent":0,"modified":1714476388,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":962},"headData":{"title":"Tapping into the Power of Purpose to Engage Students | KQED","description":"When students identify a greater purpose in what they learn at school, their academic performance, persistence and social belonging rise.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"When students identify a greater purpose in what they learn at school, their academic performance, persistence and social belonging rise.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Tapping into the Power of Purpose to Engage Students","datePublished":"2024-04-30T10:00:48.000Z","dateModified":"2024-04-30T11:26:28.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63532/tapping-into-the-power-of-purpose-to-engage-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.simonandschuster.com/books/The-Path-to-Purpose/William-Damon/9781416537243\">\u003cspan style=\"font-weight: 400\">Having a purpose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> comes with benefits, according to \u003ca href=\"https://twitter.com/heathermalin\">Heather Malin\u003c/a>, a consultant and former director of research at the \u003c/span>\u003ca href=\"https://coa.stanford.edu/\">\u003cspan style=\"font-weight: 400\">Stanford Center on Adolescence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">When students identify a greater purpose in what they learn at school, their academic performance, persistence and social belonging rise, Malin said during a talk at the recent \u003ca href=\"https://www.learningandthebrain.com/conference-514/teaching-engaged-brains/\">Learning and The Brain: Teaching Engaged Brains\u003c/a> conference. The most purposeful people have many intentions, she said. “They seem to get boundless energy from having a lot of \u003ca href=\"https://www.kqed.org/mindshift/52620/four-pillars-of-a-meaningful-life-that-could-be-part-of-every-learning-community\">meaningful intentions\u003c/a> for their lives.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how can schools tap into the \u003ca href=\"https://www.kqed.org/mindshift/57946/striving-or-thriving-steps-to-help-kids-find-balance-and-purpose\">power of purpose\u003c/a>? Malin pointed to her purpose learning framework, a four-part set of recommendations for educators, distilled from her work at Stanford, as well as the work of the \u003c/span>\u003ca href=\"https://openfutureinstitute.org/\">\u003cspan style=\"font-weight: 400\">Open Future Institute’s QUESTion Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and other research rooted in purpose learning. According to Malin, purpose learning helps students explore and connect with their deeper whys. This approach provides “space at school for students to discover who they are, what they want in life, and how they want to be in the world,” she said. In some of her research that is not yet published, alumni of purpose learning programs have reported improved relationships with teachers and peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin identified three dimensions of purpose that teachers can help students explore:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Generalized and meaningful intention\u003c/b>\u003cspan style=\"font-weight: 400\"> – This involves the student’s understanding of who they want to be in the world and informs how they set goals.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Beyond-the-self motivation\u003c/b>\u003cspan style=\"font-weight: 400\"> – Engaging students in issues outside their own lived experiences and helping them find ways to contribute empowers them with the skills and mindset to live a purposeful life.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Goal-directed action\u003c/b>\u003cspan style=\"font-weight: 400\"> – Because \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57424/the-two-types-of-independence-growing-tweens-need-to-practice\">\u003cspan style=\"font-weight: 400\">future planning is challenging for teens\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they need support in learning to set and work toward goals.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teen brains are neurologically wired to \u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\">seek excitement and new stimuli\u003c/a>. “If we can align school learning activity to that exploratory process, we have a powerful way to motivate teens,” Malin said. Focusing on purpose can do that. “It engages that novelty seeking, risk taking, \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">identity forming\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63456/6-ways-educators-can-bolster-boys-social-skills\">social engagement\u003c/a> that are so rewarding for adolescent brains.” \u003c/span>\u003c/p>\n\u003ch2>Step 1: Self-exploration\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first step in the purpose learning framework is inviting students to self-discovery with questions such as:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are there any societal or cultural influences that have shaped your values?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How well do you think your family of origins values align with your personal values?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-exploration discussions allow students to \u003ca href=\"https://www.kqed.org/mindshift/62649/mental-health-tools-for-tweens-by-phyllis-fagell\">foster deeper connections with their peers\u003c/a> and teachers that can allow for deeper learning. “[The students] didn’t realize they had so many shared experiences, challenges, hopes and worries,” she said regarding \u003ca href=\"https://www.kqed.org/mindshift/60120/helicopter-teaching-how-using-student-feedback-can-help-with-that\">student feedback\u003c/a> she and her team received during research.\u003c/span>\u003c/p>\n\u003ch2>Step 2: Look outward\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prompting students to look outward, the second step of the framework, can help them to define their own sense of purpose. “Self-awareness is important, but it’s meaningless if we have no idea how to connect our inner self to the world beyond ourselves,” said Malin. This process often includes exercises in social awareness and social responsibility, such as interviewing a member of the community. \u003c/span>\u003c/p>\n\u003ch2>Step 3: Future planning\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The third step of the purpose learning framework is engaging students in forward thinking and future planning. “The mechanics of looking forward, looking to the future with a goal setting and planning approach can be much more challenging for adolescents,” so it’s important that teachers scaffold these forward looking steps for students, said Malin.\u003c/span>\u003c/p>\n\u003ch2>Step 4: Action\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to taking action, the fourth step of Malin’s framework, educators can encourage students to do meaningful work outside the classroom and in their community. Adolescents often feel discouraged from \u003ca href=\"https://www.kqed.org/mindshift/61388/why-nashville-student-activists-arent-going-to-wait-a-generation-for-gun-control\">real-world change making\u003c/a> because of their youth, Malin said. “Teens need \u003ca href=\"https://www.kqed.org/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear\">real opportunities\u003c/a> to do things in the world,” and “they need opportunities to reflect on how their actions impact others,” she said. According to Malin, action and well-being are associated with more engaged students, but, “our school system is largely set up to inhibit this kind of real world learning.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin advocates for a less traditional approach to learning that is more aligned to adolescent brains. “If we want to really motivate students in school, we need to be giving them opportunities to have an impact beyond the classroom.” According to Malin, one way to do this is by giving educators opportunities to collaborate and connect. “We’ve found that when teachers have the opportunity to talk about what they’ve experienced, they actually can inspire each other to come up with solutions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin recommended starting a purpose learning approach as early as possible so that students are familiar with the framework by high school. Teachers at the high school level should start “with the understanding that it’s really vulnerable to do this, that students aren’t sure what they’re doing … so you can ease them into it,” Malin said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malin emphasized that she sees educators as the experts when incorporating the purpose learning framework into their curriculum. She said some teachers have used advisory periods or elective classes to incorporate the purpose learning framework into an otherwise full curriculum. Others have included the ideas in wide-ranging courses, like health or communications. Another public middle school with a large student population reworked their schedule to include a 15 minute block every day after lunch dedicated to the purpose learning framework. Malin is currently building out a network for educators to exchange resources, information and teaching strategies rooted in purpose learning.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63532/tapping-into-the-power-of-purpose-to-engage-students","authors":["11759"],"categories":["mindshift_21445","mindshift_21504","mindshift_193"],"tags":["mindshift_21093","mindshift_21092","mindshift_20616","mindshift_21159","mindshift_1038"],"featImg":"mindshift_63538","label":"mindshift"},"mindshift_63658":{"type":"posts","id":"mindshift_63658","meta":{"index":"posts_1591205157","site":"mindshift","id":"63658","score":null,"sort":[1714384831000]},"guestAuthors":[],"slug":"many-math-teachers-cobble-together-their-own-instructional-materials-a-survey-finds","title":"Many Math Teachers Cobble Together Their Own Instructional Materials, A Survey Finds","publishDate":1714384831,"format":"standard","headTitle":"Many Math Teachers Cobble Together Their Own Instructional Materials, A Survey Finds | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Writing lesson plans has traditionally been a big part of a teacher’s job. But this doesn’t mean they should be starting from a blank slate. Ideally, teachers are supposed to base their lessons on the textbooks, worksheets and digital materials that school leaders have spent a lot of time reviewing and selecting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a recent national survey of more than 1,000 math teachers reveals that many are rejecting the materials they should be using and cobbling together their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A surprising number of math teachers, particularly at the high school level, simply said we don’t use the district or school-provided materials, or they claimed they didn’t have any,” said \u003ca href=\"https://crmse.sdsu.edu/members/zahner\">William Zahner\u003c/a>, an associate professor of mathematics at San Diego State University, who \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/04/Mathematics-Teachers-Impressions-of-Instructional-Materials-for-English-Learners_-Results-from-a-National-Survey.pdf\">\u003cspan style=\"font-weight: 400\">presented the survey at the April 2024 annual meeting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the American Educational Research Association in Philadelphia. Students, he said, are often being taught through a “bricolage” of materials that teachers assemble themselves from colleagues and the internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What I see happening is a lot of math teachers are rewriting a curriculum that has already been written,” said Zahner. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey results varied by grade level. More than 75% of elementary school math teachers said they used their school’s recommended materials, but fewer than 50% of high school math teachers said they did. \u003c/span>\u003c/p>\n\u003ch4>\u003cb>Share of math teachers who use their school’s recommended materials\u003c/b>\u003c/h4>\n\u003cfigure id=\"attachment_63659\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63659\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1.png\" alt=\"\" width=\"780\" height=\"384\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1-160x79.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1-768x378.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Less than half of high school math teachers reported using their school’s recommended instructional materials. \u003ccite>(Source: Zahner et al, Mathematics Teachers’ Perceptions of Their Instructional Materials for English Learners: Results from a National Survey, presented at AERA 2024.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The do-it-yourself approach has two downsides, Zahner said, both of which affect students. One problem is that it’s time consuming. Time spent finding materials is time not spent giving students feedback, tailoring existing lessons for students or giving students one-to-one tutoring help. The hunt for materials is also exhausting and can lead to teacher burnout, Zahner said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The other problem is that teacher-made materials may sacrifice the thoughtful sequencing of topics planned by curriculum designers. When teachers create or take materials from various sources, it is hard to maintain a “coherent development” of ideas, Zahner explained. Curriculum designers may weave a review of previous concepts to reinforce them even as new ideas are introduced. Teacher-curated materials may be disjointed. Separate research has found that some of the most popular materials that teachers grab from internet sites, such as Teachers Pay Teachers, are \u003c/span>\u003ca href=\"https://hechingerreport.org/most-english-lessons-on-teachers-pay-teachers-and-other-sites-are-mediocre-or-not-worth-using-study-finds/\">\u003cspan style=\"font-weight: 400\">not high quality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The national survey was conducted in 2021 by researchers at San Diego State University, including Zahner, who also directs the university’s Center for Research in Mathematics and Science Education, and the English Learners Success Forum, a nonprofit that seeks to improve the quality of instructional materials for English learners. The researchers sought out the views of teachers who worked in school districts where more than 10% of the students were classified as English learners, which is the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgf/english-learners#:~:text=The%20percentage%20of%20public%20school,%2C%20or%204.5%20million%20students).\">\u003cspan style=\"font-weight: 400\">national average\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. More than 1,000 math teachers, from kindergarten through 12th grade, responded. On average, 30% of their students were English learners, but some teachers had zero English learners and others had all English learners in their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers were asked about the drawbacks of their assigned curriculum for English learners. Many said that their existing materials weren’t connected to their students’ languages and cultures. Others said that the explanations of how to tailor a lesson to an English learner were too general to be useful. Zahner says that teachers have a point and that they need more support in \u003ca href=\"https://www.kqed.org/mindshift/60104/how-to-structure-academic-math-conversations-to-support-english-learners\">how to help English learners develop the language of mathematical reasoning and argumentation\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was not clear from this survey whether the desire to accommodate English learners was the primary reason that teachers were putting together their own materials or whether they would have done so anyway. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are a thousand reasons why this is happening,” said Zahner. One high school teacher in Louisiana who participated in the survey said his students needed a more advanced curriculum. Supervisors inside a school may not like the materials that officials in a central office have chosen. “Sometimes schools have the materials but they’re all hidden in a closet,” Zahner said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the midst of a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61581/how-a-debate-over-the-science-of-math-could-reignite-the-math-wars\">\u003cspan style=\"font-weight: 400\">national debate on how best to teach math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, this survey is an important reminder of yet another reason why many students aren’t getting the instruction that they need. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-many-high-school-math-teachers-cobble-together-their-own-instructional-materials-from-the-internet-and-elsewhere-a-survey-finds/\">\u003ci>\u003cspan style=\"font-weight: 400\">math lessons\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Researchers say a DIY approach to math curriculum isn’t serving students well.","status":"publish","parent":0,"modified":1714324569,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":820},"headData":{"title":"Many Math Teachers Cobble Together Their Own Instructional Materials, A Survey Finds | KQED","description":"Researchers say a DIY approach to math curriculum isn’t serving students well.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63661","twTitle":"","twDescription":"","twImgId":"mindshift_63661","socialDescription":"Researchers say a DIY approach to math curriculum isn’t serving students well.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Many Math Teachers Cobble Together Their Own Instructional Materials, A Survey Finds","datePublished":"2024-04-29T10:00:31.000Z","dateModified":"2024-04-28T17:16:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63658/many-math-teachers-cobble-together-their-own-instructional-materials-a-survey-finds","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Writing lesson plans has traditionally been a big part of a teacher’s job. But this doesn’t mean they should be starting from a blank slate. Ideally, teachers are supposed to base their lessons on the textbooks, worksheets and digital materials that school leaders have spent a lot of time reviewing and selecting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a recent national survey of more than 1,000 math teachers reveals that many are rejecting the materials they should be using and cobbling together their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A surprising number of math teachers, particularly at the high school level, simply said we don’t use the district or school-provided materials, or they claimed they didn’t have any,” said \u003ca href=\"https://crmse.sdsu.edu/members/zahner\">William Zahner\u003c/a>, an associate professor of mathematics at San Diego State University, who \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/04/Mathematics-Teachers-Impressions-of-Instructional-Materials-for-English-Learners_-Results-from-a-National-Survey.pdf\">\u003cspan style=\"font-weight: 400\">presented the survey at the April 2024 annual meeting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the American Educational Research Association in Philadelphia. Students, he said, are often being taught through a “bricolage” of materials that teachers assemble themselves from colleagues and the internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What I see happening is a lot of math teachers are rewriting a curriculum that has already been written,” said Zahner. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey results varied by grade level. More than 75% of elementary school math teachers said they used their school’s recommended materials, but fewer than 50% of high school math teachers said they did. \u003c/span>\u003c/p>\n\u003ch4>\u003cb>Share of math teachers who use their school’s recommended materials\u003c/b>\u003c/h4>\n\u003cfigure id=\"attachment_63659\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63659\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1.png\" alt=\"\" width=\"780\" height=\"384\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1-160x79.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-1-768x378.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Less than half of high school math teachers reported using their school’s recommended instructional materials. \u003ccite>(Source: Zahner et al, Mathematics Teachers’ Perceptions of Their Instructional Materials for English Learners: Results from a National Survey, presented at AERA 2024.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The do-it-yourself approach has two downsides, Zahner said, both of which affect students. One problem is that it’s time consuming. Time spent finding materials is time not spent giving students feedback, tailoring existing lessons for students or giving students one-to-one tutoring help. The hunt for materials is also exhausting and can lead to teacher burnout, Zahner said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The other problem is that teacher-made materials may sacrifice the thoughtful sequencing of topics planned by curriculum designers. When teachers create or take materials from various sources, it is hard to maintain a “coherent development” of ideas, Zahner explained. Curriculum designers may weave a review of previous concepts to reinforce them even as new ideas are introduced. Teacher-curated materials may be disjointed. Separate research has found that some of the most popular materials that teachers grab from internet sites, such as Teachers Pay Teachers, are \u003c/span>\u003ca href=\"https://hechingerreport.org/most-english-lessons-on-teachers-pay-teachers-and-other-sites-are-mediocre-or-not-worth-using-study-finds/\">\u003cspan style=\"font-weight: 400\">not high quality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The national survey was conducted in 2021 by researchers at San Diego State University, including Zahner, who also directs the university’s Center for Research in Mathematics and Science Education, and the English Learners Success Forum, a nonprofit that seeks to improve the quality of instructional materials for English learners. The researchers sought out the views of teachers who worked in school districts where more than 10% of the students were classified as English learners, which is the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgf/english-learners#:~:text=The%20percentage%20of%20public%20school,%2C%20or%204.5%20million%20students).\">\u003cspan style=\"font-weight: 400\">national average\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. More than 1,000 math teachers, from kindergarten through 12th grade, responded. On average, 30% of their students were English learners, but some teachers had zero English learners and others had all English learners in their classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers were asked about the drawbacks of their assigned curriculum for English learners. Many said that their existing materials weren’t connected to their students’ languages and cultures. Others said that the explanations of how to tailor a lesson to an English learner were too general to be useful. Zahner says that teachers have a point and that they need more support in \u003ca href=\"https://www.kqed.org/mindshift/60104/how-to-structure-academic-math-conversations-to-support-english-learners\">how to help English learners develop the language of mathematical reasoning and argumentation\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was not clear from this survey whether the desire to accommodate English learners was the primary reason that teachers were putting together their own materials or whether they would have done so anyway. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are a thousand reasons why this is happening,” said Zahner. One high school teacher in Louisiana who participated in the survey said his students needed a more advanced curriculum. Supervisors inside a school may not like the materials that officials in a central office have chosen. “Sometimes schools have the materials but they’re all hidden in a closet,” Zahner said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the midst of a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61581/how-a-debate-over-the-science-of-math-could-reignite-the-math-wars\">\u003cspan style=\"font-weight: 400\">national debate on how best to teach math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, this survey is an important reminder of yet another reason why many students aren’t getting the instruction that they need. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-many-high-school-math-teachers-cobble-together-their-own-instructional-materials-from-the-internet-and-elsewhere-a-survey-finds/\">\u003ci>\u003cspan style=\"font-weight: 400\">math lessons\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63658/many-math-teachers-cobble-together-their-own-instructional-materials-a-survey-finds","authors":["byline_mindshift_63658"],"categories":["mindshift_21504","mindshift_193"],"tags":["mindshift_21403","mindshift_20851","mindshift_146","mindshift_392"],"featImg":"mindshift_63661","label":"mindshift"},"mindshift_63519":{"type":"posts","id":"mindshift_63519","meta":{"index":"posts_1591205157","site":"mindshift","id":"63519","score":null,"sort":[1713866400000]},"guestAuthors":[],"slug":"distracted-students-understanding-these-3-myths-of-attention-span-can-help","title":"Distracted Students? Understanding These 3 Myths of Attention Span Can Help","publishDate":1713866400,"format":"standard","headTitle":"Distracted Students? Understanding These 3 Myths of Attention Span Can Help | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">How many times per day do you check your phone? According to Gloria Mark, psychologist and author of \u003c/span>\u003ca href=\"https://gloriamark.com/attention-span/\">\u003ci>\u003cspan style=\"font-weight: 400\">Attention Span\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, people swipe from screen to screen about 566 times per day, and about half of those switches are self-motivated, meaning they weren’t prompted by a notification.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Digital technologies have been innovated quicker than humans are capable of processing, and our new tools and social media are designed to keep us tapping and swiping. This has become an issue that impedes attention span because “the mind has a limited pool of cognitive resources,” said Mark, who is a professor of informatics at the University of California, Irvine. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0360131519301642#:~:text=Students%20used%20their%20phones%20for,min%20for%20over%20a%20minute.&text=Predictors%20of%20in%2Dclass%20usage,class%20size%2C%20and%20lecture%20organization.\">\u003cspan style=\"font-weight: 400\">In a 2019 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of 84 college students in Korea, Mark’s colleagues found that the students spent 28% of class duration \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">distracted on smartphones\u003c/a>. These tech distractions were also associated with lower grades. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mark, most of the time that we spend interacting with digital technology like smartphones is done unconsciously. But our brains like our bodies experience fatigue, and when we are overloaded with an impossible amount of tech distractions, executive function is negatively affected. When executive function is maxed out “it affects our ability to filter out distractions and stay on path,” Mark said during her recent keynote talk at the \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her research, Mark has identified three myths of attention span and tech use. Understanding these myths can help teachers and parents \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">guide young people\u003c/a> in maintaining – and regaining – focus throughout the school day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of endless focus\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mark, the first myth is assuming that when computers are used “we should strive to be focused as long as possible.” That’s not realistic, she said. When we try to focus on rigorous tasks for long periods on screens without taking breaks to restore our cognitive resources, “our minds can also get injured, and it’s called burnout,” she said. Focus is a limited resource and can fluctuate depending on how engaged or challenged a student feels. So, when teachers strike a balance between harder and simpler tasks in the classroom, it gives students a chance to \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">regain cognitive and executive function\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of multitasking\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Myth number two of attention span is multitasking. As humans, “we cannot parallel process unless one of those activities is automatic,” said Mark. Not only does multitasking impair accuracy with individual tasks, “the nail in the coffin is that multitasking creates more stress,” she continued. So when students are switching from task to task and from screen to screen, not only is their executive function declining, but their stress levels are rising. In their research, Mark and her colleagues have found “a correlation with the amount of attention shifting and [participants’] reports of perceived stress,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of self-discipline\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The third myth of attention span and tech is that lack of focus is due to low self-discipline. Social media algorithms appeal to our desire to gravitate towards rewards-based social systems, said Mark. For young people, social media can \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">play a big role in social connection\u003c/a>. Receiving affirmation from others is important to \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">teens’ identity development\u003c/a>, and social media is highly scalable, so teens also gain social capital from likes and online interactions. Because social media and smartphone use is so time consuming and ingrained in identity building, “there’s this competition of interest between what the teacher is talking about and what your friend is saying on the phone,” Mark said. “And it’s probably way more interesting to pay attention to what your friend is saying.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Solutions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mark sees the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how\">\u003cspan style=\"font-weight: 400\">banning of smartphones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the classroom as a social equalizer for students in K-12 education. Students should be encouraged to “always put a person, a human being before a smartphone,” said Mark. She said that setting this social standard can appeal to adolescents’ natural desire to be part of a group.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finding what might seem like infinite ways to keep students engaged and happy throughout the day can be daunting. But Mark recommended simple teaching strategies like playing short games, incorporating funny and engaging static cartoons throughout a lesson, class-wide meditation and allowing for small group participation. These teaching strategies pair well with the \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3122271/#:~:text=The%20broaden%2Dand%2Dbuild%20theory%20posits%20that%20experiences%20of%20positive,to%20social%20and%20psychological%20resources.\">\u003cspan style=\"font-weight: 400\">broaden and build theory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which hypothesizes that “the capacity to experience positive emotions may be a fundamental human strength.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mark, teachers can help students hone in on their attention by practicing forethought and \u003ca href=\"https://www.kqed.org/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time\">imagining a future self\u003c/a>. Because this is a skill that teens have to build from scratch, “for a young person, it could be their future self at the end of the day,” said Mark. Having a sense of concrete future visualization will \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">help students stay goal-oriented\u003c/a>, even if the goals seem small. Eventually, goals can be set farther in the future, like planning for the weekend, or even for the next academic semester, she continued.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During an interview, Mark stressed the importance of the integration of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">\u003cspan style=\"font-weight: 400\">media literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into the curriculum. It is important for young people to learn about the importance of mono-tasking, and dangers of media overuse, said Mark. But it is also imperative that students understand the dangers of misinformation, disinformation and cyberbullying.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Endless focus is not a realistic goal for tech use. Psychologist Gloria Mark provides advice to help young people focus in the digital era.","status":"publish","parent":0,"modified":1713880920,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":916},"headData":{"title":"Distracted Students? Understanding These 3 Myths of Attention Span Can Help | KQED","description":"Endless focus is not a realistic goal for tech use. Psychologist Gloria Mark provides advice to help young people focus in the digital era.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Endless focus is not a realistic goal for tech use. Psychologist Gloria Mark provides advice to help young people focus in the digital era.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Distracted Students? Understanding These 3 Myths of Attention Span Can Help","datePublished":"2024-04-23T10:00:00.000Z","dateModified":"2024-04-23T14:02:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63519/distracted-students-understanding-these-3-myths-of-attention-span-can-help","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">How many times per day do you check your phone? According to Gloria Mark, psychologist and author of \u003c/span>\u003ca href=\"https://gloriamark.com/attention-span/\">\u003ci>\u003cspan style=\"font-weight: 400\">Attention Span\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, people swipe from screen to screen about 566 times per day, and about half of those switches are self-motivated, meaning they weren’t prompted by a notification.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Digital technologies have been innovated quicker than humans are capable of processing, and our new tools and social media are designed to keep us tapping and swiping. This has become an issue that impedes attention span because “the mind has a limited pool of cognitive resources,” said Mark, who is a professor of informatics at the University of California, Irvine. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0360131519301642#:~:text=Students%20used%20their%20phones%20for,min%20for%20over%20a%20minute.&text=Predictors%20of%20in%2Dclass%20usage,class%20size%2C%20and%20lecture%20organization.\">\u003cspan style=\"font-weight: 400\">In a 2019 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of 84 college students in Korea, Mark’s colleagues found that the students spent 28% of class duration \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">distracted on smartphones\u003c/a>. These tech distractions were also associated with lower grades. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mark, most of the time that we spend interacting with digital technology like smartphones is done unconsciously. But our brains like our bodies experience fatigue, and when we are overloaded with an impossible amount of tech distractions, executive function is negatively affected. When executive function is maxed out “it affects our ability to filter out distractions and stay on path,” Mark said during her recent keynote talk at the \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her research, Mark has identified three myths of attention span and tech use. Understanding these myths can help teachers and parents \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">guide young people\u003c/a> in maintaining – and regaining – focus throughout the school day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of endless focus\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mark, the first myth is assuming that when computers are used “we should strive to be focused as long as possible.” That’s not realistic, she said. When we try to focus on rigorous tasks for long periods on screens without taking breaks to restore our cognitive resources, “our minds can also get injured, and it’s called burnout,” she said. Focus is a limited resource and can fluctuate depending on how engaged or challenged a student feels. So, when teachers strike a balance between harder and simpler tasks in the classroom, it gives students a chance to \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">regain cognitive and executive function\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of multitasking\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Myth number two of attention span is multitasking. As humans, “we cannot parallel process unless one of those activities is automatic,” said Mark. Not only does multitasking impair accuracy with individual tasks, “the nail in the coffin is that multitasking creates more stress,” she continued. So when students are switching from task to task and from screen to screen, not only is their executive function declining, but their stress levels are rising. In their research, Mark and her colleagues have found “a correlation with the amount of attention shifting and [participants’] reports of perceived stress,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of self-discipline\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The third myth of attention span and tech is that lack of focus is due to low self-discipline. Social media algorithms appeal to our desire to gravitate towards rewards-based social systems, said Mark. For young people, social media can \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">play a big role in social connection\u003c/a>. Receiving affirmation from others is important to \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">teens’ identity development\u003c/a>, and social media is highly scalable, so teens also gain social capital from likes and online interactions. Because social media and smartphone use is so time consuming and ingrained in identity building, “there’s this competition of interest between what the teacher is talking about and what your friend is saying on the phone,” Mark said. “And it’s probably way more interesting to pay attention to what your friend is saying.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Solutions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mark sees the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how\">\u003cspan style=\"font-weight: 400\">banning of smartphones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the classroom as a social equalizer for students in K-12 education. Students should be encouraged to “always put a person, a human being before a smartphone,” said Mark. She said that setting this social standard can appeal to adolescents’ natural desire to be part of a group.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finding what might seem like infinite ways to keep students engaged and happy throughout the day can be daunting. But Mark recommended simple teaching strategies like playing short games, incorporating funny and engaging static cartoons throughout a lesson, class-wide meditation and allowing for small group participation. These teaching strategies pair well with the \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3122271/#:~:text=The%20broaden%2Dand%2Dbuild%20theory%20posits%20that%20experiences%20of%20positive,to%20social%20and%20psychological%20resources.\">\u003cspan style=\"font-weight: 400\">broaden and build theory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which hypothesizes that “the capacity to experience positive emotions may be a fundamental human strength.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mark, teachers can help students hone in on their attention by practicing forethought and \u003ca href=\"https://www.kqed.org/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time\">imagining a future self\u003c/a>. Because this is a skill that teens have to build from scratch, “for a young person, it could be their future self at the end of the day,” said Mark. Having a sense of concrete future visualization will \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">help students stay goal-oriented\u003c/a>, even if the goals seem small. Eventually, goals can be set farther in the future, like planning for the weekend, or even for the next academic semester, she continued.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During an interview, Mark stressed the importance of the integration of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">\u003cspan style=\"font-weight: 400\">media literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into the curriculum. It is important for young people to learn about the importance of mono-tasking, and dangers of media overuse, said Mark. But it is also imperative that students understand the dangers of misinformation, disinformation and cyberbullying.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63519/distracted-students-understanding-these-3-myths-of-attention-span-can-help","authors":["11759"],"categories":["mindshift_21445","mindshift_195","mindshift_21504","mindshift_193","mindshift_20874"],"tags":["mindshift_21207","mindshift_866","mindshift_20693","mindshift_20955","mindshift_20824","mindshift_20816","mindshift_30"],"featImg":"mindshift_63520","label":"mindshift"},"mindshift_63506":{"type":"posts","id":"mindshift_63506","meta":{"index":"posts_1591205157","site":"mindshift","id":"63506","score":null,"sort":[1713261628000]},"guestAuthors":[],"slug":"young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools","title":"Young Children Need Help Identifying Emotions. 'Little Safe Place' Boxes Give Them Tools.","publishDate":1713261628,"format":"standard","headTitle":"Young Children Need Help Identifying Emotions. ‘Little Safe Place’ Boxes Give Them Tools. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">When Jenny Kist’s students walk through the classroom door every morning, they take out their “little safe place” boxes. Made to be a portable version of a calming physical space in Kist’s early childhood education classroom, these small plastic pencil boxes hold everything Kist’s students need throughout the day to practice \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62194/is-social-emotional-learning-effective-new-meta-analysis-adds-to-evidence-but-debate-persists\">\u003cspan style=\"font-weight: 400;\">self-regulation and emotional identification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Developed when Kist’s classroom went virtual after the onset of covid, “little safe place” boxes are now a mainstay for Kist’s three to five year-old students. Each student is provided with their own box and practices self-regulating breathing techniques, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58790/why-kindness-and-emotional-literacy-matters-in-raising-kids\">\u003cspan style=\"font-weight: 400;\">providing compassion and empathy towards others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and labeling and expressing their emotions throughout the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist, an early childhood educator with 27 years of experience, works at a school that follows the \u003c/span>\u003ca href=\"https://consciousdiscipline.com/\">\u003cspan style=\"font-weight: 400;\">Conscious Discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> framework, which is rooted in social-emotional learning and trauma-informed practices, and \u003c/span>\u003ca href=\"https://teachingstrategies.com/product/the-creative-curriculum-for-preschool/\">\u003cspan style=\"font-weight: 400;\">Creative Curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a project-based early learning framework. Her school also encourages building a “school family” in order to foster safety and connection among the students, faculty and staff. For Kist, a big part of providing safety and connection in her classroom comes from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61233/why-cultivating-emotional-intelligence-among-toddlers-has-become-more-urgent\">\u003cspan style=\"font-weight: 400;\">helping young learners identify and process their emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and “little safe place” boxes are a tool for that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Being aware of your emotions is the first step in learning how to regulate them,” said \u003c/span>\u003ca href=\"https://parentingtranslator.substack.com/\">\u003cspan style=\"font-weight: 400;\">Cara Goodwin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a child psychologist and author of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/parenting-translator\">\u003cspan style=\"font-weight: 400;\">Parenting Translator newsletter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Identifying and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions\">\u003cspan style=\"font-weight: 400;\">expressing emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are “essential for the development of empathy and for maintaining healthy social relationships,” Goodwin continued.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Little safe place” boxes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist starts the school year by introducing her young students to the four basic emotions: happy, sad, angry and scared. She spends a week on each one, starting with happiness, and uses books, songs, and other classroom visuals as learning aids. Kist continues like this until students are well acquainted with the concepts inside of the “little safe place” boxes. Then she distributes a box to each child.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63571\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63571\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-scaled.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jenny Kist created a “My Little Safe Place” box for every student in her early childhood classroom. It contains tools for emotional identification and regulation. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">After that, each morning Kist guides students through using the different tools in their boxes. They take out a card that has faces for the four basic feelings and mark which feeling they identify with that morning. Then, the children take out their breathing strategy card, which has four different icons that indicate different breathing strategies that they have learned. The boxes also have a card in them that remind the students of what Kist calls “I love you” rituals – nursery rhymes with the lyrics changed and designed to help students with attachment and connection. Students practice an “I love you” ritual one-on-one with a classroom adult each morning.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist’s “little safe place” boxes are modeled from the self-regulation and emotional identification tools in the “safe place” corner of her classroom, an area that also contains a rug and pillows to comfort students. In a moment of dysregulation, whether the student is using the box or the safe place corner, a classroom adult can guide them to use these tools to recognize and move through their emotions. Each student also has a family photo in their box. “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400;\">Connections to home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are just so helpful if they’re upset about anything,” said Kist.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to identify emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Identifying emotions is a complex process. For young children the first steps in this process are learning to recognize facial expressions, tone of voice and body language, according to Goodwin, the child psychologist. They also need to learn to label those context clues with language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Goodwin, children should be able to identify emotions by around three or four years old. Although most children will learn how to identify emotions naturally through social interaction, parents and educators can facilitate that learning. “The biggest thing you can do is just talk about emotions,” she said. Taking opportunities to talk about and label your own emotions or the emotions expressed in a children’s TV show or book can be helpful. It is also helpful for parents and educators to label emotions that a child is expressing for them so that “in the future they can then learn to label it themselves,” Goodwin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">\u003cspan style=\"font-weight: 400;\">build empathy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, Goodwin recommends parents and educators ask young children what a character in a book or tv show might be feeling, and why they might be feeling that way. One activity that Goodwin has found useful in her personal and professional life is “\u003c/span>\u003ca href=\"https://rainbowdays.org/wp-content/uploads/2020/04/Rainbow-Days-SEL-Resource-Feelings-Charades-on-website.pdf\">\u003cspan style=\"font-weight: 400;\">feeling charades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.” In this game, both children and adults act out a feeling, while the other participants guess what feeling they are expressing. Feeling charades can also be played with puppets or toys.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to regulate emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In Kist’s classroom, students practice emotional regulation strategies throughout the day, not just when there’s a peer conflict or an individual child is distressed. “You can’t teach it when they’re in the middle of it,” Kist said. When a child is upset, she takes time to acknowledge the student’s feelings, reflect back to them what their face is expressing and suggest an emotion that they might be feeling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist’s students also practice different breathing techniques throughout the day. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63039/to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker\">\u003cspan style=\"font-weight: 400;\">Breathing exercises can be helpful for self-regulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, but young children need concrete explanations, so the techniques Kist uses have a symbol, such as a star or a balloon. The visual reminders are printed on a small laminated page in their “little safe place” box. When a student needs to access deep breathing, they can pull out their breathing card and choose an exercise. Kist and her students also make up their own breathing exercises, always involving a physical aspect like deep breathing while swinging their leg to kick an imaginary ball.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63512\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63512 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The “safe place” corner of Jenny Kist’s classroom contains a rug and pillows to comfort students, as well as tools to help them identify and process their feelings. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Goodwin suggested encouraging children to breathe in through their nose and out through their mouth by pretending to smell a flower and blow out a candle. This can be given as a verbal explanation, but can also be helped by using fake flowers and candles, or even drawings for children to reference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Goodwin also uses \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=RiMb2Bw4Ae8\">\u003cspan style=\"font-weight: 400;\">belly breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, where young children put their hands on their bellies as they breathe to feel how their abdomen expands and contracts with each breath, as well as \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=FKdApTxsDP0\">\u003cspan style=\"font-weight: 400;\">five-finger breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, where children trace their fingers on one hand with the index finger on their other hand as they take slow breaths, one per finger. Teaching these techniques can be frustrating because kids at this age are easily distracted and learning these skills for the first time. It “just takes like a lot of modeling,” and “a lot of reminding,” said Goodwin.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>COVID-19 origins and ongoing impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist originally created the “my little safe place” boxes when the early learning center went virtual in spring 2020 because of the COVID-19 pandemic. During the unfamiliar experience of virtual learning, she wanted to find a way to provide a portable and accessible version of the safe space corner for each student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Initially, not every student was given a “little safe place” box. But as she saw how helpful they were to the students that she had given them to during at home learning, Kist decided that every student in her classroom should have one. Since incorporating the boxes in her in-person classroom, she has seen students bring other students their boxes in moments of dysregulation. She has also seen some of her young learners singing their “I love you” nursery rhymes with each other unprompted.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Goodwin, we don’t yet have enough data to determine if distance learning had \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61310/are-the-pandemic-babies-and-kids-ok\">\u003cspan style=\"font-weight: 400;\">any long-term effects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> on young children’s ability to identify and process emotions, but she is encouraged by the knowledge that children’s brains are very plastic. There is a sensitive period for developing the skills to process emotions, but that “doesn’t mean that’s the only time you can learn those skills,” Goodwin said. At the same time, she added, it doesn’t hurt for parents and educators to focus on educating young children on emotional and social emotional skills that they may have missed out on during the early years of the pandemic.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In Jenny Kist's preschool classroom, small plastic pencil boxes hold everything kids need to practice self-regulation and emotional identification.","status":"publish","parent":0,"modified":1714405946,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1500},"headData":{"title":"Young Children Need Help Identifying Emotions. 'Little Safe Place' Boxes Give Them Tools. | KQED","description":"In Jenny Kist's preschool classroom, small plastic pencil boxes hold everything kids need to practice self-regulation and emotional identification.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In Jenny Kist's preschool classroom, small plastic pencil boxes hold everything kids need to practice self-regulation and emotional identification.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Young Children Need Help Identifying Emotions. 'Little Safe Place' Boxes Give Them Tools.","datePublished":"2024-04-16T10:00:28.000Z","dateModified":"2024-04-29T15:52:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63506/young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">When Jenny Kist’s students walk through the classroom door every morning, they take out their “little safe place” boxes. Made to be a portable version of a calming physical space in Kist’s early childhood education classroom, these small plastic pencil boxes hold everything Kist’s students need throughout the day to practice \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62194/is-social-emotional-learning-effective-new-meta-analysis-adds-to-evidence-but-debate-persists\">\u003cspan style=\"font-weight: 400;\">self-regulation and emotional identification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Developed when Kist’s classroom went virtual after the onset of covid, “little safe place” boxes are now a mainstay for Kist’s three to five year-old students. Each student is provided with their own box and practices self-regulating breathing techniques, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58790/why-kindness-and-emotional-literacy-matters-in-raising-kids\">\u003cspan style=\"font-weight: 400;\">providing compassion and empathy towards others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and labeling and expressing their emotions throughout the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist, an early childhood educator with 27 years of experience, works at a school that follows the \u003c/span>\u003ca href=\"https://consciousdiscipline.com/\">\u003cspan style=\"font-weight: 400;\">Conscious Discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> framework, which is rooted in social-emotional learning and trauma-informed practices, and \u003c/span>\u003ca href=\"https://teachingstrategies.com/product/the-creative-curriculum-for-preschool/\">\u003cspan style=\"font-weight: 400;\">Creative Curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a project-based early learning framework. Her school also encourages building a “school family” in order to foster safety and connection among the students, faculty and staff. For Kist, a big part of providing safety and connection in her classroom comes from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61233/why-cultivating-emotional-intelligence-among-toddlers-has-become-more-urgent\">\u003cspan style=\"font-weight: 400;\">helping young learners identify and process their emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and “little safe place” boxes are a tool for that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Being aware of your emotions is the first step in learning how to regulate them,” said \u003c/span>\u003ca href=\"https://parentingtranslator.substack.com/\">\u003cspan style=\"font-weight: 400;\">Cara Goodwin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a child psychologist and author of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/parenting-translator\">\u003cspan style=\"font-weight: 400;\">Parenting Translator newsletter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Identifying and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions\">\u003cspan style=\"font-weight: 400;\">expressing emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are “essential for the development of empathy and for maintaining healthy social relationships,” Goodwin continued.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Little safe place” boxes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist starts the school year by introducing her young students to the four basic emotions: happy, sad, angry and scared. She spends a week on each one, starting with happiness, and uses books, songs, and other classroom visuals as learning aids. Kist continues like this until students are well acquainted with the concepts inside of the “little safe place” boxes. Then she distributes a box to each child.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63571\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63571\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-scaled.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jenny Kist created a “My Little Safe Place” box for every student in her early childhood classroom. It contains tools for emotional identification and regulation. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">After that, each morning Kist guides students through using the different tools in their boxes. They take out a card that has faces for the four basic feelings and mark which feeling they identify with that morning. Then, the children take out their breathing strategy card, which has four different icons that indicate different breathing strategies that they have learned. The boxes also have a card in them that remind the students of what Kist calls “I love you” rituals – nursery rhymes with the lyrics changed and designed to help students with attachment and connection. Students practice an “I love you” ritual one-on-one with a classroom adult each morning.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist’s “little safe place” boxes are modeled from the self-regulation and emotional identification tools in the “safe place” corner of her classroom, an area that also contains a rug and pillows to comfort students. In a moment of dysregulation, whether the student is using the box or the safe place corner, a classroom adult can guide them to use these tools to recognize and move through their emotions. Each student also has a family photo in their box. “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400;\">Connections to home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are just so helpful if they’re upset about anything,” said Kist.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to identify emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Identifying emotions is a complex process. For young children the first steps in this process are learning to recognize facial expressions, tone of voice and body language, according to Goodwin, the child psychologist. They also need to learn to label those context clues with language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Goodwin, children should be able to identify emotions by around three or four years old. Although most children will learn how to identify emotions naturally through social interaction, parents and educators can facilitate that learning. “The biggest thing you can do is just talk about emotions,” she said. Taking opportunities to talk about and label your own emotions or the emotions expressed in a children’s TV show or book can be helpful. It is also helpful for parents and educators to label emotions that a child is expressing for them so that “in the future they can then learn to label it themselves,” Goodwin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">\u003cspan style=\"font-weight: 400;\">build empathy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, Goodwin recommends parents and educators ask young children what a character in a book or tv show might be feeling, and why they might be feeling that way. One activity that Goodwin has found useful in her personal and professional life is “\u003c/span>\u003ca href=\"https://rainbowdays.org/wp-content/uploads/2020/04/Rainbow-Days-SEL-Resource-Feelings-Charades-on-website.pdf\">\u003cspan style=\"font-weight: 400;\">feeling charades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.” In this game, both children and adults act out a feeling, while the other participants guess what feeling they are expressing. Feeling charades can also be played with puppets or toys.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to regulate emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In Kist’s classroom, students practice emotional regulation strategies throughout the day, not just when there’s a peer conflict or an individual child is distressed. “You can’t teach it when they’re in the middle of it,” Kist said. When a child is upset, she takes time to acknowledge the student’s feelings, reflect back to them what their face is expressing and suggest an emotion that they might be feeling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist’s students also practice different breathing techniques throughout the day. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63039/to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker\">\u003cspan style=\"font-weight: 400;\">Breathing exercises can be helpful for self-regulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, but young children need concrete explanations, so the techniques Kist uses have a symbol, such as a star or a balloon. The visual reminders are printed on a small laminated page in their “little safe place” box. When a student needs to access deep breathing, they can pull out their breathing card and choose an exercise. Kist and her students also make up their own breathing exercises, always involving a physical aspect like deep breathing while swinging their leg to kick an imaginary ball.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63512\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63512 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The “safe place” corner of Jenny Kist’s classroom contains a rug and pillows to comfort students, as well as tools to help them identify and process their feelings. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Goodwin suggested encouraging children to breathe in through their nose and out through their mouth by pretending to smell a flower and blow out a candle. This can be given as a verbal explanation, but can also be helped by using fake flowers and candles, or even drawings for children to reference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Goodwin also uses \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=RiMb2Bw4Ae8\">\u003cspan style=\"font-weight: 400;\">belly breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, where young children put their hands on their bellies as they breathe to feel how their abdomen expands and contracts with each breath, as well as \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=FKdApTxsDP0\">\u003cspan style=\"font-weight: 400;\">five-finger breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, where children trace their fingers on one hand with the index finger on their other hand as they take slow breaths, one per finger. Teaching these techniques can be frustrating because kids at this age are easily distracted and learning these skills for the first time. It “just takes like a lot of modeling,” and “a lot of reminding,” said Goodwin.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>COVID-19 origins and ongoing impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist originally created the “my little safe place” boxes when the early learning center went virtual in spring 2020 because of the COVID-19 pandemic. During the unfamiliar experience of virtual learning, she wanted to find a way to provide a portable and accessible version of the safe space corner for each student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Initially, not every student was given a “little safe place” box. But as she saw how helpful they were to the students that she had given them to during at home learning, Kist decided that every student in her classroom should have one. Since incorporating the boxes in her in-person classroom, she has seen students bring other students their boxes in moments of dysregulation. She has also seen some of her young learners singing their “I love you” nursery rhymes with each other unprompted.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Goodwin, we don’t yet have enough data to determine if distance learning had \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61310/are-the-pandemic-babies-and-kids-ok\">\u003cspan style=\"font-weight: 400;\">any long-term effects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> on young children’s ability to identify and process emotions, but she is encouraged by the knowledge that children’s brains are very plastic. There is a sensitive period for developing the skills to process emotions, but that “doesn’t mean that’s the only time you can learn those skills,” Goodwin said. At the same time, she added, it doesn’t hurt for parents and educators to focus on educating young children on emotional and social emotional skills that they may have missed out on during the early years of the pandemic.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63506/young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools","authors":["11759"],"categories":["mindshift_194","mindshift_21280","mindshift_21385","mindshift_193"],"tags":["mindshift_20720","mindshift_21157","mindshift_20699","mindshift_841","mindshift_152","mindshift_943"],"featImg":"mindshift_63511","label":"mindshift"},"mindshift_63596":{"type":"posts","id":"mindshift_63596","meta":{"index":"posts_1591205157","site":"mindshift","id":"63596","score":null,"sort":[1713200422000]},"guestAuthors":[],"slug":"growing-up-he-struggled-to-read-then-a-young-teacher-saw-his-potential","title":"Growing Up, He Struggled to Read. Then a Young Teacher Saw His Potential","publishDate":1713200422,"format":"standard","headTitle":"Growing Up, He Struggled to Read. Then a Young Teacher Saw His Potential | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story is part of the My Unsung Hero series, from the Hidden Brain team. It features stories of people whose kindness left a lasting impression on someone else.\u003c/em>\u003c/p>\n\u003chr>\n\u003cp>Juleus Ghunta is a published children’s author and award-winning poet. But growing up, he could barely read.\u003c/p>\n\u003cp>Ghunta and his three siblings lived in a rural part of Western Jamaica. They were raised by a single mother, and she often had to make tough choices about how to use their limited resources — including a decision to send his oldest sister to school, and to keep Ghunta at home.\u003c/p>\n\u003cp>“Life was very difficult for us,” he recalled.\u003c/p>\n\u003cp>When Ghunta finally went to school, he couldn’t catch up on his reading skills. Not only had he been kept home from school as a child, he had not been exposed to books.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>By the time he entered six grade, he could spell his name, but he still couldn’t make out words, spell, or read with understanding. The situation was made worse by a series of teachers who made him feel worthless.\u003c/p>\n\u003cp>“Many of the teachers were not very patient, not very kind,” he said.\u003c/p>\n\u003cp>“I struggled in school with a deep sense of loss and shame and humiliation.”\u003c/p>\n\u003cfigure id=\"attachment_63598\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-63598\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-160x120.jpe\" alt=\"\" width=\"160\" height=\"120\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-160x120.jpe 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-800x600.jpe 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-1020x765.jpe 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-768x576.jpe 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-1536x1152.jpe 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f.jpe 1830w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Juleus Ghunta \u003ccite>(Courtesy of Juleus Ghunta)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When Ghunta was about 12, a young teacher-in-training decided to start a special reading program for struggling students. Ghunta was the first student to sign up. That teacher, whose name he does not recall, would become Ghunta’s unsung hero — the person who changed his life.\u003c/p>\n\u003cp>“The teacher was incredibly kind to me,” he sad. “She was patient. She was creative. She did not ask anything of me, except that I work hard and believe in myself.”\u003c/p>\n\u003cp>Under her guidance, Ghunta’s reading skills finally started to improve. And his sense of inadequacy began to lift.\u003c/p>\n\u003cp>“She had left me with the gift of literacy,” he said. “And with a deeper appreciation of my personhood, and value as a human being.”\u003c/p>\n\u003cp>After Ghunta’s experience with the teacher, his life took a new direction. He graduated from elementary school with a number of academic awards, including one for “most improved in reading.”\u003c/p>\n\u003cp>He went on to college, and later, graduate school. Today, he is the author of two children’s books, including \u003cem>Rohan Bullkin and the Shadows: A Story about ACEs and Hope, \u003c/em>about overcoming difficult experiences in childhood. He’s now working on his first full-length collection of poetry.\u003c/p>\n\u003cp>In 2010, Ghunta went back to his old school, to ask the principal and teachers if they knew his old teacher’s name. But no one did. He still hopes to find her one day, so that he can tell her thank you for seeing his potential.\u003c/p>\n\u003cp>“I would love for her to see the significant impact that she has made on my life, and the ways in which I have carried this memory of her — the hope, the light, with me — and how it continues to be a source of joy.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://hiddenbrain.org/myunsunghero/\">\u003cem>My Unsung Hero is also a podcast\u003c/em>\u003c/a>\u003cem> — new episodes are released every Tuesday. To share the story of your unsung hero with the Hidden Brain team, record a voice memo on your phone and send it to myunsunghero@hiddenbrain.org.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Growing+up%2C+he+struggled+to+read.+Then+a+young+teacher+saw+his+potential&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Juleus Ghunta is a published children's author and award-winning poet. Growing up, he could barely read — until a teacher saw his potential.","status":"publish","parent":0,"modified":1713322066,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":594},"headData":{"title":"Growing Up, He Struggled to Read. Then a Young Teacher Saw His Potential | KQED","description":"Juleus Ghunta is a published children's author and award-winning poet. Growing up, he could barely read — until a teacher saw his potential.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63597","twTitle":"","twDescription":"","twImgId":"mindshift_63597","socialDescription":"Juleus Ghunta is a published children's author and award-winning poet. Growing up, he could barely read — until a teacher saw his potential.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Growing Up, He Struggled to Read. Then a Young Teacher Saw His Potential","datePublished":"2024-04-15T17:00:22.000Z","dateModified":"2024-04-17T02:47:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Laura Kwerel and Brigid McCarthy","nprImageAgency":"Juleus Ghunta","nprStoryId":"1244275790","nprApiLink":"http://api.npr.org/query?id=1244275790&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2024/04/15/1244275790/reading-literacy-books-school-teacher?ft=nprml&f=1244275790","nprRetrievedStory":"1","nprPubDate":"Mon, 15 Apr 2024 12:22:00 -0400","nprStoryDate":"Mon, 15 Apr 2024 05:00:56 -0400","nprLastModifiedDate":"Mon, 15 Apr 2024 12:22:00 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63596/growing-up-he-struggled-to-read-then-a-young-teacher-saw-his-potential","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story is part of the My Unsung Hero series, from the Hidden Brain team. It features stories of people whose kindness left a lasting impression on someone else.\u003c/em>\u003c/p>\n\u003chr>\n\u003cp>Juleus Ghunta is a published children’s author and award-winning poet. But growing up, he could barely read.\u003c/p>\n\u003cp>Ghunta and his three siblings lived in a rural part of Western Jamaica. They were raised by a single mother, and she often had to make tough choices about how to use their limited resources — including a decision to send his oldest sister to school, and to keep Ghunta at home.\u003c/p>\n\u003cp>“Life was very difficult for us,” he recalled.\u003c/p>\n\u003cp>When Ghunta finally went to school, he couldn’t catch up on his reading skills. Not only had he been kept home from school as a child, he had not been exposed to books.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>By the time he entered six grade, he could spell his name, but he still couldn’t make out words, spell, or read with understanding. The situation was made worse by a series of teachers who made him feel worthless.\u003c/p>\n\u003cp>“Many of the teachers were not very patient, not very kind,” he said.\u003c/p>\n\u003cp>“I struggled in school with a deep sense of loss and shame and humiliation.”\u003c/p>\n\u003cfigure id=\"attachment_63598\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-63598\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-160x120.jpe\" alt=\"\" width=\"160\" height=\"120\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-160x120.jpe 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-800x600.jpe 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-1020x765.jpe 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-768x576.jpe 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f-1536x1152.jpe 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/juleus-ghunta-500b7ea4991c0702c791037d85681dbe21e2c70f.jpe 1830w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Juleus Ghunta \u003ccite>(Courtesy of Juleus Ghunta)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When Ghunta was about 12, a young teacher-in-training decided to start a special reading program for struggling students. Ghunta was the first student to sign up. That teacher, whose name he does not recall, would become Ghunta’s unsung hero — the person who changed his life.\u003c/p>\n\u003cp>“The teacher was incredibly kind to me,” he sad. “She was patient. She was creative. She did not ask anything of me, except that I work hard and believe in myself.”\u003c/p>\n\u003cp>Under her guidance, Ghunta’s reading skills finally started to improve. And his sense of inadequacy began to lift.\u003c/p>\n\u003cp>“She had left me with the gift of literacy,” he said. “And with a deeper appreciation of my personhood, and value as a human being.”\u003c/p>\n\u003cp>After Ghunta’s experience with the teacher, his life took a new direction. He graduated from elementary school with a number of academic awards, including one for “most improved in reading.”\u003c/p>\n\u003cp>He went on to college, and later, graduate school. Today, he is the author of two children’s books, including \u003cem>Rohan Bullkin and the Shadows: A Story about ACEs and Hope, \u003c/em>about overcoming difficult experiences in childhood. He’s now working on his first full-length collection of poetry.\u003c/p>\n\u003cp>In 2010, Ghunta went back to his old school, to ask the principal and teachers if they knew his old teacher’s name. But no one did. He still hopes to find her one day, so that he can tell her thank you for seeing his potential.\u003c/p>\n\u003cp>“I would love for her to see the significant impact that she has made on my life, and the ways in which I have carried this memory of her — the hope, the light, with me — and how it continues to be a source of joy.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://hiddenbrain.org/myunsunghero/\">\u003cem>My Unsung Hero is also a podcast\u003c/em>\u003c/a>\u003cem> — new episodes are released every Tuesday. To share the story of your unsung hero with the Hidden Brain team, record a voice memo on your phone and send it to myunsunghero@hiddenbrain.org.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Growing+up%2C+he+struggled+to+read.+Then+a+young+teacher+saw+his+potential&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63596/growing-up-he-struggled-to-read-then-a-young-teacher-saw-his-potential","authors":["byline_mindshift_63596"],"categories":["mindshift_21512","mindshift_193"],"tags":["mindshift_444","mindshift_550"],"featImg":"mindshift_63597","label":"mindshift"},"mindshift_63448":{"type":"posts","id":"mindshift_63448","meta":{"index":"posts_1591205157","site":"mindshift","id":"63448","score":null,"sort":[1712710833000]},"guestAuthors":[],"slug":"interested-in-teaching-social-justice-art-education-dont-overlook-the-power-of-relationships","title":"Interested in Teaching Social Justice Art Education? Don't Overlook the Power of Relationships.","publishDate":1712710833,"format":"standard","headTitle":"Interested in Teaching Social Justice Art Education? Don’t Overlook the Power of Relationships. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Adapted with permission from Dewhurst, M. (2023). \u003ca href=\"https://hep.gse.harvard.edu/9781682538494/social-justice-art-education-second-edition/\">Social Justice Art Education: A Framework for Activist Art Pedagogy\u003c/a>, 2nd Ed., (pp. 37 – 39). \u003ca href=\"https://hep.gse.harvard.edu/\">Harvard Education Press.\u003c/a> \u003c/em>\u003c/p>\n\u003cp>Listen to any group of artist-educators talking about their work and you’ll notice the slip to\u003cem> we\u003c/em> in conversations about social justice education. It’s a very active \u003cem>we\u003c/em>, an invitation to collective work. We engage in social justice art education (SJAE) when we come with the understanding that we will be working \u003cem>with\u003c/em> other people to create activist artwork together; it is not a solitary practice, it requires the \u003cem>we\u003c/em>. We cannot dismantle deep legacies of oppression alone — we need each of our \u003ca href=\"https://www.kqed.org/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives\">perspectives, skills, dreams, vantage points, lenses, imaginations and strategies\u003c/a>. We need the specific powers that we each bring based on our social identities, lineages and lived \u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63453 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg\" alt=\"\" width=\"191\" height=\"287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg 667w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_-160x240.jpg 160w\" sizes=\"(max-width: 191px) 100vw, 191px\">experiences. As \u003ca href=\"https://mariamekaba.com/\">Mariame Kaba\u003c/a> reminds us, “None of us has all of the answers, or we would have ended oppression already. But if we keep building the world we want, trying new things and learning from our mistakes, new possibilities emerge.” \u003ca href=\"https://www.kqed.org/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning\">To make artwork\u003c/a> that has a chance at transforming the world toward justice, we need each other.\u003c/p>\n\u003cp>Writing about the \u003ca href=\"https://www.nal.usda.gov/collections/stories/three-sisters#:~:text=To%20the%20Iroquois%20people%2C%20corn,and%20spiritual%20sustainers%20of%20life.\">Three Sisters — corn, beans and squash\u003c/a> — within many Native American approaches to agriculture, educator and scholar \u003ca href=\"https://www.robinwallkimmerer.com/\">Robin Wall Kimmerer\u003c/a> describes the interdependent nature of these three different plants: “In ripe ears and swelling fruit, they counsel us that all gifts are multiplied in relationship. This is how the world keeps going.” Kimmerer describes how each plant provides a necessary element that allows all three to thrive in abundance: the beans bring needed nitrogen as they climb the corn and the squash offers shade and stability. Planted together, these three plants thrive based on their specific contributions. This emphasis on relationships is echoed in nearly every discussion of social moments that prioritize justice, community and collective action. Social change happens when people work, imagine and create together, depending on collective strengths and shared visions of the world. Writing about our need for collectivity, \u003ca href=\"https://marsal.umich.edu/directory/faculty-staff/carla-shalaby\">Carla Shalaby\u003c/a> notes that “No single one of us has the creativity, the courage or the skill enough to \u003ca href=\"https://www.kqed.org/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves\">teach love and learn freedom alone\u003c/a>. This work that requires an imagination developed together, the courage of a community and the combined skills of each member of that community.”\u003c/p>\n\u003cp>This kind of intentional commitment to community is not simple, easy or tidy. At its best it is messy, slow, complicated, challenging, hard and sometimes painful. It requires a deep and abiding form of trust between people — a trust that we can sustain our connections through conflict, disagreement and inevitable change. Tending to relationships takes time and intentionality. Kimmerer points to the challenge that we are socialized for a transactional economy. Even in education settings where we rely on relationships to teach and learn together, we are submerged in a social system that still assumes the teacher as the provider of learning, the student as the recipient and the end result as a passing grade. SJAE’s reliance on collaboration means that we must attend specifically to building and nurturing relationships rooted in mutual trust. We must, in the words of activist \u003ca href=\"https://adriennemareebrown.net/\">adrienne maree brown\u003c/a>, “move at the speed of trust.” For educators \u003ca href=\"https://www.kqed.org/mindshift/60686/why-teach-the-arts-large-randomized-test-finds-improved-student-behavior-and-no-harm-to-test-scores\">working within the constraints of bell schedules and funder requests\u003c/a>, this is often a very hard shift in pedagogy. To move at the speed of trust, to truly allow time and breathing room to tend to the complexity of building and sustaining relationships means we may need to readjust the\u003ca href=\"https://www.kqed.org/mindshift/59170/small-steps-to-make-creativity-part-of-your-daily-routine\"> scale of our artworks\u003c/a>. While it may be controversial to state, the priority in SJAE lies with people, not artworks; we must uphold commitments to the people with whom we work above any final artwork.\u003c/p>\n\u003cp>To focus so intentionally on the relationships we have with others requires us to be both vulnerable and open to change—to allow ourselves to be challenged and transformed by different perspectives and ideas. As Kaba writes, “Being intentionally in relation to one another, a part of a collective, helps to not only imagine new worlds but also to imagine ourselves differently.” \u003ca href=\"https://www.kqed.org/mindshift/63223/listening-to-black-girls-to-cultivate-belonging-in-middle-and-high-school\">Relationship-building\u003c/a> asks us each to \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">confront the powers and positionalities we embody\u003c/a> and to be wide open to the ways in which they intersect with, bounce off of or collide with our colleagues in art-making. This form of vigilant self-reflection can be exhausting as we hold our hearts open to the constant bumping into other people. It also requires us to know ourselves well and to be gentle to our own growth as we deepen our understanding of how we are shaped by those internalized, interpersonal and systemic forms surrounding us. In her discussion of the Three Sisters, Kimmerer reminds us that, like the plants, we must embrace “our unique gift and how to use it in the world.” She continues, highlighting how we must hold both our individual gifts and our collective work simultaneously, “Individuality is cherished and nurtured, because, in order for the whole to flourish, each of us has to be strong in who we are and carry our gifts with conviction, so they can be shared with others.” This kind of “both-and” thinking is at the crux of SJAE. Everything is both-and: we are both individuals and part of communities; we live in a world where there is both painful injustice and liberating possibility; we have both expertise to share and much to learn; we are in need of both urgent solutions and patient community consensus. These generative tensions constantly shape how we relate to each other as we shift and grow in connection to the people around us.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To effectively facilitate social justice art education, we must commit to the same kind of attention to our relationships as we might to a garden. Following Kimmerer’s description of the Three Sisters, it serves us well to imagine the task of relationship-building as akin to gardening. We must plan for how we will tend to our relationships, how we will continuously cultivate, how we will pay attention to what is thriving and what is wilting, how we will ensure that nothing is taking more space than needed or that outside forces are not infesting our work and how we will support each other throughout the seasons. Such metaphorical thinking can help us plan for our collective art-making. And, like any garden, nothing is guaranteed. We must be nimble, flexible and improvisational in how we tend our relationships, never forgetting that with patience and care unpredictable growth emerges. To practice this both in advance of and throughout our facilitation, we must develop our capacity to\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63452 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg\" alt=\"\" width=\"233\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-160x164.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-768x789.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2.jpg 973w\" sizes=\"(max-width: 233px) 100vw, 233px\"> focus on relationships by creating opportunities to connect with, listen to and learn from our communities.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://maritdewhurst.com/\">Marit Dewhurst\u003c/a> is professor of art and museum education at City College of New York. She writes and teaches about how the arts can help us collectively imagine and create more just and caring worlds.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Teaching social justice art education requires teachers to \"move at the speed of trust\" and embrace the messy beauty of collective action.","status":"publish","parent":0,"modified":1712629918,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":1197},"headData":{"title":"Interested in Teaching Social Justice Art Education? Don't Overlook the Power of Relationships. | KQED","description":"Discover the transformative power of social justice art education, where collective action thrives through nurturing relationships and collaboration.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Discover the transformative power of social justice art education, where collective action thrives through nurturing relationships and collaboration.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Interested in Teaching Social Justice Art Education? Don't Overlook the Power of Relationships.","datePublished":"2024-04-10T01:00:33.000Z","dateModified":"2024-04-09T02:31:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63448/interested-in-teaching-social-justice-art-education-dont-overlook-the-power-of-relationships","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Adapted with permission from Dewhurst, M. (2023). \u003ca href=\"https://hep.gse.harvard.edu/9781682538494/social-justice-art-education-second-edition/\">Social Justice Art Education: A Framework for Activist Art Pedagogy\u003c/a>, 2nd Ed., (pp. 37 – 39). \u003ca href=\"https://hep.gse.harvard.edu/\">Harvard Education Press.\u003c/a> \u003c/em>\u003c/p>\n\u003cp>Listen to any group of artist-educators talking about their work and you’ll notice the slip to\u003cem> we\u003c/em> in conversations about social justice education. It’s a very active \u003cem>we\u003c/em>, an invitation to collective work. We engage in social justice art education (SJAE) when we come with the understanding that we will be working \u003cem>with\u003c/em> other people to create activist artwork together; it is not a solitary practice, it requires the \u003cem>we\u003c/em>. We cannot dismantle deep legacies of oppression alone — we need each of our \u003ca href=\"https://www.kqed.org/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives\">perspectives, skills, dreams, vantage points, lenses, imaginations and strategies\u003c/a>. We need the specific powers that we each bring based on our social identities, lineages and lived \u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63453 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg\" alt=\"\" width=\"191\" height=\"287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg 667w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_-160x240.jpg 160w\" sizes=\"(max-width: 191px) 100vw, 191px\">experiences. As \u003ca href=\"https://mariamekaba.com/\">Mariame Kaba\u003c/a> reminds us, “None of us has all of the answers, or we would have ended oppression already. But if we keep building the world we want, trying new things and learning from our mistakes, new possibilities emerge.” \u003ca href=\"https://www.kqed.org/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning\">To make artwork\u003c/a> that has a chance at transforming the world toward justice, we need each other.\u003c/p>\n\u003cp>Writing about the \u003ca href=\"https://www.nal.usda.gov/collections/stories/three-sisters#:~:text=To%20the%20Iroquois%20people%2C%20corn,and%20spiritual%20sustainers%20of%20life.\">Three Sisters — corn, beans and squash\u003c/a> — within many Native American approaches to agriculture, educator and scholar \u003ca href=\"https://www.robinwallkimmerer.com/\">Robin Wall Kimmerer\u003c/a> describes the interdependent nature of these three different plants: “In ripe ears and swelling fruit, they counsel us that all gifts are multiplied in relationship. This is how the world keeps going.” Kimmerer describes how each plant provides a necessary element that allows all three to thrive in abundance: the beans bring needed nitrogen as they climb the corn and the squash offers shade and stability. Planted together, these three plants thrive based on their specific contributions. This emphasis on relationships is echoed in nearly every discussion of social moments that prioritize justice, community and collective action. Social change happens when people work, imagine and create together, depending on collective strengths and shared visions of the world. Writing about our need for collectivity, \u003ca href=\"https://marsal.umich.edu/directory/faculty-staff/carla-shalaby\">Carla Shalaby\u003c/a> notes that “No single one of us has the creativity, the courage or the skill enough to \u003ca href=\"https://www.kqed.org/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves\">teach love and learn freedom alone\u003c/a>. This work that requires an imagination developed together, the courage of a community and the combined skills of each member of that community.”\u003c/p>\n\u003cp>This kind of intentional commitment to community is not simple, easy or tidy. At its best it is messy, slow, complicated, challenging, hard and sometimes painful. It requires a deep and abiding form of trust between people — a trust that we can sustain our connections through conflict, disagreement and inevitable change. Tending to relationships takes time and intentionality. Kimmerer points to the challenge that we are socialized for a transactional economy. Even in education settings where we rely on relationships to teach and learn together, we are submerged in a social system that still assumes the teacher as the provider of learning, the student as the recipient and the end result as a passing grade. SJAE’s reliance on collaboration means that we must attend specifically to building and nurturing relationships rooted in mutual trust. We must, in the words of activist \u003ca href=\"https://adriennemareebrown.net/\">adrienne maree brown\u003c/a>, “move at the speed of trust.” For educators \u003ca href=\"https://www.kqed.org/mindshift/60686/why-teach-the-arts-large-randomized-test-finds-improved-student-behavior-and-no-harm-to-test-scores\">working within the constraints of bell schedules and funder requests\u003c/a>, this is often a very hard shift in pedagogy. To move at the speed of trust, to truly allow time and breathing room to tend to the complexity of building and sustaining relationships means we may need to readjust the\u003ca href=\"https://www.kqed.org/mindshift/59170/small-steps-to-make-creativity-part-of-your-daily-routine\"> scale of our artworks\u003c/a>. While it may be controversial to state, the priority in SJAE lies with people, not artworks; we must uphold commitments to the people with whom we work above any final artwork.\u003c/p>\n\u003cp>To focus so intentionally on the relationships we have with others requires us to be both vulnerable and open to change—to allow ourselves to be challenged and transformed by different perspectives and ideas. As Kaba writes, “Being intentionally in relation to one another, a part of a collective, helps to not only imagine new worlds but also to imagine ourselves differently.” \u003ca href=\"https://www.kqed.org/mindshift/63223/listening-to-black-girls-to-cultivate-belonging-in-middle-and-high-school\">Relationship-building\u003c/a> asks us each to \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">confront the powers and positionalities we embody\u003c/a> and to be wide open to the ways in which they intersect with, bounce off of or collide with our colleagues in art-making. This form of vigilant self-reflection can be exhausting as we hold our hearts open to the constant bumping into other people. It also requires us to know ourselves well and to be gentle to our own growth as we deepen our understanding of how we are shaped by those internalized, interpersonal and systemic forms surrounding us. In her discussion of the Three Sisters, Kimmerer reminds us that, like the plants, we must embrace “our unique gift and how to use it in the world.” She continues, highlighting how we must hold both our individual gifts and our collective work simultaneously, “Individuality is cherished and nurtured, because, in order for the whole to flourish, each of us has to be strong in who we are and carry our gifts with conviction, so they can be shared with others.” This kind of “both-and” thinking is at the crux of SJAE. Everything is both-and: we are both individuals and part of communities; we live in a world where there is both painful injustice and liberating possibility; we have both expertise to share and much to learn; we are in need of both urgent solutions and patient community consensus. These generative tensions constantly shape how we relate to each other as we shift and grow in connection to the people around us.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To effectively facilitate social justice art education, we must commit to the same kind of attention to our relationships as we might to a garden. Following Kimmerer’s description of the Three Sisters, it serves us well to imagine the task of relationship-building as akin to gardening. We must plan for how we will tend to our relationships, how we will continuously cultivate, how we will pay attention to what is thriving and what is wilting, how we will ensure that nothing is taking more space than needed or that outside forces are not infesting our work and how we will support each other throughout the seasons. Such metaphorical thinking can help us plan for our collective art-making. And, like any garden, nothing is guaranteed. We must be nimble, flexible and improvisational in how we tend our relationships, never forgetting that with patience and care unpredictable growth emerges. To practice this both in advance of and throughout our facilitation, we must develop our capacity to\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63452 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg\" alt=\"\" width=\"233\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-160x164.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-768x789.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2.jpg 973w\" sizes=\"(max-width: 233px) 100vw, 233px\"> focus on relationships by creating opportunities to connect with, listen to and learn from our communities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://maritdewhurst.com/\">Marit Dewhurst\u003c/a> is professor of art and museum education at City College of New York. She writes and teaches about how the arts can help us collectively imagine and create more just and caring worlds.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63448/interested-in-teaching-social-justice-art-education-dont-overlook-the-power-of-relationships","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_1036","mindshift_20854","mindshift_950","mindshift_21018","mindshift_21250","mindshift_21213","mindshift_20839"],"featImg":"mindshift_63450","label":"mindshift"},"mindshift_63456":{"type":"posts","id":"mindshift_63456","meta":{"index":"posts_1591205157","site":"mindshift","id":"63456","score":null,"sort":[1712106598000]},"guestAuthors":[],"slug":"6-ways-educators-can-bolster-boys-social-skills","title":"6 Ways Educators Can Bolster Boys’ Social Skills","publishDate":1712106598,"format":"standard","headTitle":"6 Ways Educators Can Bolster Boys’ Social Skills | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">On a Thursday evening in January, parents sat at cafeteria tables with sixth-graders, eating pasta and discussing scripted questions, including “How does someone earn your trust?” and “What makes a good friend?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So many boys describe feelings of loneliness, of having friends but longing for someone they can confide in about hard feelings,” said Adam Diaz, a school counselor and my colleague at Landon School, an independent boys school in Bethesda, Maryland. We designed this activity at the school’s annual spaghetti dinner to encourage conversation among caregivers and students about \u003ca href=\"https://www.kqed.org/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily\">healthy friendships\u003c/a>. “This was an opportunity for the boys to practice social skills and for parents to model being honest and vulnerable,” Diaz continued.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a time when \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/34898234/\">\u003cspan style=\"font-weight: 400\">rates of loneliness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are rising among young adults and researchers report that 15- to 24-year-olds spend nearly \u003c/span>\u003ca href=\"https://www.hhs.gov/sites/default/files/surgeon-general-social-connection-advisory.pdf\">\u003cspan style=\"font-weight: 400\">70% less time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> socializing in-person with friends than they did two decades ago, boys face some distinct challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, in their 2021 report, “\u003c/span>\u003ca href=\"https://www.boyhoodinitiative.org/sites/default/files/2023-06/State-of-American-Boys-Report.pdf\">\u003cspan style=\"font-weight: 400\">The State of America’s Boys: An Urgent Case for a More Connected Boyhood\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” researchers Michael Reichert and Joseph Derrick Nelson note that boys feel \u003ca href=\"https://www.kqed.org/mindshift/57024/for-adolescent-boys-maintaining-masculinity-can-stymie-genuine-connections\">pressure to conform to societal expectations about masculinity\u003c/a>, such as being stoic, dominant and competitive. That may help explain why boys are more likely to experience physical and verbal bullying and why they’re less academically engaged than girls.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are six ways \u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">educators can help boys\u003c/a> acquire the skills and traits they need to strengthen their relationships and \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">thrive at school\u003c/a>.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Connect the dots between self-regulation and reputation \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys can turn off peers by calling out in class or elbowing a classmate. To \u003ca href=\"https://www.kqed.org/mindshift/53132/concrete-ways-to-help-students-self-regulate-and-prioritize-work\">help them self-regulate\u003c/a>, Diaz prompts boys to consider questions such as, “Can I sit next to someone whose presence calms me down?” and “Can I write down any questions I have before raising my hand?”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://news.fullerton.edu/press-release/child-development-expert-why-boys-are-falling-behind-in-education/\">\u003cspan style=\"font-weight: 400\">Ioakim Boutakidis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, professor of child and adolescent studies at California State University, Fullerton, notes that t\u003c/span>\u003cspan style=\"font-weight: 400\">he self-regulatory components of the brain aren’t integrated as quickly in boys as in girls\u003c/span>\u003cspan style=\"font-weight: 400\">, and “boys \u003c/span>\u003cspan style=\"font-weight: 400\">that have a harder time picking up on social cues are often the most aggressive because they misinterpret accidental gestures as malicious intent.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Scripts are created,” Boutakidis said, and students pick up on teachers’ attitudes toward students, too. To help repair a struggling student’s reputation, try to set them up for success and praise them publicly.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Distinguish between “funny, mean and in-between” comments\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys are more likely to make a comment like, “‘You’re such an idiot; I can’t believe I hang out with you’ – said while smiling and patting them on the back,” said \u003ca href=\"https://twitter.com/mitchprinstein\">Mitch Prinstein\u003c/a>, chief s\u003c/span>\u003cspan style=\"font-weight: 400\">cience officer for the American Psychological Association\u003c/span>\u003cspan style=\"font-weight: 400\">. “It’s a way to express vulnerability but also be dominant.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Joking can be misinterpreted and lead to fights,” added \u003c/span>\u003ca href=\"https://www.mrhealthteacher.com/\">\u003cspan style=\"font-weight: 400\">Christopher Pepper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a teacher who coordinates boys’ groups in San Francisco Public Schools. \u003c/span>\u003cspan style=\"font-weight: 400\">He encourages boys to “lean into sincerity rather than hide behind ‘can’t you take a joke?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/ryanwexelblatt\">Ryan Wexelblatt\u003c/a>, the director of ADHD Dude, which offers in-person \u003c/span>\u003ca href=\"https://www.adhddude.com/social-programs\">\u003cspan style=\"font-weight: 400\">social skills programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for boys in Tucson, Arizona, teaches boys that there are some things you shouldn’t joke about, such as\u003c/span>\u003cspan style=\"font-weight: 400\"> physical appearance and race.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I teach health and wellness in schools, I have students act out comments like “Oh, you got a haircut” or “We already have enough players on our team,” then determine whether it’s “nice, mean or in-between.” They quickly realize that the same comment can be perceived as mean or inoffensive depending on someone’s word choice, tone and past interactions with you.\u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">3. Provide structured social opportunities \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Adults have to take responsibility for creating structured engagement with young folks,” said \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/darylhowardphd\">Daryl Howard\u003c/a>, director of the \u003c/span>\u003ca href=\"https://bondeducators.org/\">\u003cspan style=\"font-weight: 400\">Building Our Network of Diversity (BOND) Project\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and chair of the Maryland department of education’s \u003c/span>\u003ca href=\"https://marylandpublicschools.org/programs/Pages/AAEEBB/index.aspx\">\u003cspan style=\"font-weight: 400\">Advisory Council on Achieving Academic Equity and Excellence for Black Boys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Howard facilitates BOND boys groups, he starts each session with a community circle “so no one can sit by themselves or play on devices.” The boys introduce themselves and share a personal update, with the goal of helping them find connection points so they can interact more comfortably on their own, he explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Sterling Hall, a boys school in Toronto, Ontario, students can join a group tailored to their needs or sign up to eat lunch with a “mystery teacher,” said Catriona Gallienne, the school’s director of student success. All students start the day with a 30-minute period designated for social-emotional learning, such as an assembly, health class or community circles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During circle time, boys might talk about a challenge at home or express frustration over how teams are picked at recess, said Rick Parsons, principal of Sterling Hall. “Inevitably, someone will validate their experience or share, ‘This is what happened to me.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The circles normalize boys’ experiences and combat harmful stereotypes about needing to “go it alone,” said Andrew Reiner, \u003c/span>\u003cspan style=\"font-weight: 400\">author of \u003c/span>\u003ca href=\"https://www.harpercollins.com/products/better-boys-better-men-andrew-reiner\">\u003ci>\u003cspan style=\"font-weight: 400\">Better Boys, Better Men: The New Masculinity That Creates Greater Courage and Emotional Resiliency\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. “They see that they not only have permission to open up, but it’s going to be met with support.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Help boys socialize informally\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys who feel awkward might opt out of recess, lunch and other unstructured social time. To ease their discomfort, schools can add Spikeball games or extra balls to outdoor areas, designate a board game table in the cafeteria, or hold chess club meetings during lunch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I tell elementary schools, ‘have a Lego cart outside,’ but some \u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\">teenagers like that too\u003c/a>,” said \u003ca href=\"https://twitter.com/katiefhurley\">Katie Hurley\u003c/a>, \u003c/span>\u003cspan style=\"font-weight: 400\">a child and adolescent psychotherapist and \u003c/span>\u003ca href=\"https://jedfoundation.org/\">\u003cspan style=\"font-weight: 400\">The Jed Foundation’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> senior clinical adviser for external affairs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">View spaces with an eye to optimizing interaction. For instance, Hurley visited a school where students gather on couches in the hallway.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Recognize that some boys need more help\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students may need more help understanding the unwritten rules of socializing, \u003ca href=\"https://www.kqed.org/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships\">including boys with ADHD\u003c/a>. “Some kids with an inattentive profile are what I call the stick collectors,” Wexelblatt said. “They get caught up in their own world and walk around the perimeter collecting sticks.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys with an impulsive profile can be more emotionally reactive, he said. “They might think they’re being bullied, but other kids find them controlling or just don’t want to do what they’re doing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Praise boys for being flexible or showing interest in peers’ ideas. Diaz prompts students to ponder questions such as\u003c/span>\u003cspan style=\"font-weight: 400\">, “How close do you stand to someone? How do you ask a question? What’s okay to ask?” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>6. Make caring for others a shared responsibility\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Sterling Hall, Parsons said, educators have a saying: “Big boys look out for themselves; bigger boys look out for others.” To that end, older students mentor younger students, and eighth-grade boys partner with younger students to paint a buddy bench on the playground. If a student has no one to play with, they sit on the buddy bench.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every boy is responsible for making sure no one is sitting on the buddy bench,” Parsons explained, adding that no one sits there for more than 60 seconds. As he noted, “boys want to be leaders, to be good, to look out for others and to get affirmation for that. Belonging is everything.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://phyllisfagell.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Phyllis L. Fagell\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a licensed clinical professional counselor and professional school counselor, is the author of \u003c/span>\u003c/i>\u003ca href=\"https://www.hachettebookgroup.com/titles/phyllis-l-fagell/middle-school-matters/9780738235080/\">\u003ci>\u003cspan style=\"font-weight: 400\">Middle School Matters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003c/i>\u003ca href=\"https://www.hachettebookgroup.com/titles/phyllis-l-fagell/middle-school-superpowers/9780306829758/\">\u003ci>\u003cspan style=\"font-weight: 400\">Middle School Superpowers: Raising Resilient Tweens in Turbulent Times\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Young adults spend nearly 70% less time socializing in-person with friends than they did two decades ago, and boys face some distinct challenges.","status":"publish","parent":0,"modified":1712151777,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1360},"headData":{"title":"6 Ways Educators Can Bolster Boys’ Social Skills | KQED","description":"Young adults spend nearly 70% less time socializing in-person with friends than they did two decades ago, and boys face some distinct challenges.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Young adults spend nearly 70% less time socializing in-person with friends than they did two decades ago, and boys face some distinct challenges.","schema":{"@context":"http://schema.org","@type":"Article","headline":"6 Ways Educators Can Bolster Boys’ Social Skills","datePublished":"2024-04-03T01:09:58.000Z","dateModified":"2024-04-03T13:42:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Phyllis L. Fagell","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63456/6-ways-educators-can-bolster-boys-social-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">On a Thursday evening in January, parents sat at cafeteria tables with sixth-graders, eating pasta and discussing scripted questions, including “How does someone earn your trust?” and “What makes a good friend?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So many boys describe feelings of loneliness, of having friends but longing for someone they can confide in about hard feelings,” said Adam Diaz, a school counselor and my colleague at Landon School, an independent boys school in Bethesda, Maryland. We designed this activity at the school’s annual spaghetti dinner to encourage conversation among caregivers and students about \u003ca href=\"https://www.kqed.org/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily\">healthy friendships\u003c/a>. “This was an opportunity for the boys to practice social skills and for parents to model being honest and vulnerable,” Diaz continued.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a time when \u003c/span>\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/34898234/\">\u003cspan style=\"font-weight: 400\">rates of loneliness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are rising among young adults and researchers report that 15- to 24-year-olds spend nearly \u003c/span>\u003ca href=\"https://www.hhs.gov/sites/default/files/surgeon-general-social-connection-advisory.pdf\">\u003cspan style=\"font-weight: 400\">70% less time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> socializing in-person with friends than they did two decades ago, boys face some distinct challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, in their 2021 report, “\u003c/span>\u003ca href=\"https://www.boyhoodinitiative.org/sites/default/files/2023-06/State-of-American-Boys-Report.pdf\">\u003cspan style=\"font-weight: 400\">The State of America’s Boys: An Urgent Case for a More Connected Boyhood\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” researchers Michael Reichert and Joseph Derrick Nelson note that boys feel \u003ca href=\"https://www.kqed.org/mindshift/57024/for-adolescent-boys-maintaining-masculinity-can-stymie-genuine-connections\">pressure to conform to societal expectations about masculinity\u003c/a>, such as being stoic, dominant and competitive. That may help explain why boys are more likely to experience physical and verbal bullying and why they’re less academically engaged than girls.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are six ways \u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">educators can help boys\u003c/a> acquire the skills and traits they need to strengthen their relationships and \u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">thrive at school\u003c/a>.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Connect the dots between self-regulation and reputation \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys can turn off peers by calling out in class or elbowing a classmate. To \u003ca href=\"https://www.kqed.org/mindshift/53132/concrete-ways-to-help-students-self-regulate-and-prioritize-work\">help them self-regulate\u003c/a>, Diaz prompts boys to consider questions such as, “Can I sit next to someone whose presence calms me down?” and “Can I write down any questions I have before raising my hand?”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://news.fullerton.edu/press-release/child-development-expert-why-boys-are-falling-behind-in-education/\">\u003cspan style=\"font-weight: 400\">Ioakim Boutakidis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, professor of child and adolescent studies at California State University, Fullerton, notes that t\u003c/span>\u003cspan style=\"font-weight: 400\">he self-regulatory components of the brain aren’t integrated as quickly in boys as in girls\u003c/span>\u003cspan style=\"font-weight: 400\">, and “boys \u003c/span>\u003cspan style=\"font-weight: 400\">that have a harder time picking up on social cues are often the most aggressive because they misinterpret accidental gestures as malicious intent.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Scripts are created,” Boutakidis said, and students pick up on teachers’ attitudes toward students, too. To help repair a struggling student’s reputation, try to set them up for success and praise them publicly.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Distinguish between “funny, mean and in-between” comments\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys are more likely to make a comment like, “‘You’re such an idiot; I can’t believe I hang out with you’ – said while smiling and patting them on the back,” said \u003ca href=\"https://twitter.com/mitchprinstein\">Mitch Prinstein\u003c/a>, chief s\u003c/span>\u003cspan style=\"font-weight: 400\">cience officer for the American Psychological Association\u003c/span>\u003cspan style=\"font-weight: 400\">. “It’s a way to express vulnerability but also be dominant.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Joking can be misinterpreted and lead to fights,” added \u003c/span>\u003ca href=\"https://www.mrhealthteacher.com/\">\u003cspan style=\"font-weight: 400\">Christopher Pepper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a teacher who coordinates boys’ groups in San Francisco Public Schools. \u003c/span>\u003cspan style=\"font-weight: 400\">He encourages boys to “lean into sincerity rather than hide behind ‘can’t you take a joke?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/ryanwexelblatt\">Ryan Wexelblatt\u003c/a>, the director of ADHD Dude, which offers in-person \u003c/span>\u003ca href=\"https://www.adhddude.com/social-programs\">\u003cspan style=\"font-weight: 400\">social skills programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for boys in Tucson, Arizona, teaches boys that there are some things you shouldn’t joke about, such as\u003c/span>\u003cspan style=\"font-weight: 400\"> physical appearance and race.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I teach health and wellness in schools, I have students act out comments like “Oh, you got a haircut” or “We already have enough players on our team,” then determine whether it’s “nice, mean or in-between.” They quickly realize that the same comment can be perceived as mean or inoffensive depending on someone’s word choice, tone and past interactions with you.\u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">3. Provide structured social opportunities \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Adults have to take responsibility for creating structured engagement with young folks,” said \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/darylhowardphd\">Daryl Howard\u003c/a>, director of the \u003c/span>\u003ca href=\"https://bondeducators.org/\">\u003cspan style=\"font-weight: 400\">Building Our Network of Diversity (BOND) Project\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">and chair of the Maryland department of education’s \u003c/span>\u003ca href=\"https://marylandpublicschools.org/programs/Pages/AAEEBB/index.aspx\">\u003cspan style=\"font-weight: 400\">Advisory Council on Achieving Academic Equity and Excellence for Black Boys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Howard facilitates BOND boys groups, he starts each session with a community circle “so no one can sit by themselves or play on devices.” The boys introduce themselves and share a personal update, with the goal of helping them find connection points so they can interact more comfortably on their own, he explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Sterling Hall, a boys school in Toronto, Ontario, students can join a group tailored to their needs or sign up to eat lunch with a “mystery teacher,” said Catriona Gallienne, the school’s director of student success. All students start the day with a 30-minute period designated for social-emotional learning, such as an assembly, health class or community circles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During circle time, boys might talk about a challenge at home or express frustration over how teams are picked at recess, said Rick Parsons, principal of Sterling Hall. “Inevitably, someone will validate their experience or share, ‘This is what happened to me.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The circles normalize boys’ experiences and combat harmful stereotypes about needing to “go it alone,” said Andrew Reiner, \u003c/span>\u003cspan style=\"font-weight: 400\">author of \u003c/span>\u003ca href=\"https://www.harpercollins.com/products/better-boys-better-men-andrew-reiner\">\u003ci>\u003cspan style=\"font-weight: 400\">Better Boys, Better Men: The New Masculinity That Creates Greater Courage and Emotional Resiliency\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. “They see that they not only have permission to open up, but it’s going to be met with support.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Help boys socialize informally\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys who feel awkward might opt out of recess, lunch and other unstructured social time. To ease their discomfort, schools can add Spikeball games or extra balls to outdoor areas, designate a board game table in the cafeteria, or hold chess club meetings during lunch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I tell elementary schools, ‘have a Lego cart outside,’ but some \u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\">teenagers like that too\u003c/a>,” said \u003ca href=\"https://twitter.com/katiefhurley\">Katie Hurley\u003c/a>, \u003c/span>\u003cspan style=\"font-weight: 400\">a child and adolescent psychotherapist and \u003c/span>\u003ca href=\"https://jedfoundation.org/\">\u003cspan style=\"font-weight: 400\">The Jed Foundation’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> senior clinical adviser for external affairs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">View spaces with an eye to optimizing interaction. For instance, Hurley visited a school where students gather on couches in the hallway.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Recognize that some boys need more help\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students may need more help understanding the unwritten rules of socializing, \u003ca href=\"https://www.kqed.org/mindshift/61966/how-parents-can-help-children-with-adhd-thrive-in-friendships\">including boys with ADHD\u003c/a>. “Some kids with an inattentive profile are what I call the stick collectors,” Wexelblatt said. “They get caught up in their own world and walk around the perimeter collecting sticks.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boys with an impulsive profile can be more emotionally reactive, he said. “They might think they’re being bullied, but other kids find them controlling or just don’t want to do what they’re doing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Praise boys for being flexible or showing interest in peers’ ideas. Diaz prompts students to ponder questions such as\u003c/span>\u003cspan style=\"font-weight: 400\">, “How close do you stand to someone? How do you ask a question? What’s okay to ask?” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>6. Make caring for others a shared responsibility\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Sterling Hall, Parsons said, educators have a saying: “Big boys look out for themselves; bigger boys look out for others.” To that end, older students mentor younger students, and eighth-grade boys partner with younger students to paint a buddy bench on the playground. If a student has no one to play with, they sit on the buddy bench.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every boy is responsible for making sure no one is sitting on the buddy bench,” Parsons explained, adding that no one sits there for more than 60 seconds. As he noted, “boys want to be leaders, to be good, to look out for others and to get affirmation for that. Belonging is everything.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://phyllisfagell.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Phyllis L. Fagell\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a licensed clinical professional counselor and professional school counselor, is the author of \u003c/span>\u003c/i>\u003ca href=\"https://www.hachettebookgroup.com/titles/phyllis-l-fagell/middle-school-matters/9780738235080/\">\u003ci>\u003cspan style=\"font-weight: 400\">Middle School Matters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003c/i>\u003ca href=\"https://www.hachettebookgroup.com/titles/phyllis-l-fagell/middle-school-superpowers/9780306829758/\">\u003ci>\u003cspan style=\"font-weight: 400\">Middle School Superpowers: Raising Resilient Tweens in Turbulent Times\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63456/6-ways-educators-can-bolster-boys-social-skills","authors":["byline_mindshift_63456"],"categories":["mindshift_21445","mindshift_194","mindshift_21385","mindshift_193"],"tags":["mindshift_20698","mindshift_21336","mindshift_20568","mindshift_21252","mindshift_943"],"featImg":"mindshift_63458","label":"mindshift"},"mindshift_63441":{"type":"posts","id":"mindshift_63441","meta":{"index":"posts_1591205157","site":"mindshift","id":"63441","score":null,"sort":[1712019657000]},"guestAuthors":[],"slug":"10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time","title":"10 Hacks to Boost Teens' Executive Function Skills and Manage Screen Time","publishDate":1712019657,"format":"standard","headTitle":"10 Hacks to Boost Teens’ Executive Function Skills and Manage Screen Time | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Teens’ focus is interrupted, on average, every 90 seconds. Something as simple as an audible notification can draw focus away from a task. And when humans are distracted, it takes 23 minutes to get back to that previous level of focus. In schools, that means that in a 55-minute class period, multiple distractions across the classroom create an almost impossible task of staying on topic and focused. “When you toggle between two things, you lose cognitive energy and it takes a lot longer to get into deep focus,” said school psychologist \u003c/span>\u003ca href=\"https://www.tiktok.com/@thrivingstudents\">\u003cspan style=\"font-weight: 400\">Rebecca Branstetter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teens “don’t realize that multitasking is neurologically impossible.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter recently spoke at the \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/conference-514/teaching-engaged-brains/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference in San Francisco, where she cited the above statistics from the book \u003c/span>\u003ca href=\"https://stolenfocusbook.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Stolen Focus\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Johann Hari. When Branstetter asked about challenges with screens in the classroom, the audience of teachers shouted out familiar student behaviors, including: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">playing games during a lesson,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">denying their phone was out when it was visible and\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">showing up tired from scrolling all night long.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">These distractions aren’t only frustrating for educators, research shows they reduce cognitive efficiency. Because social media is designed to keep users engaged for long periods of time, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48315/why-executive-function-skills-take-so-long-to-fully-develop\">\u003cspan style=\"font-weight: 400\">kids and teens are still learning executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s important for parents and teachers to set boundaries and serve as tech mentors, she said. “Willpower alone is not enough. You have to require that environment to set the stage for how to help kids prioritize and focus.” In her talk and a follow-up interview with MindShift, Branstetter offered 10 tips and hacks to help boost teen’s executive function skills and manage screen time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. See tech as a tool\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology is like a hammer, said Branstetter. “It’s a tool, and you can use it to create beautiful things and you can create to destroy things. It depends on how you use it.” Adults can help to empower kids to see tech as a tool by encouraging them to find an app or tech tool that will address a specific challenge they are facing. If a teen is dealing with anxiety, for example, they can test out a few meditation apps and report back to the adult.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter also pointed out that there are apps that block the most searched websites on a device for a period of time, which can be useful for a student having a hard time focusing on tasks for extended periods of time.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Coach through task initiation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Task initiation is one of the big \u003ca href=\"https://developingchild.harvard.edu/resources/what-is-executive-function-and-how-does-it-relate-to-child-development/\">executive function skills\u003c/a> that are interrupted by technology and cell phone use, according to Branstetter. Adults might assume that stopping a previous task is an obvious precursor to initiating a new task, but kids and teens might need more explicit instruction to develop that sequencing habit. This can look like asking students what needs to be done in order to start a specific task. Students might suggest that phones need to go away and that they need to pull out necessary materials to perform the new task at hand. According to Branstetter, this is an important practice in self-awareness. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Probe for the feelings behind phone distractions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Impulse control is another executive function skill that teens are developing. If a student is having trouble refraining from looking at their phone when initiating a new task, it can help to encourage quick mindful reflection. An adult can ask a teen, “What is it that’s making you go on your phone?” and suggest some feelings like anxiety or boredom that they might identify with. Then the adult and teen can create a quick plan for stopping phone use at that moment and refocusing on the more immediate task.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Try the scrunchie trick or airplane mode\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Putting a scrunchie over the front camera prevents smartphone facial recognition from effortlessly unlocking aphone. Branstetter recommended guiding teens to use that moment when the phone doesn’t unlock for a mental check-in: “Why am I checking this? How do I feel?” If the scrunchie method doesn’t work, Branstetter suggested teaching teens to use airplane mode during a time when phone distractions are unwelcome.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Take advantage of A.I.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also some useful A.I. tools for teens who might struggle with task breakdown and completion. Branstetter recommended \u003ca href=\"https://goblin.tools/About\">Goblin Tools\u003c/a>, which takes a prompt like “I have to write a five-page paper on Mesopotamia,” and creates a checklist with the steps that a student might need to do to complete the assignment.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>6. Use a focus timer\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">Pomodoro technique\u003c/a>, which uses 25-minute bursts of focused time with breaks in between, has been a useful tool for the teens that Branstetter works with. She also recommended \u003ca href=\"https://www.forestapp.cc/\">Forest\u003c/a>, which can be downloaded as a smartphone app or used as a Chrome extension. Forest helps users track their focus time with a visual reminder of focus as a tree slowly grows on the screen, as well as real-world incentive. When a user completes a certain amount of focus time, without distraction, a real tree is planted through Forest app’s partner, Trees For The Future.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>7. Create a tech contract\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/featured-content/files/common_sense_family_media_agreement.pdf\">Tech agreements\u003c/a> or contracts, allow teachers or parents to \u003ca href=\"https://www.commonsensemedia.org/articles/heres-real-proof-that-a-cellphone-contract-works\">collaborate with young people on expectations\u003c/a> for technology. One aspect of a tech agreement can be determining where the technology “hot spots” and “cold spots” are in the classroom or home. By predetermining where technology is expected to be used or not to be used, students have a better chance at applying their learned executive functioning and anticipatory thinking skills. Tech agreements can be \u003ca href=\"https://www.commonsensemedia.org/articles/our-sons-behavior-improved-with-a-tech-agreement\">revisited and adjusted\u003c/a> as often as needed, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>8. Keep a technology diary\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another exercise that parents and teachers might find useful when it comes to making teens aware of their own habits, is to have them create a log of their daily activities, said Branstetter. For example, students can write a timeline of their day and determine how much time is spent outside, doing physical activity, socializing, having fun, focusing, and downtime without technology. By having kids take the time to reflect on their own data and see how much time is spent during their day doing certain activities, the unbalanced moments become very apparent, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>9. Encourage future thinking\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Future planning is \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">also a learned executive function skill\u003c/a>. “Because motivation is the ability to see a positive emotion of the future … we need to help kids do a future sketch,” said Branstetter. Helping students visualize what it might look like and feel like in the future to complete a task will help them with anticipatory thinking.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter likes doing a future sketch that she calls a “movie in your mind.” For example, if a teacher notices a student on their phone when they should be completing a math task, they might say something like this: “Here’s the movie that is playing in my mind right now. You have your phone out and there’s a no-phone policy, so I’m supposed to take it from you, and that’s how the movie ends, with me taking it.” The teacher then prompts the student to narrate how an episode might play out if they finish their math task versus if they don’t finish their math task. The teacher can then simply ask, “which one feels better to you?” leaving the anticipatory thinking to the student.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>10. Reinforce positive behaviors\u003c/b>\u003c/h2>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter has also seen success in positive reinforcement from adults when it’s specific and sincere. She said praise is best paired with corrective feedback in a 5:1 ratio. But with teenagers, praise is not often received as well if it’s made publicly, so try to offer both praise and corrective feedback in quieter, more private settings. When it comes to regulating screen time in the classroom, praise can be as simple as saying to a student, “I haven’t seen you with your phone all day in my class,” Branstetter suggested in her conference session.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Teens’ focus is interrupted, on average, every 90 seconds. A school psychologist offers tips to help them manage distractions, including their phones, in school.","status":"publish","parent":0,"modified":1712270559,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1400},"headData":{"title":"10 Hacks to Boost Teens' Executive Function Skills and Manage Screen Time | KQED","description":"Teens’ focus is interrupted, on average, every 90 seconds. A school psychologist offers tips to help them manage distractions, including their phones.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Teens’ focus is interrupted, on average, every 90 seconds. A school psychologist offers tips to help them manage distractions, including their phones.","schema":{"@context":"http://schema.org","@type":"Article","headline":"10 Hacks to Boost Teens' Executive Function Skills and Manage Screen Time","datePublished":"2024-04-02T01:00:57.000Z","dateModified":"2024-04-04T22:42:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Teens’ focus is interrupted, on average, every 90 seconds. Something as simple as an audible notification can draw focus away from a task. And when humans are distracted, it takes 23 minutes to get back to that previous level of focus. In schools, that means that in a 55-minute class period, multiple distractions across the classroom create an almost impossible task of staying on topic and focused. “When you toggle between two things, you lose cognitive energy and it takes a lot longer to get into deep focus,” said school psychologist \u003c/span>\u003ca href=\"https://www.tiktok.com/@thrivingstudents\">\u003cspan style=\"font-weight: 400\">Rebecca Branstetter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teens “don’t realize that multitasking is neurologically impossible.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter recently spoke at the \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/conference-514/teaching-engaged-brains/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference in San Francisco, where she cited the above statistics from the book \u003c/span>\u003ca href=\"https://stolenfocusbook.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Stolen Focus\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Johann Hari. When Branstetter asked about challenges with screens in the classroom, the audience of teachers shouted out familiar student behaviors, including: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">playing games during a lesson,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">denying their phone was out when it was visible and\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">showing up tired from scrolling all night long.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">These distractions aren’t only frustrating for educators, research shows they reduce cognitive efficiency. Because social media is designed to keep users engaged for long periods of time, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48315/why-executive-function-skills-take-so-long-to-fully-develop\">\u003cspan style=\"font-weight: 400\">kids and teens are still learning executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s important for parents and teachers to set boundaries and serve as tech mentors, she said. “Willpower alone is not enough. You have to require that environment to set the stage for how to help kids prioritize and focus.” In her talk and a follow-up interview with MindShift, Branstetter offered 10 tips and hacks to help boost teen’s executive function skills and manage screen time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. See tech as a tool\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology is like a hammer, said Branstetter. “It’s a tool, and you can use it to create beautiful things and you can create to destroy things. It depends on how you use it.” Adults can help to empower kids to see tech as a tool by encouraging them to find an app or tech tool that will address a specific challenge they are facing. If a teen is dealing with anxiety, for example, they can test out a few meditation apps and report back to the adult.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter also pointed out that there are apps that block the most searched websites on a device for a period of time, which can be useful for a student having a hard time focusing on tasks for extended periods of time.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Coach through task initiation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Task initiation is one of the big \u003ca href=\"https://developingchild.harvard.edu/resources/what-is-executive-function-and-how-does-it-relate-to-child-development/\">executive function skills\u003c/a> that are interrupted by technology and cell phone use, according to Branstetter. Adults might assume that stopping a previous task is an obvious precursor to initiating a new task, but kids and teens might need more explicit instruction to develop that sequencing habit. This can look like asking students what needs to be done in order to start a specific task. Students might suggest that phones need to go away and that they need to pull out necessary materials to perform the new task at hand. According to Branstetter, this is an important practice in self-awareness. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Probe for the feelings behind phone distractions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Impulse control is another executive function skill that teens are developing. If a student is having trouble refraining from looking at their phone when initiating a new task, it can help to encourage quick mindful reflection. An adult can ask a teen, “What is it that’s making you go on your phone?” and suggest some feelings like anxiety or boredom that they might identify with. Then the adult and teen can create a quick plan for stopping phone use at that moment and refocusing on the more immediate task.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Try the scrunchie trick or airplane mode\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Putting a scrunchie over the front camera prevents smartphone facial recognition from effortlessly unlocking aphone. Branstetter recommended guiding teens to use that moment when the phone doesn’t unlock for a mental check-in: “Why am I checking this? How do I feel?” If the scrunchie method doesn’t work, Branstetter suggested teaching teens to use airplane mode during a time when phone distractions are unwelcome.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Take advantage of A.I.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also some useful A.I. tools for teens who might struggle with task breakdown and completion. Branstetter recommended \u003ca href=\"https://goblin.tools/About\">Goblin Tools\u003c/a>, which takes a prompt like “I have to write a five-page paper on Mesopotamia,” and creates a checklist with the steps that a student might need to do to complete the assignment.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>6. Use a focus timer\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">Pomodoro technique\u003c/a>, which uses 25-minute bursts of focused time with breaks in between, has been a useful tool for the teens that Branstetter works with. She also recommended \u003ca href=\"https://www.forestapp.cc/\">Forest\u003c/a>, which can be downloaded as a smartphone app or used as a Chrome extension. Forest helps users track their focus time with a visual reminder of focus as a tree slowly grows on the screen, as well as real-world incentive. When a user completes a certain amount of focus time, without distraction, a real tree is planted through Forest app’s partner, Trees For The Future.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>7. Create a tech contract\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/featured-content/files/common_sense_family_media_agreement.pdf\">Tech agreements\u003c/a> or contracts, allow teachers or parents to \u003ca href=\"https://www.commonsensemedia.org/articles/heres-real-proof-that-a-cellphone-contract-works\">collaborate with young people on expectations\u003c/a> for technology. One aspect of a tech agreement can be determining where the technology “hot spots” and “cold spots” are in the classroom or home. By predetermining where technology is expected to be used or not to be used, students have a better chance at applying their learned executive functioning and anticipatory thinking skills. Tech agreements can be \u003ca href=\"https://www.commonsensemedia.org/articles/our-sons-behavior-improved-with-a-tech-agreement\">revisited and adjusted\u003c/a> as often as needed, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>8. Keep a technology diary\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another exercise that parents and teachers might find useful when it comes to making teens aware of their own habits, is to have them create a log of their daily activities, said Branstetter. For example, students can write a timeline of their day and determine how much time is spent outside, doing physical activity, socializing, having fun, focusing, and downtime without technology. By having kids take the time to reflect on their own data and see how much time is spent during their day doing certain activities, the unbalanced moments become very apparent, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>9. Encourage future thinking\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Future planning is \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">also a learned executive function skill\u003c/a>. “Because motivation is the ability to see a positive emotion of the future … we need to help kids do a future sketch,” said Branstetter. Helping students visualize what it might look like and feel like in the future to complete a task will help them with anticipatory thinking.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter likes doing a future sketch that she calls a “movie in your mind.” For example, if a teacher notices a student on their phone when they should be completing a math task, they might say something like this: “Here’s the movie that is playing in my mind right now. You have your phone out and there’s a no-phone policy, so I’m supposed to take it from you, and that’s how the movie ends, with me taking it.” The teacher then prompts the student to narrate how an episode might play out if they finish their math task versus if they don’t finish their math task. The teacher can then simply ask, “which one feels better to you?” leaving the anticipatory thinking to the student.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>10. Reinforce positive behaviors\u003c/b>\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter has also seen success in positive reinforcement from adults when it’s specific and sincere. She said praise is best paired with corrective feedback in a 5:1 ratio. But with teenagers, praise is not often received as well if it’s made publicly, so try to offer both praise and corrective feedback in quieter, more private settings. When it comes to regulating screen time in the classroom, praise can be as simple as saying to a student, “I haven’t seen you with your phone all day in my class,” Branstetter suggested in her conference session.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time","authors":["11759"],"categories":["mindshift_21445","mindshift_195","mindshift_193"],"tags":["mindshift_1023","mindshift_866","mindshift_20955","mindshift_20816","mindshift_30","mindshift_1038"],"featImg":"mindshift_63443","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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