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Yet, our long-term goal is to raise children who truly understand why we have created these rules and limits and develop an internal motivation to be kind and do the “right” thing. In other words, we want them to follow rules because they care about being a kind, moral person, not just because they are scared they might get in trouble. In research, this is referred to as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">internalization.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> So how do we make sure we are working towards this long-term goal? Could our short-term discipline strategies be interfering with this long-term goal? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10826-019-01594-3\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> addressed this question. The researchers found that when parents used specific discipline strategies they were more likely to have children who showed early signs of internalization of the rules than parents who used different strategies. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>What strategies helped children to internalize the rules? \u003c/b>\u003c/h3>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Logical consequences instead of punishments. \u003c/b>\u003cspan style=\"font-weight: 400\">Logical consequences are consequences that are related to the child’s actions, such as taking away a toy that your child threw at their sibling, ending meal time because they are playing with their food, making your child clean up a mess that they made or leaving the playground when they aren’t following the rules. These types of consequences are more likely to result in \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/sode.12212?casa_token=QjNoqsaqHZwAAAAA:lUPPpwJVhA8BdFAiHPd0RJ1EQpKydgY_QAGep5wpdIU9O69koOVwwmNB_PIc1KZ7CvxLPaL6RN5969c\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">children actually taking responsibility for the problem they created and helping children to understand the importance of the broken rule.\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Practicing “autonomy-supportive” parenting instead of “controlling” parenting.\u003c/b>\u003cspan style=\"font-weight: 400\"> “Autonomy-supportive” parenting includes acknowledging your child’s feelings about a rule or limit, giving them some sort of choice or involvement in the decision-making around rules and limits, and providing the rationale behind the rule or limit. Controlling parenting often involves threats and punishment to make your child behave or trying to induce guilt or fear. Autonomy-supportive parenting helps children to internalize the rules, while controlling parenting makes children more likely to behave to please parents or avoid getting into trouble. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>How does internalization happen? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">This study, along with previous research, finds that, when children feel less anger and more empathy in response to their parents’ rule-setting, they are more likely to find the rule or limit acceptable. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/pdf/10.1177/0165025416681538?casa_token=IOJz4NE9oAUAAAAA:F-esS14WhXDtnMgVCSNFrzcGZ1xhFuXd2qPvD_dLgDNZLB-Mt-bZsqBp-ezYh_duXGm3Yj1d69LZ\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggests that the more children accept the rule or limit, the more likely they are to appreciate and internalize the values that underlie the rule or limit. \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fa0035057\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that anger in response to a parent’s discipline strategy may interfere with internalization since it makes children think more about how unfair the discipline is rather than the values their parents are trying to teach. \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2010-17955-027\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that any parent discipline strategy that increases empathy is likely to enhance the internalization process. Logical consequences and autonomy-supportive parenting are effective because they help to reduce anger and increase empathy in the context of rule- or limit-setting. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>So how do parents apply this research?\u003c/b>\u003c/h3>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Gently remind your child of a rule or limit before using any type of discipline.\u003c/b>\u003cspan style=\"font-weight: 400\"> For example, if your child is throwing sand at the playground, remind them “We will have to leave the playground if you keep throwing sand” before following through on this logical consequence. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Acknowledge their feelings if they are not happy about the limit you are setting\u003c/b>\u003cspan style=\"font-weight: 400\">. It is so important to remember that you can hold the limit while still acknowledging they might not like it. For example, “I know you don’t like being buckled into your car seat. It feels uncomfortable for you, but it is the only safe way for us to ride in the car.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Use logical consequences instead of punishments when possible.\u003c/b>\u003cspan style=\"font-weight: 400\"> Logical consequences are consequences created by parents that are related to the behavior and make logical sense following from the behavior. For example, if your child hits their brother, you ask them to stop playing to go get him an ice pack. If they make a mess, they have to clean it up instead of watching a movie with the rest of the family. A punishment is a negative consequence that is usually unrelated to the behavior and intended to be aversive to the child so they do not repeat the challenging behavior. For example, taking away screen time when they hit their brother or yelling at a child for making a mess. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0193397317301247?casa_token=OvD9DeuMvf8AAAAA:m5aF4JOZ-Dk46x_jh-b_FliHoFMzNjNl2vBRWm4qOpRPQUh9hcJF_tcQBtn1GNjvDe2DSQ2G\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that logical consequences are more acceptable to children, which makes them less likely to cause anger and more likely to increase empathy. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Give them a chance to make some type of choice or participate in decision making or problem solving in some way.\u003c/b>\u003cspan style=\"font-weight: 400\"> If your child is having difficulty with a limit or rule you set, give them a chance to make a choice. For example, you can say something like: “We need to leave the playground now, you can either walk or skip to the car.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Explain the rationale behind the limit, focusing on the impact on others when possible\u003c/b>\u003cspan style=\"font-weight: 400\">. Explaining the rationale (translation: giving them the reason for the rule rather than just saying “because I said so”) helps to reduce children’s anger about the rule, which then increases their likelihood of internalizing the rule. In addition, focusing on how the rule impacts others can help to build empathy, which is also key for internalization. For example, you can say something like: “We have to clean up our toys otherwise someone could trip over them and get hurt” or “When you grabbed that toy from your brother’s hands, it hurt his hands and interrupted his play”. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Avoid threats (“If you don’t clean up your toys, I am going to throw them away”) or anything that is meant to induce fear or guilt (“Why are you always so mean to your baby brother?”). \u003c/b>\u003cspan style=\"font-weight: 400\">These approaches might be effective in the moment but can come off as controlling to children and increase anger, which ultimately reduces the chances of internalization. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Research shows that logical consequences and autonomy-supportive parenting are more likely to lead kids to internalize and uphold rules and morals.","status":"publish","parent":0,"modified":1688826343,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":1110},"headData":{"title":"How do children learn right from wrong? | KQED","description":"Logical consequences and autonomy-supportive parenting are more likely to lead kids to internalize and uphold rules and morals.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Logical consequences and autonomy-supportive parenting are more likely to lead kids to internalize and uphold rules and morals.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How do children learn right from wrong?","datePublished":"2023-05-03T15:00:50.000Z","dateModified":"2023-07-08T14:25:43.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Cara Goodwin, \u003ca href=\"https://parentingtranslator.org\" target=\"_blank\">The Parenting Translator\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61570/how-do-children-learn-right-from-wrong","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This post was originally published by \u003ca href=\"https://parentingtranslator.substack.com/p/how-do-children-learn-right-from\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>. \u003cem>Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As parents, our short-term goal is to get our children to listen to us and follow the rules and limits we set for our family. Yet, our long-term goal is to raise children who truly understand why we have created these rules and limits and develop an internal motivation to be kind and do the “right” thing. In other words, we want them to follow rules because they care about being a kind, moral person, not just because they are scared they might get in trouble. In research, this is referred to as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">internalization.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> So how do we make sure we are working towards this long-term goal? Could our short-term discipline strategies be interfering with this long-term goal? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10826-019-01594-3\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> addressed this question. The researchers found that when parents used specific discipline strategies they were more likely to have children who showed early signs of internalization of the rules than parents who used different strategies. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>What strategies helped children to internalize the rules? \u003c/b>\u003c/h3>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Logical consequences instead of punishments. \u003c/b>\u003cspan style=\"font-weight: 400\">Logical consequences are consequences that are related to the child’s actions, such as taking away a toy that your child threw at their sibling, ending meal time because they are playing with their food, making your child clean up a mess that they made or leaving the playground when they aren’t following the rules. These types of consequences are more likely to result in \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/sode.12212?casa_token=QjNoqsaqHZwAAAAA:lUPPpwJVhA8BdFAiHPd0RJ1EQpKydgY_QAGep5wpdIU9O69koOVwwmNB_PIc1KZ7CvxLPaL6RN5969c\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">children actually taking responsibility for the problem they created and helping children to understand the importance of the broken rule.\u003c/span>\u003c/a>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Practicing “autonomy-supportive” parenting instead of “controlling” parenting.\u003c/b>\u003cspan style=\"font-weight: 400\"> “Autonomy-supportive” parenting includes acknowledging your child’s feelings about a rule or limit, giving them some sort of choice or involvement in the decision-making around rules and limits, and providing the rationale behind the rule or limit. Controlling parenting often involves threats and punishment to make your child behave or trying to induce guilt or fear. Autonomy-supportive parenting helps children to internalize the rules, while controlling parenting makes children more likely to behave to please parents or avoid getting into trouble. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>How does internalization happen? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">This study, along with previous research, finds that, when children feel less anger and more empathy in response to their parents’ rule-setting, they are more likely to find the rule or limit acceptable. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/pdf/10.1177/0165025416681538?casa_token=IOJz4NE9oAUAAAAA:F-esS14WhXDtnMgVCSNFrzcGZ1xhFuXd2qPvD_dLgDNZLB-Mt-bZsqBp-ezYh_duXGm3Yj1d69LZ\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> suggests that the more children accept the rule or limit, the more likely they are to appreciate and internalize the values that underlie the rule or limit. \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fa0035057\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that anger in response to a parent’s discipline strategy may interfere with internalization since it makes children think more about how unfair the discipline is rather than the values their parents are trying to teach. \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2010-17955-027\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that any parent discipline strategy that increases empathy is likely to enhance the internalization process. Logical consequences and autonomy-supportive parenting are effective because they help to reduce anger and increase empathy in the context of rule- or limit-setting. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>So how do parents apply this research?\u003c/b>\u003c/h3>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Gently remind your child of a rule or limit before using any type of discipline.\u003c/b>\u003cspan style=\"font-weight: 400\"> For example, if your child is throwing sand at the playground, remind them “We will have to leave the playground if you keep throwing sand” before following through on this logical consequence. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Acknowledge their feelings if they are not happy about the limit you are setting\u003c/b>\u003cspan style=\"font-weight: 400\">. It is so important to remember that you can hold the limit while still acknowledging they might not like it. For example, “I know you don’t like being buckled into your car seat. It feels uncomfortable for you, but it is the only safe way for us to ride in the car.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Use logical consequences instead of punishments when possible.\u003c/b>\u003cspan style=\"font-weight: 400\"> Logical consequences are consequences created by parents that are related to the behavior and make logical sense following from the behavior. For example, if your child hits their brother, you ask them to stop playing to go get him an ice pack. If they make a mess, they have to clean it up instead of watching a movie with the rest of the family. A punishment is a negative consequence that is usually unrelated to the behavior and intended to be aversive to the child so they do not repeat the challenging behavior. For example, taking away screen time when they hit their brother or yelling at a child for making a mess. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0193397317301247?casa_token=OvD9DeuMvf8AAAAA:m5aF4JOZ-Dk46x_jh-b_FliHoFMzNjNl2vBRWm4qOpRPQUh9hcJF_tcQBtn1GNjvDe2DSQ2G\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that logical consequences are more acceptable to children, which makes them less likely to cause anger and more likely to increase empathy. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Give them a chance to make some type of choice or participate in decision making or problem solving in some way.\u003c/b>\u003cspan style=\"font-weight: 400\"> If your child is having difficulty with a limit or rule you set, give them a chance to make a choice. For example, you can say something like: “We need to leave the playground now, you can either walk or skip to the car.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Explain the rationale behind the limit, focusing on the impact on others when possible\u003c/b>\u003cspan style=\"font-weight: 400\">. Explaining the rationale (translation: giving them the reason for the rule rather than just saying “because I said so”) helps to reduce children’s anger about the rule, which then increases their likelihood of internalizing the rule. In addition, focusing on how the rule impacts others can help to build empathy, which is also key for internalization. For example, you can say something like: “We have to clean up our toys otherwise someone could trip over them and get hurt” or “When you grabbed that toy from your brother’s hands, it hurt his hands and interrupted his play”. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Avoid threats (“If you don’t clean up your toys, I am going to throw them away”) or anything that is meant to induce fear or guilt (“Why are you always so mean to your baby brother?”). \u003c/b>\u003cspan style=\"font-weight: 400\">These approaches might be effective in the moment but can come off as controlling to children and increase anger, which ultimately reduces the chances of internalization. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/span>\u003c/i>\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>\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\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61570/how-do-children-learn-right-from-wrong","authors":["byline_mindshift_61570"],"categories":["mindshift_21385"],"tags":["mindshift_20892","mindshift_21612","mindshift_20794","mindshift_21268","mindshift_21613","mindshift_21615","mindshift_20568","mindshift_21706","mindshift_290","mindshift_21703","mindshift_21614"],"featImg":"mindshift_61573","label":"mindshift"},"mindshift_60114":{"type":"posts","id":"mindshift_60114","meta":{"index":"posts_1591205157","site":"mindshift","id":"60114","score":null,"sort":[1675853742000]},"guestAuthors":[],"slug":"how-prioritizing-acceptance-enables-young-people-to-learn-in-community","title":"How prioritizing acceptance enables young people to learn in community","publishDate":1675853742,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Excerpted from “Changing the Context” by Antonio Buehler in “\u003c/span>\u003ca href=\"https://www.akpress.org/trust-kids.html\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Trust Kids! Stories on Youth Autonomy and Confronting Adult Supremacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” edited by carla joy bergman. Published by AK Press.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After our morning meeting on Gabriel’s first day, he asked if he could play video games. I said, “Yes, you get to decide how you spend your time here.” Thirty minutes later I was walking through the space and I noticed a cable running from an outlet into a closet. I knocked on the door and heard, “Come in.” I opened the door and saw fourteen-year-old Gabriel on his knees playing on a laptop. I asked if everything was alright, and he said it was. I asked if he wanted to interact with others, and he said he preferred remaining in the closet. He stayed there until the end of the day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gabriel’s routine continued day after day. The other facilitators and I became more and more concerned that perhaps we were not properly supporting someone who chose to wall himself off in a closet for the entire day, every day. Our schoolish lens had us worried about missed opportunities for development, as well as possible questions coming from his mom about how he was spending his time. We chose to push down our insecurities, prioritize being welcoming and inviting, and honor his desire to be by himself.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We live in a society predicated on hierarchy. We judge others (and ourselves) by where they fall within various hierarchies. And where they fall determines, to a large degree, on what access, privileges, and so-called rights they have. The pyramid structure of society requires large numbers to fill out the base, so that a select few can benefit from their place near the apex. In other words, most people have to be labeled “losers” in order to justify the outsized gains of the “winners” in an ostensibly meritocratic society. We see these hierarchies in almost all economic, legal, political, and social institutions. These hierarchies not only determine who benefits and who exists to serve those who benefit, they also perpetuate and reinforce the unjustness of other existent hierarchies (e.g., white supremacy, ableism). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Young people are not immune from the impacts of hierarchy. In fact, hierarchy is a primary force that shapes them. As an oppressed group with negligible economic and political power, they are seen by government and industry as raw material to be molded into reliable workers and consumers (the base), while their family often encourages a climb to the top. Because the aforementioned groups are constantly measuring the youth (e.g., grades, athletic performance, leadership positions) in an attempt to rank and sort them, young people learn quickly how they measure up to their same-aged peers. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, the cloud of competition leads to a denial of self, as their ways of being are scrutinized and used as inputs for placement within hierarchies. While families with sufficient material resources may find ways around it, children who are considered too far below or behind arbitrary behavioral or performance norms are often singled out and treated as defective. Children whose identities are not idealized by dominant society (i.e., those who are Black, Indigenous, trans, undocumented, autistic, etc.) risk amplified marginalization. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because of the unforgiving nature of the pyramid structure of society, young people must expend significant energy masking their emotions to ward off scrutiny from adults in positions of power. This harms young people in the moment and in the future, as it forces them to ignore their most basic needs, denies them meaningful relationships, and hinders their natural development. Adults can change the context by accepting the child for who they are and their ways of being. Acceptance allows for the emergence of psychologically safe spaces where children are free from assessment, judgment, or ridicule. Instead of declaring what is important and then measuring it, adults can trust kids to take what they need.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-60178 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/trustkids-e1667944886973.jpg\" alt=\"Trust Kids! book cover\" width=\"250\" height=\"300\">The closet door in many ways was a physical boundary that Gabriel used to protect his emotional boundaries, and for perhaps the first time in his life, Gabriel’s boundaries were honored. Like many young people who have been wounded both in school and in their personal lives, Gabriel did not need to be pushed into activities or behavior that made adults feel comfortable—he needed to be accepted for who he was in the moment, and to have his needs centered. After a month, Gabriel left the closet for good and fully embedded himself at the heart of the community. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/antoniobuehler\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft wp-image-60183\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Antonio-Buehler-e1667945213915.jpeg\" alt=\"Antonio Buehler\" width=\"200\" height=\"260\">Antonio Buehler\u003c/em>\u003c/span>\u003c/a>\u003cem>\u003cspan style=\"font-weight: 400\"> (he/him) founded \u003c/span>\u003ca>\u003cspan style=\"font-weight: 400\">Abrome\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to support the liberation of children and fundamentally change the way people think about education. He wants learners to have full autonomy over their bodies, minds, and time so they can lead meaningful and purposeful lives, positively impact society, and improve the human condition. Abrome is aligned with Antonio’s desire to challenge, undermine, and create alternatives to oppressive systems so we can move toward a freer, healthier world. Antonio also founded the Peaceful Streets Project, which was one of the most active copwatch organizations in the United States from 2012 to 2017. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://linktr.ee/joyfulcarla\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60189 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-800x574.jpg\" alt=\"carla joy bergman\" width=\"250\" height=\"179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-800x574.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-1020x732.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-160x115.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-768x551.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-1536x1103.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-1920x1378.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman.jpg 2048w\" sizes=\"(max-width: 250px) 100vw, 250px\">carla joy bergman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a mom, writer, filmmaker and podcaster. She has spent the past two decades co-creating intergenerational multimedia projects that are rooted in trust and with youth autonomy and undoing adult supremacy at the heart of all she does.\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In \"Trust Kids! Stories on Youth Autonomy and Confronting Adult Supremacy,” Antonio Buehler shares the story of a student who was allowed to acclimate to a new school environment in his own way and time.","status":"publish","parent":0,"modified":1675698535,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":925},"headData":{"title":"How prioritizing acceptance enables young people to learn in community | KQED","description":"Schools often demand students conform to their structures, rather than asking what learners need.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How prioritizing acceptance enables young people to learn in community","datePublished":"2023-02-08T10:55:42.000Z","dateModified":"2023-02-06T15:48:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60114/how-prioritizing-acceptance-enables-young-people-to-learn-in-community","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Excerpted from “Changing the Context” by Antonio Buehler in “\u003c/span>\u003ca href=\"https://www.akpress.org/trust-kids.html\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Trust Kids! Stories on Youth Autonomy and Confronting Adult Supremacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” edited by carla joy bergman. Published by AK Press.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After our morning meeting on Gabriel’s first day, he asked if he could play video games. I said, “Yes, you get to decide how you spend your time here.” Thirty minutes later I was walking through the space and I noticed a cable running from an outlet into a closet. I knocked on the door and heard, “Come in.” I opened the door and saw fourteen-year-old Gabriel on his knees playing on a laptop. I asked if everything was alright, and he said it was. I asked if he wanted to interact with others, and he said he preferred remaining in the closet. He stayed there until the end of the day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gabriel’s routine continued day after day. The other facilitators and I became more and more concerned that perhaps we were not properly supporting someone who chose to wall himself off in a closet for the entire day, every day. Our schoolish lens had us worried about missed opportunities for development, as well as possible questions coming from his mom about how he was spending his time. We chose to push down our insecurities, prioritize being welcoming and inviting, and honor his desire to be by himself.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We live in a society predicated on hierarchy. We judge others (and ourselves) by where they fall within various hierarchies. And where they fall determines, to a large degree, on what access, privileges, and so-called rights they have. The pyramid structure of society requires large numbers to fill out the base, so that a select few can benefit from their place near the apex. In other words, most people have to be labeled “losers” in order to justify the outsized gains of the “winners” in an ostensibly meritocratic society. We see these hierarchies in almost all economic, legal, political, and social institutions. These hierarchies not only determine who benefits and who exists to serve those who benefit, they also perpetuate and reinforce the unjustness of other existent hierarchies (e.g., white supremacy, ableism). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Young people are not immune from the impacts of hierarchy. In fact, hierarchy is a primary force that shapes them. As an oppressed group with negligible economic and political power, they are seen by government and industry as raw material to be molded into reliable workers and consumers (the base), while their family often encourages a climb to the top. Because the aforementioned groups are constantly measuring the youth (e.g., grades, athletic performance, leadership positions) in an attempt to rank and sort them, young people learn quickly how they measure up to their same-aged peers. \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\">Unfortunately, the cloud of competition leads to a denial of self, as their ways of being are scrutinized and used as inputs for placement within hierarchies. While families with sufficient material resources may find ways around it, children who are considered too far below or behind arbitrary behavioral or performance norms are often singled out and treated as defective. Children whose identities are not idealized by dominant society (i.e., those who are Black, Indigenous, trans, undocumented, autistic, etc.) risk amplified marginalization. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because of the unforgiving nature of the pyramid structure of society, young people must expend significant energy masking their emotions to ward off scrutiny from adults in positions of power. This harms young people in the moment and in the future, as it forces them to ignore their most basic needs, denies them meaningful relationships, and hinders their natural development. Adults can change the context by accepting the child for who they are and their ways of being. Acceptance allows for the emergence of psychologically safe spaces where children are free from assessment, judgment, or ridicule. Instead of declaring what is important and then measuring it, adults can trust kids to take what they need.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-60178 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/trustkids-e1667944886973.jpg\" alt=\"Trust Kids! book cover\" width=\"250\" height=\"300\">The closet door in many ways was a physical boundary that Gabriel used to protect his emotional boundaries, and for perhaps the first time in his life, Gabriel’s boundaries were honored. Like many young people who have been wounded both in school and in their personal lives, Gabriel did not need to be pushed into activities or behavior that made adults feel comfortable—he needed to be accepted for who he was in the moment, and to have his needs centered. After a month, Gabriel left the closet for good and fully embedded himself at the heart of the community. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/antoniobuehler\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft wp-image-60183\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Antonio-Buehler-e1667945213915.jpeg\" alt=\"Antonio Buehler\" width=\"200\" height=\"260\">Antonio Buehler\u003c/em>\u003c/span>\u003c/a>\u003cem>\u003cspan style=\"font-weight: 400\"> (he/him) founded \u003c/span>\u003ca>\u003cspan style=\"font-weight: 400\">Abrome\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to support the liberation of children and fundamentally change the way people think about education. He wants learners to have full autonomy over their bodies, minds, and time so they can lead meaningful and purposeful lives, positively impact society, and improve the human condition. Abrome is aligned with Antonio’s desire to challenge, undermine, and create alternatives to oppressive systems so we can move toward a freer, healthier world. Antonio also founded the Peaceful Streets Project, which was one of the most active copwatch organizations in the United States from 2012 to 2017. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://linktr.ee/joyfulcarla\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60189 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-800x574.jpg\" alt=\"carla joy bergman\" width=\"250\" height=\"179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-800x574.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-1020x732.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-160x115.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-768x551.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-1536x1103.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman-1920x1378.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/carla-joy-bergman.jpg 2048w\" sizes=\"(max-width: 250px) 100vw, 250px\">carla joy bergman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a mom, writer, filmmaker and podcaster. She has spent the past two decades co-creating intergenerational multimedia projects that are rooted in trust and with youth autonomy and undoing adult supremacy at the heart of all she does.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60114/how-prioritizing-acceptance-enables-young-people-to-learn-in-community","authors":["4354"],"categories":["mindshift_21491"],"tags":["mindshift_20892","mindshift_21471","mindshift_21213","mindshift_20779","mindshift_20719"],"featImg":"mindshift_60417","label":"mindshift"},"mindshift_53426":{"type":"posts","id":"mindshift_53426","meta":{"index":"posts_1591205157","site":"mindshift","id":"53426","score":null,"sort":[1558337219000]},"guestAuthors":[],"slug":"four-research-based-strategies-to-ignite-intrinsic-motivation-in-students","title":"Four Research-Based Strategies To Ignite Intrinsic Motivation In Students","publishDate":1558337219,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Kathy Digsby has been teaching elementary school for a long time. She taught kindergarten for many years, then transferred to first grade. And even though she’s approaching sixty and planned to retire soon, part of her doesn’t want to leave the classroom. Recently she’s been mixing it up, \u003ca href=\"https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning\" target=\"_blank\" rel=\"noopener\">injecting choice\u003c/a> into as many areas of the classroom as she can to engage her young learners. And it’s exciting.\u003c/p>\n\u003cp>“I think as teachers we feel like we have to be in control of everything in order for the kids to be okay and for them to learn,” Digsby said. A classic example is the “daily five” stations students rotate through during English Language Arts time. At one table, Digsby usually works on guided reading with a small group. Every 20 minutes, kids rotate between stations where they read to themselves, work on writing, do word work, or practice a skill on the computer. When the timer goes off students rotate, whether they’re done with the task or not.\u003c/p>\n\u003cp>“It was frustrating for me, I can’t imagine how they felt,” Digsby said.\u003c/p>\n\u003cp>So she decided to inject some choice into the station-rotation. Instead of pulling text-leveled reading groups, which often caused havoc because all the lowest readers were together, she started using her reading station to focus on social studies comprehension. And she let students choose their starting station and trusted them to move onto the next station when they felt they’d finished. She also let them pick where in the room they would work and with whom.\u003c/p>\n\u003cp>She knew that adding this element of choice meant more students might have questions or get stuck, so she first talked with her class about what it means to coach someone. They talked about not giving away the answer because then their friend wouldn’t learn, and about how important it is to work well together.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I saw a huge difference in the level of engagement, the voice level in the room and just the whole atmosphere in the room when we went to that choice,” Digsby said.\u003c/p>\n\u003cp>It was a professional development session led by her district’s language arts curriculum director, \u003ca href=\"https://twitter.com/MrChase?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\" rel=\"noopener\">Zac Chase\u003c/a>, that got Digsby thinking about how she could give students more choice in their work and thus \u003ca href=\"https://www.kqed.org/mindshift/53256/how-to-develop-a-greater-sense-of-motivation-in-students\" target=\"_blank\" rel=\"noopener\">boost their motivation\u003c/a> for learning. Digsby moved to St. Vrain School District specifically because she felt the professional development there would push her to become a better teacher.\u003c/p>\n\u003cp>Chase gave a similar presentation on motivation along with the Executive Director of \u003ca href=\"https://www.inquiryschools.org/\" target=\"_blank\" rel=\"noopener\">Inquiry Schools\u003c/a>, \u003ca href=\"https://twitter.com/dlaufenberg\" target=\"_blank\" rel=\"noopener\">Diana Laufenberg\u003c/a>, at the \u003ca href=\"http://2019.educon.org/\" target=\"_blank\" rel=\"noopener\">EduCon Conference\u003c/a> hosted by \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\" rel=\"noopener\">Science Leadership Academy\u003c/a> in Philadelphia. They presented intuitive research on \u003ca href=\"https://selfdeterminationtheory.org/SDT/documents/2000_GuayVallerandBlanchard_MO.pdf\" target=\"_blank\" rel=\"noopener\">situational motivation\u003c/a> that can be surprisingly hard to follow in real classrooms.\u003c/p>\n\u003cp>“Research shows students who believe their school work is interesting and important are cognitively engaged in trying to understand the material,” Laufenberg told the educators gathered. That also means they have intrinsic motivation, a quality many teachers complain students lack. So why aren’t all teachers ensuring every lesson plan engages students’ interests? Educators at EduCon were quick with their responses: it’s hard to tailor instruction to a diverse set of learners; it’s hard to convince learners of the long term benefits of their work when short term needs are more present; and of course, many teachers feel bound by curriculum, standards, and testing.\u003c/p>\n\u003cp>Chase and Laufenberg think situated motivation theory could be an approachable way for teachers to find inroads into the kind of cognitive engagement that leads to academic motivation. In a nutshell, situations can be either motivational or not. This makes intuitive sense to anyone who has watched a student struggle in class, give up easily and lack confidence only to see them practice a sport diligently, take feedback from a coach, and remain positive after a loss. That student feels motivated by their sport, but not in the classroom.\u003c/p>\n\u003cp>There are four common elements to motivational situations: choice, challenge, collaboration, and control.\u003c/p>\n\u003cp>\u003cstrong>CHOICE\u003c/strong>\u003c/p>\n\u003cp>On principle, choice is intuitive. \u003ca href=\"https://www.kqed.org/mindshift/31615/how-to-help-students-develop-the-motivation-to-learn\" target=\"_blank\" rel=\"noopener\">People tend to be more interested in things they get to choose\u003c/a>. But choice can also be unwieldy with a large group of students. Still, it’s often the easiest place to dip a toe in the water.\u003c/p>\n\u003cp>High school English teacher Tiffany Greenberg was frustrated that whenever she assigned her students reading for homework they’d come in the next day unprepared to discuss. That forced her to shift much of the reading into the classroom, but even then students dragged their feet.\u003c/p>\n\u003cp>“One of my biggest struggles was getting them to read in class,” Greenberg said. So, during a memoir unit she decided to try giving them choice over what they read. She chose shorter pieces as mentor texts and let them read their chosen books during silent reading time.\u003c/p>\n\u003cp>“What I loved about it was some of my kids read a book for the first time,” she said. She also let them choose how to present what they’d read, rather than forcing them to write an essay.\u003c/p>\n\u003cp>“Zac [Chase] encouraged me as a teacher to do less work and make the students do more work and as a product of that they would learn more,” Greenberg said.\u003c/p>\n\u003cp>At the end of the year, she surveyed her students and almost everyone enjoyed having that choice.\u003c/p>\n\u003cp>“With student choice still comes expectation and guidance,” Greenberg said. “There will still be checks and balances within class.” For example, she’s experimenting with asking students to do initial research on a new topic and only lecturing to fill in details she thinks they’ve missed in their research. There’s an element of choice there, but she’s also leveraging student autonomy, while showing them she trusts them. She also uses this as an opportunity to teach what makes a valid source.\u003c/p>\n\u003cp>“I feel like they just grasp the concepts so much more,” she said. “And my students are vocal about being tired sitting here listening to a teacher speak all the time.”\u003c/p>\n\u003cp>Often teachers fear choice because they don’t trust students will choose wisely. Or they worry that it will lead to an out-of-control classroom. And while those fears may be valid, \u003ca href=\"https://www.kqed.org/mindshift/52421/what-giving-students-choice-looks-like-in-the-classroom\" target=\"_blank\" rel=\"noopener\">trying it comes with an upside too\u003c/a>.\u003c/p>\n\u003cp>“The more proscribed I come as far as choice, the less I know what a kid would do with choice, and the less I know about their actual ability level,” Chase said. And, if every kid makes the same thing, the kid who struggles will stick out to everyone in the class. But if every kid can choose to demonstrate their knowledge in different ways, it’s not only more engaging for them, but the differences aren’t so obvious. The teacher still knows how much thinking is on display, but classmates may not.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGE\u003c/strong>\u003c/p>\n\u003cp>“We always try to take out the challenge,\" Laufenberg said. \"But when we do that we’re removing a major factor of what makes something interesting.\" It can be hard to judge when \u003ca href=\"https://www.kqed.org/mindshift/34690/whats-the-sweet-spot-of-difficulty-for-learning\" target=\"_blank\" rel=\"noopener\">the challenge is just right\u003c/a>, but Chase and Laufenberg advise teachers to assume kids are more competent than we think. It won’t help to let a child struggle too much, but entertain the idea that \u003ca href=\"https://www.kqed.org/mindshift/40232/the-key-to-boosting-english-learners-language-skills-challenging-content\" target=\"_blank\" rel=\"noopener\">they can handle more challenge than you might think\u003c/a>.\u003c/p>\n\u003cp>“And if you want that as a school leader, treat your teachers that way,” Chase said. “Assume competence.”\u003c/p>\n\u003cp>One way teachers can remind themselves of students’ capabilities is to visit the grade above the one they teach. Chances are some of the students will be familiar and seeing the growth they’ve made in one year can be inspiring.\u003c/p>\n\u003cp>Chase acknowledges that often teachers’ tendency to scaffold too much comes from a caring place, but whenever he hears a teacher say that a student “can’t do that,” he replies, “that’s why we’re here.”\u003c/p>\n\u003cp>\u003cstrong>COLLABORATION\u003c/strong>\u003c/p>\n\u003cp>In recent years there’s be a lot of discussion of \u003ca href=\"https://www.kqed.org/mindshift/28201/how-to-foster-collaboration-and-team-spirit\" target=\"_blank\" rel=\"noopener\">collaboration as a skill kids will need\u003c/a> for the future workforce. And while that may be true, collaboration is also motivating. Kids are social beings and \u003ca href=\"https://www.kqed.org/mindshift/46021/how-listening-and-sharing-help-shape-collaborative-learning-experiences\" target=\"_blank\" rel=\"noopener\">learn a lot about the world and academics from talking to one another\u003c/a>.\u003c/p>\n\u003cp>Kathy Digsby, the first grade teacher in St. Vrain School District, has been trying to work collaborative structures into more of her teaching. She often starts by asking students to discuss in pairs and then has two pairs team up and work together.\u003c/p>\n\u003cp>In one assignment, Digsby asked the groups to design a good or service to help teachers gain back their lunch hour. “To hear that discussion and that collaboration amongst them, even though they’re six or seven-years-old, about how they’re going to get it to stand and what the structure was going to look like, was so beneficial for them as well as for myself,” she said.\u003c/p>\n\u003cp>She’s also noticed how smaller moments of collaboration can lift up students. In her classroom, a gifted boy is close friends with another boy who struggles to access a lot of the content. But his friend often chatters about things he’s learning, helping to seed prior knowledge.\u003c/p>\n\u003cp>In the past when students worked together, Digsby was concerned about one telling the other the answers. “I just had that mindset,” she said. “But then I was like, 'wait a minute, if I teach them to coach each other they can learn so much more from their friends along with myself'.”\u003c/p>\n\u003cp>Chase and Laufenberg offered some other simple ways to work collaboration into the classroom. Teachers could require that two classmates sign off on any assignment before it can be turned into the teacher, for example.\u003c/p>\n\u003cp>“If you had two other students in your classroom activate their skills, in this case as readers and writers, to sign off on the thing before you looked at it, and then said both of you are wrong, go help this person fix it,” Chase said. That would hold friends accountable for their peers’ work. “That is what interdependence is.”\u003c/p>\n\u003cp>Another idea, require students to quote one another in their reflections after turning in an assignment. That promotes autonomy, interest, and gives students control over who they collaborate with and how.\u003c/p>\n\u003cp>\u003cstrong>CONTROL\u003c/strong>\u003c/p>\n\u003cp>One way middle school math and science teacher Keith Kennison empowers his students to take control over their learning is by \u003ca href=\"https://www.kqed.org/mindshift/51186/how-helping-students-to-ask-better-questions-can-transform-classrooms\" target=\"_blank\" rel=\"noopener\">teaching them to question\u003c/a>.\u003c/p>\n\u003cp>“If students are the ones generating questions that’s huge,” Kennison said. “If they’re exploring something I can help guide them.”\u003c/p>\n\u003cp>He finds that choice, challenge, collaboration and control are woven closely together in his classroom. He spends time at the beginning of the year talking about how \u003ca href=\"https://www.kqed.org/mindshift/44109/could-this-digital-math-tool-change-instruction-for-the-better\" target=\"_blank\" rel=\"noopener\">math is a social endeavor\u003c/a> and that “anything that’s worthwhile that we’re exploring is going to be challenging. And when you’re exploring those ideas you should expect roadblocks.”\u003c/p>\n\u003cp>Students don’t always believe him at first, but he helps them discover themselves as learners using thinking maps. They discuss how \u003ca href=\"https://www.kqed.org/mindshift/47385/how-playing-with-math-helps-teachers-better-empathize-with-students\" target=\"_blank\" rel=\"noopener\">mathematicians make connections\u003c/a> to things they already know, plan how they’ll attack a new concept, and evaluate their own work. Kennison asks his students to design their own thinking maps.\u003c/p>\n\u003cp>“I spend a lot of time helping kids think about what sort of thinking goes into tackling anything worthwhile,” he said. It’s a slow and gradual process, but over the course of the year he weans them off asking him to help the minute they reach a roadblock, and they learn to lean on their peers to help figure out what they don’t know.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It’s an uncomfortable class,” Kennison said “No one wants to wrestle with not knowing. But my job is to give them just the right amount of uncomfortableness.\"\u003c/p>\n\n","blocks":[],"excerpt":"Four elements help students develop intrinsic motivation for learning: choice, challenge, autonomy and collaboration.","status":"publish","parent":0,"modified":1558337219,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":45,"wordCount":2068},"headData":{"title":"Four Research-Based Strategies To Ignite Intrinsic Motivation In Students | KQED","description":"Four elements help students develop intrinsic motivation for learning: choice, challenge, autonomy and collaboration.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Four Research-Based Strategies To Ignite Intrinsic Motivation In Students","datePublished":"2019-05-20T07:26:59.000Z","dateModified":"2019-05-20T07:26:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53426 https://ww2.kqed.org/mindshift/?p=53426","disqusUrl":"https://ww2.kqed.org/mindshift/2019/05/20/four-research-based-strategies-to-ignite-intrinsic-motivation-in-students/","disqusTitle":"Four Research-Based Strategies To Ignite Intrinsic Motivation In Students","path":"/mindshift/53426/four-research-based-strategies-to-ignite-intrinsic-motivation-in-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Kathy Digsby has been teaching elementary school for a long time. She taught kindergarten for many years, then transferred to first grade. And even though she’s approaching sixty and planned to retire soon, part of her doesn’t want to leave the classroom. Recently she’s been mixing it up, \u003ca href=\"https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning\" target=\"_blank\" rel=\"noopener\">injecting choice\u003c/a> into as many areas of the classroom as she can to engage her young learners. And it’s exciting.\u003c/p>\n\u003cp>“I think as teachers we feel like we have to be in control of everything in order for the kids to be okay and for them to learn,” Digsby said. A classic example is the “daily five” stations students rotate through during English Language Arts time. At one table, Digsby usually works on guided reading with a small group. Every 20 minutes, kids rotate between stations where they read to themselves, work on writing, do word work, or practice a skill on the computer. When the timer goes off students rotate, whether they’re done with the task or not.\u003c/p>\n\u003cp>“It was frustrating for me, I can’t imagine how they felt,” Digsby said.\u003c/p>\n\u003cp>So she decided to inject some choice into the station-rotation. Instead of pulling text-leveled reading groups, which often caused havoc because all the lowest readers were together, she started using her reading station to focus on social studies comprehension. And she let students choose their starting station and trusted them to move onto the next station when they felt they’d finished. She also let them pick where in the room they would work and with whom.\u003c/p>\n\u003cp>She knew that adding this element of choice meant more students might have questions or get stuck, so she first talked with her class about what it means to coach someone. They talked about not giving away the answer because then their friend wouldn’t learn, and about how important it is to work well together.\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>“I saw a huge difference in the level of engagement, the voice level in the room and just the whole atmosphere in the room when we went to that choice,” Digsby said.\u003c/p>\n\u003cp>It was a professional development session led by her district’s language arts curriculum director, \u003ca href=\"https://twitter.com/MrChase?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\" rel=\"noopener\">Zac Chase\u003c/a>, that got Digsby thinking about how she could give students more choice in their work and thus \u003ca href=\"https://www.kqed.org/mindshift/53256/how-to-develop-a-greater-sense-of-motivation-in-students\" target=\"_blank\" rel=\"noopener\">boost their motivation\u003c/a> for learning. Digsby moved to St. Vrain School District specifically because she felt the professional development there would push her to become a better teacher.\u003c/p>\n\u003cp>Chase gave a similar presentation on motivation along with the Executive Director of \u003ca href=\"https://www.inquiryschools.org/\" target=\"_blank\" rel=\"noopener\">Inquiry Schools\u003c/a>, \u003ca href=\"https://twitter.com/dlaufenberg\" target=\"_blank\" rel=\"noopener\">Diana Laufenberg\u003c/a>, at the \u003ca href=\"http://2019.educon.org/\" target=\"_blank\" rel=\"noopener\">EduCon Conference\u003c/a> hosted by \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\" rel=\"noopener\">Science Leadership Academy\u003c/a> in Philadelphia. They presented intuitive research on \u003ca href=\"https://selfdeterminationtheory.org/SDT/documents/2000_GuayVallerandBlanchard_MO.pdf\" target=\"_blank\" rel=\"noopener\">situational motivation\u003c/a> that can be surprisingly hard to follow in real classrooms.\u003c/p>\n\u003cp>“Research shows students who believe their school work is interesting and important are cognitively engaged in trying to understand the material,” Laufenberg told the educators gathered. That also means they have intrinsic motivation, a quality many teachers complain students lack. So why aren’t all teachers ensuring every lesson plan engages students’ interests? Educators at EduCon were quick with their responses: it’s hard to tailor instruction to a diverse set of learners; it’s hard to convince learners of the long term benefits of their work when short term needs are more present; and of course, many teachers feel bound by curriculum, standards, and testing.\u003c/p>\n\u003cp>Chase and Laufenberg think situated motivation theory could be an approachable way for teachers to find inroads into the kind of cognitive engagement that leads to academic motivation. In a nutshell, situations can be either motivational or not. This makes intuitive sense to anyone who has watched a student struggle in class, give up easily and lack confidence only to see them practice a sport diligently, take feedback from a coach, and remain positive after a loss. That student feels motivated by their sport, but not in the classroom.\u003c/p>\n\u003cp>There are four common elements to motivational situations: choice, challenge, collaboration, and control.\u003c/p>\n\u003cp>\u003cstrong>CHOICE\u003c/strong>\u003c/p>\n\u003cp>On principle, choice is intuitive. \u003ca href=\"https://www.kqed.org/mindshift/31615/how-to-help-students-develop-the-motivation-to-learn\" target=\"_blank\" rel=\"noopener\">People tend to be more interested in things they get to choose\u003c/a>. But choice can also be unwieldy with a large group of students. Still, it’s often the easiest place to dip a toe in the water.\u003c/p>\n\u003cp>High school English teacher Tiffany Greenberg was frustrated that whenever she assigned her students reading for homework they’d come in the next day unprepared to discuss. That forced her to shift much of the reading into the classroom, but even then students dragged their feet.\u003c/p>\n\u003cp>“One of my biggest struggles was getting them to read in class,” Greenberg said. So, during a memoir unit she decided to try giving them choice over what they read. She chose shorter pieces as mentor texts and let them read their chosen books during silent reading time.\u003c/p>\n\u003cp>“What I loved about it was some of my kids read a book for the first time,” she said. She also let them choose how to present what they’d read, rather than forcing them to write an essay.\u003c/p>\n\u003cp>“Zac [Chase] encouraged me as a teacher to do less work and make the students do more work and as a product of that they would learn more,” Greenberg said.\u003c/p>\n\u003cp>At the end of the year, she surveyed her students and almost everyone enjoyed having that choice.\u003c/p>\n\u003cp>“With student choice still comes expectation and guidance,” Greenberg said. “There will still be checks and balances within class.” For example, she’s experimenting with asking students to do initial research on a new topic and only lecturing to fill in details she thinks they’ve missed in their research. There’s an element of choice there, but she’s also leveraging student autonomy, while showing them she trusts them. She also uses this as an opportunity to teach what makes a valid source.\u003c/p>\n\u003cp>“I feel like they just grasp the concepts so much more,” she said. “And my students are vocal about being tired sitting here listening to a teacher speak all the time.”\u003c/p>\n\u003cp>Often teachers fear choice because they don’t trust students will choose wisely. Or they worry that it will lead to an out-of-control classroom. And while those fears may be valid, \u003ca href=\"https://www.kqed.org/mindshift/52421/what-giving-students-choice-looks-like-in-the-classroom\" target=\"_blank\" rel=\"noopener\">trying it comes with an upside too\u003c/a>.\u003c/p>\n\u003cp>“The more proscribed I come as far as choice, the less I know what a kid would do with choice, and the less I know about their actual ability level,” Chase said. And, if every kid makes the same thing, the kid who struggles will stick out to everyone in the class. But if every kid can choose to demonstrate their knowledge in different ways, it’s not only more engaging for them, but the differences aren’t so obvious. The teacher still knows how much thinking is on display, but classmates may not.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGE\u003c/strong>\u003c/p>\n\u003cp>“We always try to take out the challenge,\" Laufenberg said. \"But when we do that we’re removing a major factor of what makes something interesting.\" It can be hard to judge when \u003ca href=\"https://www.kqed.org/mindshift/34690/whats-the-sweet-spot-of-difficulty-for-learning\" target=\"_blank\" rel=\"noopener\">the challenge is just right\u003c/a>, but Chase and Laufenberg advise teachers to assume kids are more competent than we think. It won’t help to let a child struggle too much, but entertain the idea that \u003ca href=\"https://www.kqed.org/mindshift/40232/the-key-to-boosting-english-learners-language-skills-challenging-content\" target=\"_blank\" rel=\"noopener\">they can handle more challenge than you might think\u003c/a>.\u003c/p>\n\u003cp>“And if you want that as a school leader, treat your teachers that way,” Chase said. “Assume competence.”\u003c/p>\n\u003cp>One way teachers can remind themselves of students’ capabilities is to visit the grade above the one they teach. Chances are some of the students will be familiar and seeing the growth they’ve made in one year can be inspiring.\u003c/p>\n\u003cp>Chase acknowledges that often teachers’ tendency to scaffold too much comes from a caring place, but whenever he hears a teacher say that a student “can’t do that,” he replies, “that’s why we’re here.”\u003c/p>\n\u003cp>\u003cstrong>COLLABORATION\u003c/strong>\u003c/p>\n\u003cp>In recent years there’s be a lot of discussion of \u003ca href=\"https://www.kqed.org/mindshift/28201/how-to-foster-collaboration-and-team-spirit\" target=\"_blank\" rel=\"noopener\">collaboration as a skill kids will need\u003c/a> for the future workforce. And while that may be true, collaboration is also motivating. Kids are social beings and \u003ca href=\"https://www.kqed.org/mindshift/46021/how-listening-and-sharing-help-shape-collaborative-learning-experiences\" target=\"_blank\" rel=\"noopener\">learn a lot about the world and academics from talking to one another\u003c/a>.\u003c/p>\n\u003cp>Kathy Digsby, the first grade teacher in St. Vrain School District, has been trying to work collaborative structures into more of her teaching. She often starts by asking students to discuss in pairs and then has two pairs team up and work together.\u003c/p>\n\u003cp>In one assignment, Digsby asked the groups to design a good or service to help teachers gain back their lunch hour. “To hear that discussion and that collaboration amongst them, even though they’re six or seven-years-old, about how they’re going to get it to stand and what the structure was going to look like, was so beneficial for them as well as for myself,” she said.\u003c/p>\n\u003cp>She’s also noticed how smaller moments of collaboration can lift up students. In her classroom, a gifted boy is close friends with another boy who struggles to access a lot of the content. But his friend often chatters about things he’s learning, helping to seed prior knowledge.\u003c/p>\n\u003cp>In the past when students worked together, Digsby was concerned about one telling the other the answers. “I just had that mindset,” she said. “But then I was like, 'wait a minute, if I teach them to coach each other they can learn so much more from their friends along with myself'.”\u003c/p>\n\u003cp>Chase and Laufenberg offered some other simple ways to work collaboration into the classroom. Teachers could require that two classmates sign off on any assignment before it can be turned into the teacher, for example.\u003c/p>\n\u003cp>“If you had two other students in your classroom activate their skills, in this case as readers and writers, to sign off on the thing before you looked at it, and then said both of you are wrong, go help this person fix it,” Chase said. That would hold friends accountable for their peers’ work. “That is what interdependence is.”\u003c/p>\n\u003cp>Another idea, require students to quote one another in their reflections after turning in an assignment. That promotes autonomy, interest, and gives students control over who they collaborate with and how.\u003c/p>\n\u003cp>\u003cstrong>CONTROL\u003c/strong>\u003c/p>\n\u003cp>One way middle school math and science teacher Keith Kennison empowers his students to take control over their learning is by \u003ca href=\"https://www.kqed.org/mindshift/51186/how-helping-students-to-ask-better-questions-can-transform-classrooms\" target=\"_blank\" rel=\"noopener\">teaching them to question\u003c/a>.\u003c/p>\n\u003cp>“If students are the ones generating questions that’s huge,” Kennison said. “If they’re exploring something I can help guide them.”\u003c/p>\n\u003cp>He finds that choice, challenge, collaboration and control are woven closely together in his classroom. He spends time at the beginning of the year talking about how \u003ca href=\"https://www.kqed.org/mindshift/44109/could-this-digital-math-tool-change-instruction-for-the-better\" target=\"_blank\" rel=\"noopener\">math is a social endeavor\u003c/a> and that “anything that’s worthwhile that we’re exploring is going to be challenging. And when you’re exploring those ideas you should expect roadblocks.”\u003c/p>\n\u003cp>Students don’t always believe him at first, but he helps them discover themselves as learners using thinking maps. They discuss how \u003ca href=\"https://www.kqed.org/mindshift/47385/how-playing-with-math-helps-teachers-better-empathize-with-students\" target=\"_blank\" rel=\"noopener\">mathematicians make connections\u003c/a> to things they already know, plan how they’ll attack a new concept, and evaluate their own work. Kennison asks his students to design their own thinking maps.\u003c/p>\n\u003cp>“I spend a lot of time helping kids think about what sort of thinking goes into tackling anything worthwhile,” he said. It’s a slow and gradual process, but over the course of the year he weans them off asking him to help the minute they reach a roadblock, and they learn to lean on their peers to help figure out what they don’t know.\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>“It’s an uncomfortable class,” Kennison said “No one wants to wrestle with not knowing. But my job is to give them just the right amount of uncomfortableness.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53426/four-research-based-strategies-to-ignite-intrinsic-motivation-in-students","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20892","mindshift_21260","mindshift_1028","mindshift_20784","mindshift_1040","mindshift_20985","mindshift_21266"],"featImg":"mindshift_53677","label":"mindshift"},"mindshift_51329":{"type":"posts","id":"mindshift_51329","meta":{"index":"posts_1591205157","site":"mindshift","id":"51329","score":null,"sort":[1528090907000]},"guestAuthors":[],"slug":"why-children-arent-behaving-and-what-you-can-do-about-it","title":"Why Children Aren't Behaving, And What You Can Do About It","publishDate":1528090907,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Childhood — and parenting — have radically changed in the past few decades, to the point where far more children today struggle to manage their behavior.\u003c/p>\n\u003cp>That's the argument Katherine Reynolds Lewis makes in her new parenting book, \u003cem>The Good News About Bad Behavior. \u003c/em>\u003c/p>\n\u003cp>\u003cem>\"\u003c/em>We face a crisis of self-regulation,\" Lewis writes. And by \"we,\" she means parents and teachers who struggle daily with difficult behavior from the children in their lives.\u003c/p>\n\u003cp>Lewis, a journalist, certified parent educator and mother of three, asks why so many kids today are having trouble managing their behavior and emotions.\u003c/p>\n\u003cp>Three factors, she says, have contributed mightily to this crisis.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>First: Where, how and how much kids are allowed to play has changed. Second, their access to technology and social media has exploded.\u003c/p>\n\u003cp>Finally, Lewis suggests, children today are too \"unemployed.\" She doesn't simply mean the occasional summer job for a high school teen. The term is a big tent, and she uses it to include household jobs that can help even toddlers build confidence and a sense of community.\u003c/p>\n\u003cp>\"They're not asked to do anything to contribute to a neighborhood or family or community,\" Lewis tells NPR in a recent interview. \"And that really erodes their sense of self-worth — just as it would with an adult being unemployed.\"\u003c/p>\n\u003cp>Below is more of that interview, edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>What sorts of tasks are children and parents prioritizing instead of household responsibilities? \u003c/strong>\u003c/p>\n\u003cp>To be straight-A students and athletic superstars, gifted musicians and artists — which are all wonderful goals, but they are long-term and pretty narcissistic. They don't have that sense of contribution and belonging in a family the way that a simple household chore does, like helping a parent prepare a meal. Anyone who loves to cook knows it's so satisfying to feed someone you love and to see that gratitude and enjoyment on their faces. And kids today are robbed of that.\u003c/p>\n\u003cp>It's part of the work of the family. We all do it, and when it's more of a social compact than an adult in charge of doling out a reward, that's much more powerful. They can see that everyone around them is doing jobs. So it seems only fair that they should also.\u003c/p>\n\u003cp>Kids are so driven by what's fair and what's unfair. And that's why the more power you give kids, the more control you give them, the more they will step up.\u003c/p>\n\u003cp>\u003cstrong>You also argue that play has changed dramatically. How so?\u003c/strong>\u003c/p>\n\u003cp>Two or three decades ago, children were roaming neighborhoods in mixed-age groups, playing pretty unsupervised or lightly supervised. They were able to resolve disputes, which they had a strong motivation to because they wanted to keep playing. They also planned their time and managed their games. They had a lot of autonomy, which also feeds self-esteem and mental health.\u003c/p>\n\u003cp>Nowadays, kids, including my own, are in child care pretty much from morning until they fall into bed — or they're under the supervision of their parents. So they aren't taking small risks. They aren't managing their time. They aren't making decisions and resolving disputes with their playmates the way that kids were 20 or 30 years ago. And those are really important social and emotional skills for kids to learn, and play is how all young mammals learn them.\u003c/p>\n\u003cp>\u003cstrong>While we're on the subject of play and the importance of letting kids take risks, even physical risks, you mention a remarkable study out of New Zealand — about phobias. Can you tell us about it?\u003c/strong>\u003c/p>\n\u003cp>This study dates back to when psychologists believed that if you had a phobia as an adult, you must have had some traumatic experience as a child. So they started looking at people who had phobias and what their childhood experiences were like. In fact, they found the opposite relationship.\u003c/p>\n\u003cp>People who had a fall from heights were less likely to have an adult phobia of heights. People who had an early experience with near-drowning had zero correlation with a phobia of water, and children who were separated from their parents briefly at an early age actually had less separation anxiety later in life.\u003c/p>\n\u003cp>We need to help kids to develop tolerance against anxiety, and the best way to do that, this research suggests, is to take small risks — to have falls and scrapes and tumbles and discover that they're capable and that they can survive being hurt. Let them play with sticks or fall off a tree. And yeah, maybe they break their arm, but that's how they learn how high they can climb.\u003c/p>\n\u003cp>\u003cstrong>You say in the book that \"we face a crisis of self-regulation.\" What does that look like at home and in the classroom?\u003c/strong>\u003c/p>\n\u003cp>It's the behavior in our homes that keeps us from getting out the door in the morning and keeps us from getting our kids to sleep at night.\u003c/p>\n\u003cp>In schools, it's kids jumping out of seats because they can't control their behavior or their impulses, getting into shoving matches on the playground, being frozen during tests because they have such high rates of anxiety.\u003c/p>\n\u003cp>Really, I lump under this umbrella of self-regulation the increase in anxiety, depression, ADHD, substance addiction and all of these really big challenges that are ways kids are trying to manage their thoughts, behavior and emotions because they don't have the other skills to do it in healthy ways.\u003c/p>\n\u003cp>\u003cstrong>You write a lot about the importance of giving kids a sense of control. My 6-year-old resists our morning schedule, from waking up to putting on his shoes. Where is the middle ground between giving him control over his choices and making sure he's ready when it's time to go?\u003c/strong>\u003c/p>\n\u003cp>It's a really tough balance. We start off, when our kids are babies, being in charge of everything. And our goal by the time they're 18 is to be in charge of nothing — to work ourselves out of the job of being that controlling parent. So we have to constantly be widening the circle of things that they're in charge of, and shrinking our own responsibility.\u003c/p>\n\u003cp>It's a bit of a dance for a 6-year-old, really. They love power. So give him as much power as you can stand and really try to save your direction for the things that you don't think he can do.\u003c/p>\n\u003cp>He knows how to put on his shoes. So if you walk out the door, he will put on his shoes and follow you. It may not feel like it, but eventually he will. And if you spend five or 10 minutes outside that door waiting for him — not threatening or nagging — he'll be more likely to do it quickly. It's one of these things that takes a leap of faith, but it really works.\u003c/p>\n\u003cp>Kids also love to be part of that discussion of, what does the morning look like. Does he want to draw a visual calendar of the things that he wants to get done in the morning? Does he want to set times, or, if he's done by a certain time, does he get to do something fun before you leave the house? All those things that are his ideas will pull him into the routine and make him more willing to cooperate.\u003c/p>\n\u003cp>\u003cstrong>Whether you're trying to get your child to dress, do homework or practice piano, it's tempting to use rewards that we know our kids love, especially sweets and screen time. You argue in the book: Be careful. Why?\u003c/strong>\u003c/p>\n\u003cp>Yes. The research on rewards is pretty powerful, and it suggests that the more we reward behavior, the less desirable that behavior becomes to children and adults alike. If the child is coming up with, \"Oh, I'd really like to do this,\" and it stems from his intrinsic interests and he's more in charge of it, then it becomes less of a bribe and more of a way that he's structuring his own morning.\u003c/p>\n\u003cp>The adult doling out rewards is really counterproductive in the long term — even though they may seem to work in the short term. The way parents or teachers discover this is that they stop working. At some point, the kid says, \"I don't really care about your reward. I'm going to do what I want.\" And then we have no tools. Instead, we use strategies that are built on mutual respect and a mutual desire to get through the day smoothly.\u003c/p>\n\u003cp>\u003cstrong>You offer pretty simple guidance for parents when they're confronted with misbehavior and feel they need to dole out consequences. You call them the four R's. Can you walk me through them?\u003c/strong>\u003c/p>\n\u003cp>The four R's will keep a consequence from becoming a punishment. So it's important to avoid power struggles and to win the kid's cooperation. They are: Any consequence should be revealed in advance, respectful, related to the decision the child made, and reasonable in scope.\u003c/p>\n\u003cp>Generally, by the time they're 6 or 7 years old, kids know the rules of society and politeness, and we don't need to give them a lecture in that moment of misbehavior to drill it into their heads. In fact, acting in that moment can sometimes be counterproductive if they are amped up, their amygdala's activated, they're in a tantrum or exploited state, and they can't really learn very well because they can't access the problem-solving part of their brain, the prefrontal cortex, where they're really making decisions and thinking rationally. So every misbehavior doesn't need an immediate consequence.\u003c/p>\n\u003cp>\u003cstrong>You even tell parents, in the heat of the moment, it's OK to just mumble and walk away. What do you mean? \u003c/strong>\u003c/p>\n\u003cp>That's when you are looking at your child, they are not doing what you want, and you cannot think of what to do. Instead of jumping in with a bribe or a punishment or yelling, you give yourself some space. Pretend you had something on the stove you need to grab or that you hear something ringing in the other room and walk away. That gives you just a little space to gather your thoughts and maybe calm down a little bit so you can respond to their behavior from the best place in you — from your best intentions as a parent.\u003c/p>\n\u003cp>\u003cstrong>I can imagine skeptics out there, who say, \"But kids need to figure out how to live in a world that really doesn't care what they want. You're pampering them!\" In fact, you admit your own mother sometimes feels this way. What do you say to that?\u003c/strong>\u003c/p>\n\u003cp>I would never tell someone who's using a discipline strategy that they feel really works that they're wrong. What I say to my mom is, \"The tools and strategies that you used and our grandparents used weren't wrong, they just don't work with modern kids.\" Ultimately, we want to instill self-discipline in our children, which will never happen if we're always controlling them.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>If we respond to our kids' misbehavior instead of reacting, we'll get the results we want. I want to take a little of the pressure off of parenting; each instance is not life or death. We can let our kids struggle a little bit. We can let them fail. In fact, that is the process of childhood when children misbehave. It's not a sign of our failure as parents. It's normal.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Why+Children+Aren%27t+Behaving%2C+And+What+You+Can+Do+About+It&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A new book argues that children are less disciplined than ever. Author Katherine Reynolds Lewis identifies several culprits and says there are several things parents, teachers and caregivers can do.","status":"publish","parent":0,"modified":1528090907,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":42,"wordCount":1989},"headData":{"title":"Why Children Aren't Behaving, And What You Can Do About It | KQED","description":"A new book argues that children are less disciplined than ever. Author Katherine Reynolds Lewis identifies several culprits and says there are several things parents, teachers and caregivers can do.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Children Aren't Behaving, And What You Can Do About It","datePublished":"2018-06-04T05:41:47.000Z","dateModified":"2018-06-04T05:41:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51329 https://ww2.kqed.org/mindshift/?p=51329","disqusUrl":"https://ww2.kqed.org/mindshift/2018/06/03/why-children-arent-behaving-and-what-you-can-do-about-it/","disqusTitle":"Why Children Aren't Behaving, And What You Can Do About It","nprByline":"Cory Turner","nprImageAgency":"Michelle Kondrich for NPR","nprStoryId":"611082566","nprApiLink":"http://api.npr.org/query?id=611082566&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2018/06/02/611082566/why-children-arent-behaving-and-what-you-can-do-about-it?ft=nprml&f=611082566","nprRetrievedStory":"1","nprPubDate":"Sat, 02 Jun 2018 13:08:00 -0400","nprStoryDate":"Sat, 02 Jun 2018 06:16:09 -0400","nprLastModifiedDate":"Sat, 02 Jun 2018 13:08:24 -0400","path":"/mindshift/51329/why-children-arent-behaving-and-what-you-can-do-about-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Childhood — and parenting — have radically changed in the past few decades, to the point where far more children today struggle to manage their behavior.\u003c/p>\n\u003cp>That's the argument Katherine Reynolds Lewis makes in her new parenting book, \u003cem>The Good News About Bad Behavior. \u003c/em>\u003c/p>\n\u003cp>\u003cem>\"\u003c/em>We face a crisis of self-regulation,\" Lewis writes. And by \"we,\" she means parents and teachers who struggle daily with difficult behavior from the children in their lives.\u003c/p>\n\u003cp>Lewis, a journalist, certified parent educator and mother of three, asks why so many kids today are having trouble managing their behavior and emotions.\u003c/p>\n\u003cp>Three factors, she says, have contributed mightily to this crisis.\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>First: Where, how and how much kids are allowed to play has changed. Second, their access to technology and social media has exploded.\u003c/p>\n\u003cp>Finally, Lewis suggests, children today are too \"unemployed.\" She doesn't simply mean the occasional summer job for a high school teen. The term is a big tent, and she uses it to include household jobs that can help even toddlers build confidence and a sense of community.\u003c/p>\n\u003cp>\"They're not asked to do anything to contribute to a neighborhood or family or community,\" Lewis tells NPR in a recent interview. \"And that really erodes their sense of self-worth — just as it would with an adult being unemployed.\"\u003c/p>\n\u003cp>Below is more of that interview, edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>What sorts of tasks are children and parents prioritizing instead of household responsibilities? \u003c/strong>\u003c/p>\n\u003cp>To be straight-A students and athletic superstars, gifted musicians and artists — which are all wonderful goals, but they are long-term and pretty narcissistic. They don't have that sense of contribution and belonging in a family the way that a simple household chore does, like helping a parent prepare a meal. Anyone who loves to cook knows it's so satisfying to feed someone you love and to see that gratitude and enjoyment on their faces. And kids today are robbed of that.\u003c/p>\n\u003cp>It's part of the work of the family. We all do it, and when it's more of a social compact than an adult in charge of doling out a reward, that's much more powerful. They can see that everyone around them is doing jobs. So it seems only fair that they should also.\u003c/p>\n\u003cp>Kids are so driven by what's fair and what's unfair. And that's why the more power you give kids, the more control you give them, the more they will step up.\u003c/p>\n\u003cp>\u003cstrong>You also argue that play has changed dramatically. How so?\u003c/strong>\u003c/p>\n\u003cp>Two or three decades ago, children were roaming neighborhoods in mixed-age groups, playing pretty unsupervised or lightly supervised. They were able to resolve disputes, which they had a strong motivation to because they wanted to keep playing. They also planned their time and managed their games. They had a lot of autonomy, which also feeds self-esteem and mental health.\u003c/p>\n\u003cp>Nowadays, kids, including my own, are in child care pretty much from morning until they fall into bed — or they're under the supervision of their parents. So they aren't taking small risks. They aren't managing their time. They aren't making decisions and resolving disputes with their playmates the way that kids were 20 or 30 years ago. And those are really important social and emotional skills for kids to learn, and play is how all young mammals learn them.\u003c/p>\n\u003cp>\u003cstrong>While we're on the subject of play and the importance of letting kids take risks, even physical risks, you mention a remarkable study out of New Zealand — about phobias. Can you tell us about it?\u003c/strong>\u003c/p>\n\u003cp>This study dates back to when psychologists believed that if you had a phobia as an adult, you must have had some traumatic experience as a child. So they started looking at people who had phobias and what their childhood experiences were like. In fact, they found the opposite relationship.\u003c/p>\n\u003cp>People who had a fall from heights were less likely to have an adult phobia of heights. People who had an early experience with near-drowning had zero correlation with a phobia of water, and children who were separated from their parents briefly at an early age actually had less separation anxiety later in life.\u003c/p>\n\u003cp>We need to help kids to develop tolerance against anxiety, and the best way to do that, this research suggests, is to take small risks — to have falls and scrapes and tumbles and discover that they're capable and that they can survive being hurt. Let them play with sticks or fall off a tree. And yeah, maybe they break their arm, but that's how they learn how high they can climb.\u003c/p>\n\u003cp>\u003cstrong>You say in the book that \"we face a crisis of self-regulation.\" What does that look like at home and in the classroom?\u003c/strong>\u003c/p>\n\u003cp>It's the behavior in our homes that keeps us from getting out the door in the morning and keeps us from getting our kids to sleep at night.\u003c/p>\n\u003cp>In schools, it's kids jumping out of seats because they can't control their behavior or their impulses, getting into shoving matches on the playground, being frozen during tests because they have such high rates of anxiety.\u003c/p>\n\u003cp>Really, I lump under this umbrella of self-regulation the increase in anxiety, depression, ADHD, substance addiction and all of these really big challenges that are ways kids are trying to manage their thoughts, behavior and emotions because they don't have the other skills to do it in healthy ways.\u003c/p>\n\u003cp>\u003cstrong>You write a lot about the importance of giving kids a sense of control. My 6-year-old resists our morning schedule, from waking up to putting on his shoes. Where is the middle ground between giving him control over his choices and making sure he's ready when it's time to go?\u003c/strong>\u003c/p>\n\u003cp>It's a really tough balance. We start off, when our kids are babies, being in charge of everything. And our goal by the time they're 18 is to be in charge of nothing — to work ourselves out of the job of being that controlling parent. So we have to constantly be widening the circle of things that they're in charge of, and shrinking our own responsibility.\u003c/p>\n\u003cp>It's a bit of a dance for a 6-year-old, really. They love power. So give him as much power as you can stand and really try to save your direction for the things that you don't think he can do.\u003c/p>\n\u003cp>He knows how to put on his shoes. So if you walk out the door, he will put on his shoes and follow you. It may not feel like it, but eventually he will. And if you spend five or 10 minutes outside that door waiting for him — not threatening or nagging — he'll be more likely to do it quickly. It's one of these things that takes a leap of faith, but it really works.\u003c/p>\n\u003cp>Kids also love to be part of that discussion of, what does the morning look like. Does he want to draw a visual calendar of the things that he wants to get done in the morning? Does he want to set times, or, if he's done by a certain time, does he get to do something fun before you leave the house? All those things that are his ideas will pull him into the routine and make him more willing to cooperate.\u003c/p>\n\u003cp>\u003cstrong>Whether you're trying to get your child to dress, do homework or practice piano, it's tempting to use rewards that we know our kids love, especially sweets and screen time. You argue in the book: Be careful. Why?\u003c/strong>\u003c/p>\n\u003cp>Yes. The research on rewards is pretty powerful, and it suggests that the more we reward behavior, the less desirable that behavior becomes to children and adults alike. If the child is coming up with, \"Oh, I'd really like to do this,\" and it stems from his intrinsic interests and he's more in charge of it, then it becomes less of a bribe and more of a way that he's structuring his own morning.\u003c/p>\n\u003cp>The adult doling out rewards is really counterproductive in the long term — even though they may seem to work in the short term. The way parents or teachers discover this is that they stop working. At some point, the kid says, \"I don't really care about your reward. I'm going to do what I want.\" And then we have no tools. Instead, we use strategies that are built on mutual respect and a mutual desire to get through the day smoothly.\u003c/p>\n\u003cp>\u003cstrong>You offer pretty simple guidance for parents when they're confronted with misbehavior and feel they need to dole out consequences. You call them the four R's. Can you walk me through them?\u003c/strong>\u003c/p>\n\u003cp>The four R's will keep a consequence from becoming a punishment. So it's important to avoid power struggles and to win the kid's cooperation. They are: Any consequence should be revealed in advance, respectful, related to the decision the child made, and reasonable in scope.\u003c/p>\n\u003cp>Generally, by the time they're 6 or 7 years old, kids know the rules of society and politeness, and we don't need to give them a lecture in that moment of misbehavior to drill it into their heads. In fact, acting in that moment can sometimes be counterproductive if they are amped up, their amygdala's activated, they're in a tantrum or exploited state, and they can't really learn very well because they can't access the problem-solving part of their brain, the prefrontal cortex, where they're really making decisions and thinking rationally. So every misbehavior doesn't need an immediate consequence.\u003c/p>\n\u003cp>\u003cstrong>You even tell parents, in the heat of the moment, it's OK to just mumble and walk away. What do you mean? \u003c/strong>\u003c/p>\n\u003cp>That's when you are looking at your child, they are not doing what you want, and you cannot think of what to do. Instead of jumping in with a bribe or a punishment or yelling, you give yourself some space. Pretend you had something on the stove you need to grab or that you hear something ringing in the other room and walk away. That gives you just a little space to gather your thoughts and maybe calm down a little bit so you can respond to their behavior from the best place in you — from your best intentions as a parent.\u003c/p>\n\u003cp>\u003cstrong>I can imagine skeptics out there, who say, \"But kids need to figure out how to live in a world that really doesn't care what they want. You're pampering them!\" In fact, you admit your own mother sometimes feels this way. What do you say to that?\u003c/strong>\u003c/p>\n\u003cp>I would never tell someone who's using a discipline strategy that they feel really works that they're wrong. What I say to my mom is, \"The tools and strategies that you used and our grandparents used weren't wrong, they just don't work with modern kids.\" Ultimately, we want to instill self-discipline in our children, which will never happen if we're always controlling them.\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>If we respond to our kids' misbehavior instead of reacting, we'll get the results we want. I want to take a little of the pressure off of parenting; each instance is not life or death. We can let our kids struggle a little bit. We can let them fail. In fact, that is the process of childhood when children misbehave. It's not a sign of our failure as parents. It's normal.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Why+Children+Aren%27t+Behaving%2C+And+What+You+Can+Do+About+It&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51329/why-children-arent-behaving-and-what-you-can-do-about-it","authors":["byline_mindshift_51329"],"categories":["mindshift_192"],"tags":["mindshift_20892","mindshift_21198","mindshift_20784","mindshift_1040","mindshift_20870","mindshift_498"],"featImg":"mindshift_51330","label":"mindshift"},"mindshift_50443":{"type":"posts","id":"mindshift_50443","meta":{"index":"posts_1591205157","site":"mindshift","id":"50443","score":null,"sort":[1517905431000]},"guestAuthors":[],"slug":"whats-so-different-about-high-tech-high-anyway","title":"What's So Different About High Tech High Anyway?","publishDate":1517905431,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Walking onto a \u003ca href=\"https://www.hightechhigh.org/\" target=\"_blank\" rel=\"noopener\">High Tech High \u003c/a>campus is like entering a workshop. Our tour guide, sophomore Caroline Egler, pointed out classrooms that supposedly housed physics or humanities or biology, but most students weren’t in those rooms. They were in the hallways working on projects, huddled around computers together, or even working at desks elevated 8 feet above the ground so they towered over the floor. Students seem to be working with purpose, even if it’s not immediately obvious what they’re doing. The scene is chaotic, but not out of control.\u003c/p>\n\u003cp>It’s not always like this, Egler assured us, a group of education journalists visiting as part of the Education Writers Association’s \u003ca href=\"https://www.ewa.org/reporters-guide-rethinking-american-high-school\" target=\"_blank\" rel=\"noopener\">Rethinking the American High School seminar\u003c/a>. Students at this campus of the San Diego-based charter network seemed more frantic than usual because they were rushing to finish projects they’d been working on all semester, she said. They’d be exhibiting their work to real-world audiences at the end of the week.\u003c/p>\n\u003caside class=\"pullquote alignright\">'All of this is stuff students are researching and learning about, but it's all integrated into this project, rather than being this cold, removed, isolated content that we study for a while and then we move on to the next thing.'\u003ccite>Russell Walker, Humanities teacher at High Tech High\u003c/cite>\u003c/aside>\n\u003cp>Each student had to develop a physical product to represent their learning over the semester; they planned to exhibit their work at the Mexican border in coordination with Mexican students they had been working with over Skype since the class began.\u003c/p>\n\u003cp>Egler explained that she was making \u003ca href=\"https://www.youtube.com/watch?v=NKLFR_IT4nw&feature=youtu.be\" target=\"_blank\" rel=\"noopener\">a podcast\u003c/a> -- complete with original music composed by a classmate -- about differing views on President Trump’s proposed border wall with Mexico. Other students in her class were exploring topics like drug trafficking and sexual harassment; the only requirement was that the project relate to the border. It was a \u003ca href=\"https://griffinlisa.weebly.com/projects-at-hth.html\" target=\"_blank\" rel=\"noopener\">shared project between Spanish and humanities classes\u003c/a>.\u003c/p>\n\u003cp>These kinds of community-grounded events are part of what High Tech High calls real-world work. The learning and its products are displayed not just to teachers, students or even parents, but to a larger community of experts. That gives school assignments more relevance -- the work actually matters to the world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The other thing visitors immediately notice about the school is the incredible work hanging from ceilings, lining the walls, and built into the hallways. Photographs, \u003ca href=\"https://www.hightechhigh.org/hth/project/staircase-to-nowhere/\" target=\"_blank\" rel=\"noopener\">a bridge to nowhere\u003c/a>, self-portraits, full-size boats, weather balloons, robots -- beautiful work is celebrated at the school and its constant presence reminds students of the high expectations their teachers set for them.\u003c/p>\n\u003cp>The High Tech High network mostly operates on the California per-pupil funding formula, but it chooses to allocate its money very differently from many other school systems. High Tech High School doesn’t have a football team, a library or textbooks, all pricey areas where the school saves some money. It also offers few class choices to students; for the most part, students take classes that satisfy the University of \u003ca href=\"http://www.ucop.edu/agguide/a-g-requirements/\" target=\"_blank\" rel=\"noopener\">California’s A-G requirements\u003c/a>. And many teachers have dual credentials, allowing them to teach multiple subjects or combine subjects.\u003c/p>\n\u003cfigure id=\"attachment_50448\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-50448\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/HTH-boat-1020x574.png\" alt=\"Boat making is a favorite High Tech High project.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-1020x574.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-960x540.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-240x135.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-375x211.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-520x293.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Boat-making is a favorite High Tech High project. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But what seems like a lack of choice in classes isn’t as limiting as one might think. The charter network’s schools are built around \u003ca href=\"https://www.hightechhigh.org/about-us/\" target=\"_blank\" rel=\"noopener\">four essential design principles\u003c/a>: equity, personalization, authentic work and collaborative design. While those guiding principles are at the heart of every class, there’s a lot of variety in every other way. And students are encouraged to pursue ideas they’re passionate about, which allows for some of the choice they might otherwise lack.\u003c/p>\n\u003cp>For example, Aaron Price is in the same humanities-Spanish class as Caroline Egler. He built a data logger that he attached to a weather balloon and used it to measure CO2 levels at the border. He was part of a team investigating shared environmental concerns in the U.S.-Mexico border region. Price’s physical work product was more technical, but he also wrote and published a research paper, as well as \u003ca href=\"https://aaronpriceblog.wordpress.com/proyecto-comunidad/\" target=\"_blank\" rel=\"noopener\">a website\u003c/a> with his findings. It’s almost like Egler with her political podcast and Price with his weather balloon are in two different classes. That’s what personalization looks like at High Tech High schools, and it’s why students don’t mind that the course catalog is limited.\u003c/p>\n\u003cp>The charter network accepts students through a lottery that randomly takes a certain number of students from every ZIP code in San Diego. Since the city, like many others, has many neighborhoods that are racially and ethnically isolated, this ensures the student body reflects San Diego’s population.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">SS learn about blood types, heredity and codominance of traits by typing themselves- one of the most engaging labs of the year! \u003ca href=\"https://twitter.com/hightechhigh?ref_src=twsrc%5Etfw\">@hightechhigh\u003c/a> \u003ca href=\"https://twitter.com/hashtag/labscience?src=hash&ref_src=twsrc%5Etfw\">#labscience\u003c/a> \u003ca href=\"https://twitter.com/hashtag/shareyourlearning?src=hash&ref_src=twsrc%5Etfw\">#shareyourlearning\u003c/a> \u003ca href=\"https://twitter.com/hashtag/deeperlearning?src=hash&ref_src=twsrc%5Etfw\">#deeperlearning\u003c/a> \u003ca href=\"https://twitter.com/hashtag/biology?src=hash&ref_src=twsrc%5Etfw\">#biology\u003c/a> \u003ca href=\"https://t.co/bVGGuHCC2F\">pic.twitter.com/bVGGuHCC2F\u003c/a>\u003c/p>\n\u003cp>— KalleApplegatePalmer (@palmer_kalle) \u003ca href=\"https://twitter.com/palmer_kalle/status/956319727755800577?ref_src=twsrc%5Etfw\">January 25, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\" rel=\"noopener\">Personalization\u003c/a> is achieved in part by keeping class sizes small; teachers have the opportunity to get to know students and their passions well. They can adapt projects to students’ interests, and push individuals to do their best work.\u003c/p>\n\u003cp>“It is not students all sitting in front of computers doing a self-paced math program,” said \u003ca href=\"https://ww2.kqed.org/mindshift/2014/05/14/what-it-takes-for-public-schools-to-move-forward/\" target=\"_blank\" rel=\"noopener\">Larry Rosenstock\u003c/a>, founding principal and CEO of High Tech High. “It is not finding the right pace or right technique to get this inert content to each student.”\u003c/p>\n\u003cp>Instead, personalization at High Tech High is a partnership between the teacher and student to find an authentic project that genuinely motivates students to produce meaningful work. And, because teachers' schedules are arranged so they see fewer students at a time, they can push the young people they work with to reach individual goals.\u003c/p>\n\u003cp>“It means you and the student are going to work together to design something that’s going to be academically relevant to what you’re trying to teach them, but also personally meaningful to the student,” said \u003ca href=\"https://www.linkedin.com/in/russell-walker-40a3b795\" target=\"_blank\" rel=\"noopener\">Russell Walker\u003c/a>, an 11th-grade history teacher. He designs the broad strokes of the project, but students take it in many different directions.\u003c/p>\n\u003cp>“I would say it is criminal negligence if you’re not doing that in project-based learning,” Walker said. “Because if you’re saying, ‘Here’s this project and you’re all going to make the same thing,’ that’s not really very interesting. They’ll just copy what you did.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Involving S voice into the development of a project provides expert insight, valuable information, and creative solutions! We invite Ss into our work to give them voice and standing...How do you engage Ss in the process of planning and learning? \u003ca href=\"https://t.co/WmnPaE5eg7\">pic.twitter.com/WmnPaE5eg7\u003c/a>\u003c/p>\n\u003cp>— Edrick Macalaguim (@EdrickMac) \u003ca href=\"https://twitter.com/EdrickMac/status/948351501012889600?ref_src=twsrc%5Etfw\">January 3, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>During the fall semester, Walker collaborated with a biology teacher on a semester-long project about space colonization. Students were tasked with thinking through what they’d need to sustain life off earth, and along the way they learned about DNA, cell replication, physiological systems in the body, ecosystems and more.\u003c/p>\n\u003cp>“It’s all the stuff you would normally do in a biology class,\" Walker said, \"but it’s applied in a way that students are interested in learning and applying it.”\u003c/p>\n\u003cp>For the history side of things, students had to decide what kind of society they would build on their space colony. To do that, they read political theory and philosophers from the Enlightenment. Students discussed the mistakes of colonialism, and covered a broad swath of history as they worked to create something better on their new planet.\u003c/p>\n\u003cp>“All of this is stuff students are researching and learning about, but it's all integrated into this project, rather than being this cold, removed, isolated content that we study for a while and then we move on to the next thing,” Walker said.\u003c/p>\n\u003cp>Walker used to teach Advanced Placement environmental science at a high school in Los Angeles, where he taught 150 students each day and was expected to help as many as possible pass the AP test. He said the experience left him feeling uninspired as a professional and drained of his creativity because he spent hours handling the minutiae of lesson planning and grading.\u003c/p>\n\u003cp>Now, Walker says he works with 48 students (although some High Tech High teachers see between 50-100 students in core classes). His time as an educator is spent researching to prepare a great project, experimenting with the tasks for students, meeting one-on-one with students, providing critique and feedback on their work, and generally engaging with students around ideas.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/hightechhigh?ref_src=twsrc%5Etfw\">@hightechhigh\u003c/a> beautiful school, ethos and people! John, thanks again for the tour! \u003ca href=\"https://t.co/xLbGCwDIdd\">pic.twitter.com/xLbGCwDIdd\u003c/a>\u003c/p>\n\u003cp>— Nicholas Pattison (@CubedSTEM) \u003ca href=\"https://twitter.com/CubedSTEM/status/951957230781255680?ref_src=twsrc%5Etfw\">January 12, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“As a teacher, it's way more fun and interesting to work here,” Walker said. “And I think a lot of teachers who are burned out or losing hope on the way things are running could benefit from shifting to [project-based learning].”\u003c/p>\n\u003cp>Another High Tech High teacher, \u003ca href=\"https://songsandstories.org/\" target=\"_blank\" rel=\"noopener\">Mike Strong\u003c/a>, agreed that one of his favorite things about the school is the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/16/7-qualities-that-promote-teacher-leadership-in-schools/\" target=\"_blank\" rel=\"noopener\">autonomy\u003c/a> it offers him. Teachers are treated as professionals and are allowed to be creative, he said. That’s a tall order, and can be exhausting, but it’s much more exciting. And when teachers are given autonomy, they tend to transfer it to students as well.\u003c/p>\n\u003cp>Egler said her teachers trust her -- something she’s come to expect.\u003c/p>\n\u003cp>“Teachers trust that if they put [students] outside of the class and let them go, that the students are going to be diligent and get to work,” she said.\u003c/p>\n\u003cp>If a particular student fails to live up to her end of the bargain, or is flagrantly disrespectful, the teacher can take away privileges. The school doesn’t give detentions and only \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/12/why-discipline-should-be-aligned-with-a-schools-learning-philosophy/\" target=\"_blank\" rel=\"noopener\">rarely suspends or expels students\u003c/a>, according to Egler. Instead, students will have a conversation with the teacher about their behavior and will be asked to think of a way to make amends.\u003c/p>\n\u003cp>\u003ca href=\"http://mraguirresdp.weebly.com/\" target=\"_blank\" rel=\"noopener\">Mark Aguirre\u003c/a>, a ninth-grade humanities teacher, sees a lot of students who don’t think they like school, but when they're 14, there’s still a chance to convince them that they’re wrong. He admits it doesn’t work for every kid, and some do leave, but he’s been teaching at High Tech High since 2001 and says he firmly believes it works for most students.\u003c/p>\n\u003cp>“You have to convince them that what we’re doing has value by coming up with something interesting for them to do,” he said.\u003c/p>\n\u003cp>Aside from the small class sizes, autonomy, project-based curriculum, freedom to design classes based on loose themes, and expectation that students will create work that experts will want to evaluate, High Tech High is different from the conventional high school in other ways. \u003ca href=\"https://ww2.kqed.org/mindshift/2015/04/06/what-students-gain-from-being-on-the-same-track-for-college/\" target=\"_blank\" rel=\"noopener\">Students aren’t tracked\u003c/a>, and there are no AP classes. All students can opt into honors-level work, which comes with a few different requirements but doesn’t separate them into a different section. Crucially, students decide whether they want to be on the honors track two to three weeks into the semester, which gives tentative students the opportunity to try out honors-level work before committing.\u003c/p>\n\u003cp>“My first instinct was that honors students should read more or different books than the non-honors students,” said \u003ca href=\"http://gse.hightechhigh.org/people/?Randy_Scherer\" target=\"_blank\" rel=\"noopener\">Randy Scherer\u003c/a>, who used to teach English at the school, but now directs the High Tech High Graduate School’s professional development program to support other project-based-learning teachers.\u003c/p>\n\u003cp>He soon realized that only kids who already loved reading were signing up for honors. That didn’t seem fair; he realized he was just padding the GPAs of kids who would read anyway. Instead he defined honors as “adding knowledge to the world that did not exist,” such as by building Wikipedia pages and writing books, for example.\u003c/p>\n\u003cp>“We’re trying to be creatively compliant,” Scherer said. “We have to do something so people will recognize it. But we really want everyone to be in honors.”\u003c/p>\n\u003cp>The charter network has skillfully pushed boundaries while making sure its students aren’t disadvantaged when they apply to college, according to Scherer. After nearly 20 years, they’ve got a good reputation, which gives them more wiggle room with the state.\u003c/p>\n\u003cp>“Some of the practices we push on students, like reflection, teachers do that as well,\" said teacher Mike Strong about working at a charter network like High Tech High. \"There’s constant critique and revision for even things like how we have meetings.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That can become exhausting, but it’s also what keeps the school from regressing to the mean, one of Larry Rosenstock's biggest fears.\u003c/p>\n\n","blocks":[],"excerpt":"Students and teachers at High Tech High in San Diego explain what makes the charter network's schools so different.","status":"publish","parent":0,"modified":1517905431,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":2209},"headData":{"title":"What's So Different About High Tech High Anyway? | KQED","description":"Students and teachers at High Tech High in San Diego explain what makes the charter network's schools so different.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What's So Different About High Tech High Anyway?","datePublished":"2018-02-06T08:23:51.000Z","dateModified":"2018-02-06T08:23:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50443 https://ww2.kqed.org/mindshift/?p=50443","disqusUrl":"https://ww2.kqed.org/mindshift/2018/02/06/whats-so-different-about-high-tech-high-anyway/","disqusTitle":"What's So Different About High Tech High Anyway?","path":"/mindshift/50443/whats-so-different-about-high-tech-high-anyway","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Walking onto a \u003ca href=\"https://www.hightechhigh.org/\" target=\"_blank\" rel=\"noopener\">High Tech High \u003c/a>campus is like entering a workshop. Our tour guide, sophomore Caroline Egler, pointed out classrooms that supposedly housed physics or humanities or biology, but most students weren’t in those rooms. They were in the hallways working on projects, huddled around computers together, or even working at desks elevated 8 feet above the ground so they towered over the floor. Students seem to be working with purpose, even if it’s not immediately obvious what they’re doing. The scene is chaotic, but not out of control.\u003c/p>\n\u003cp>It’s not always like this, Egler assured us, a group of education journalists visiting as part of the Education Writers Association’s \u003ca href=\"https://www.ewa.org/reporters-guide-rethinking-american-high-school\" target=\"_blank\" rel=\"noopener\">Rethinking the American High School seminar\u003c/a>. Students at this campus of the San Diego-based charter network seemed more frantic than usual because they were rushing to finish projects they’d been working on all semester, she said. They’d be exhibiting their work to real-world audiences at the end of the week.\u003c/p>\n\u003caside class=\"pullquote alignright\">'All of this is stuff students are researching and learning about, but it's all integrated into this project, rather than being this cold, removed, isolated content that we study for a while and then we move on to the next thing.'\u003ccite>Russell Walker, Humanities teacher at High Tech High\u003c/cite>\u003c/aside>\n\u003cp>Each student had to develop a physical product to represent their learning over the semester; they planned to exhibit their work at the Mexican border in coordination with Mexican students they had been working with over Skype since the class began.\u003c/p>\n\u003cp>Egler explained that she was making \u003ca href=\"https://www.youtube.com/watch?v=NKLFR_IT4nw&feature=youtu.be\" target=\"_blank\" rel=\"noopener\">a podcast\u003c/a> -- complete with original music composed by a classmate -- about differing views on President Trump’s proposed border wall with Mexico. Other students in her class were exploring topics like drug trafficking and sexual harassment; the only requirement was that the project relate to the border. It was a \u003ca href=\"https://griffinlisa.weebly.com/projects-at-hth.html\" target=\"_blank\" rel=\"noopener\">shared project between Spanish and humanities classes\u003c/a>.\u003c/p>\n\u003cp>These kinds of community-grounded events are part of what High Tech High calls real-world work. The learning and its products are displayed not just to teachers, students or even parents, but to a larger community of experts. That gives school assignments more relevance -- the work actually matters to the world.\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>The other thing visitors immediately notice about the school is the incredible work hanging from ceilings, lining the walls, and built into the hallways. Photographs, \u003ca href=\"https://www.hightechhigh.org/hth/project/staircase-to-nowhere/\" target=\"_blank\" rel=\"noopener\">a bridge to nowhere\u003c/a>, self-portraits, full-size boats, weather balloons, robots -- beautiful work is celebrated at the school and its constant presence reminds students of the high expectations their teachers set for them.\u003c/p>\n\u003cp>The High Tech High network mostly operates on the California per-pupil funding formula, but it chooses to allocate its money very differently from many other school systems. High Tech High School doesn’t have a football team, a library or textbooks, all pricey areas where the school saves some money. It also offers few class choices to students; for the most part, students take classes that satisfy the University of \u003ca href=\"http://www.ucop.edu/agguide/a-g-requirements/\" target=\"_blank\" rel=\"noopener\">California’s A-G requirements\u003c/a>. And many teachers have dual credentials, allowing them to teach multiple subjects or combine subjects.\u003c/p>\n\u003cfigure id=\"attachment_50448\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-50448\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/HTH-boat-1020x574.png\" alt=\"Boat making is a favorite High Tech High project.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-1020x574.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-960x540.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-240x135.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-375x211.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/01/HTH-boat-520x293.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Boat-making is a favorite High Tech High project. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But what seems like a lack of choice in classes isn’t as limiting as one might think. The charter network’s schools are built around \u003ca href=\"https://www.hightechhigh.org/about-us/\" target=\"_blank\" rel=\"noopener\">four essential design principles\u003c/a>: equity, personalization, authentic work and collaborative design. While those guiding principles are at the heart of every class, there’s a lot of variety in every other way. And students are encouraged to pursue ideas they’re passionate about, which allows for some of the choice they might otherwise lack.\u003c/p>\n\u003cp>For example, Aaron Price is in the same humanities-Spanish class as Caroline Egler. He built a data logger that he attached to a weather balloon and used it to measure CO2 levels at the border. He was part of a team investigating shared environmental concerns in the U.S.-Mexico border region. Price’s physical work product was more technical, but he also wrote and published a research paper, as well as \u003ca href=\"https://aaronpriceblog.wordpress.com/proyecto-comunidad/\" target=\"_blank\" rel=\"noopener\">a website\u003c/a> with his findings. It’s almost like Egler with her political podcast and Price with his weather balloon are in two different classes. That’s what personalization looks like at High Tech High schools, and it’s why students don’t mind that the course catalog is limited.\u003c/p>\n\u003cp>The charter network accepts students through a lottery that randomly takes a certain number of students from every ZIP code in San Diego. Since the city, like many others, has many neighborhoods that are racially and ethnically isolated, this ensures the student body reflects San Diego’s population.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">SS learn about blood types, heredity and codominance of traits by typing themselves- one of the most engaging labs of the year! \u003ca href=\"https://twitter.com/hightechhigh?ref_src=twsrc%5Etfw\">@hightechhigh\u003c/a> \u003ca href=\"https://twitter.com/hashtag/labscience?src=hash&ref_src=twsrc%5Etfw\">#labscience\u003c/a> \u003ca href=\"https://twitter.com/hashtag/shareyourlearning?src=hash&ref_src=twsrc%5Etfw\">#shareyourlearning\u003c/a> \u003ca href=\"https://twitter.com/hashtag/deeperlearning?src=hash&ref_src=twsrc%5Etfw\">#deeperlearning\u003c/a> \u003ca href=\"https://twitter.com/hashtag/biology?src=hash&ref_src=twsrc%5Etfw\">#biology\u003c/a> \u003ca href=\"https://t.co/bVGGuHCC2F\">pic.twitter.com/bVGGuHCC2F\u003c/a>\u003c/p>\n\u003cp>— KalleApplegatePalmer (@palmer_kalle) \u003ca href=\"https://twitter.com/palmer_kalle/status/956319727755800577?ref_src=twsrc%5Etfw\">January 25, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\" rel=\"noopener\">Personalization\u003c/a> is achieved in part by keeping class sizes small; teachers have the opportunity to get to know students and their passions well. They can adapt projects to students’ interests, and push individuals to do their best work.\u003c/p>\n\u003cp>“It is not students all sitting in front of computers doing a self-paced math program,” said \u003ca href=\"https://ww2.kqed.org/mindshift/2014/05/14/what-it-takes-for-public-schools-to-move-forward/\" target=\"_blank\" rel=\"noopener\">Larry Rosenstock\u003c/a>, founding principal and CEO of High Tech High. “It is not finding the right pace or right technique to get this inert content to each student.”\u003c/p>\n\u003cp>Instead, personalization at High Tech High is a partnership between the teacher and student to find an authentic project that genuinely motivates students to produce meaningful work. And, because teachers' schedules are arranged so they see fewer students at a time, they can push the young people they work with to reach individual goals.\u003c/p>\n\u003cp>“It means you and the student are going to work together to design something that’s going to be academically relevant to what you’re trying to teach them, but also personally meaningful to the student,” said \u003ca href=\"https://www.linkedin.com/in/russell-walker-40a3b795\" target=\"_blank\" rel=\"noopener\">Russell Walker\u003c/a>, an 11th-grade history teacher. He designs the broad strokes of the project, but students take it in many different directions.\u003c/p>\n\u003cp>“I would say it is criminal negligence if you’re not doing that in project-based learning,” Walker said. “Because if you’re saying, ‘Here’s this project and you’re all going to make the same thing,’ that’s not really very interesting. They’ll just copy what you did.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Involving S voice into the development of a project provides expert insight, valuable information, and creative solutions! We invite Ss into our work to give them voice and standing...How do you engage Ss in the process of planning and learning? \u003ca href=\"https://t.co/WmnPaE5eg7\">pic.twitter.com/WmnPaE5eg7\u003c/a>\u003c/p>\n\u003cp>— Edrick Macalaguim (@EdrickMac) \u003ca href=\"https://twitter.com/EdrickMac/status/948351501012889600?ref_src=twsrc%5Etfw\">January 3, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>During the fall semester, Walker collaborated with a biology teacher on a semester-long project about space colonization. Students were tasked with thinking through what they’d need to sustain life off earth, and along the way they learned about DNA, cell replication, physiological systems in the body, ecosystems and more.\u003c/p>\n\u003cp>“It’s all the stuff you would normally do in a biology class,\" Walker said, \"but it’s applied in a way that students are interested in learning and applying it.”\u003c/p>\n\u003cp>For the history side of things, students had to decide what kind of society they would build on their space colony. To do that, they read political theory and philosophers from the Enlightenment. Students discussed the mistakes of colonialism, and covered a broad swath of history as they worked to create something better on their new planet.\u003c/p>\n\u003cp>“All of this is stuff students are researching and learning about, but it's all integrated into this project, rather than being this cold, removed, isolated content that we study for a while and then we move on to the next thing,” Walker said.\u003c/p>\n\u003cp>Walker used to teach Advanced Placement environmental science at a high school in Los Angeles, where he taught 150 students each day and was expected to help as many as possible pass the AP test. He said the experience left him feeling uninspired as a professional and drained of his creativity because he spent hours handling the minutiae of lesson planning and grading.\u003c/p>\n\u003cp>Now, Walker says he works with 48 students (although some High Tech High teachers see between 50-100 students in core classes). His time as an educator is spent researching to prepare a great project, experimenting with the tasks for students, meeting one-on-one with students, providing critique and feedback on their work, and generally engaging with students around ideas.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/hightechhigh?ref_src=twsrc%5Etfw\">@hightechhigh\u003c/a> beautiful school, ethos and people! John, thanks again for the tour! \u003ca href=\"https://t.co/xLbGCwDIdd\">pic.twitter.com/xLbGCwDIdd\u003c/a>\u003c/p>\n\u003cp>— Nicholas Pattison (@CubedSTEM) \u003ca href=\"https://twitter.com/CubedSTEM/status/951957230781255680?ref_src=twsrc%5Etfw\">January 12, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“As a teacher, it's way more fun and interesting to work here,” Walker said. “And I think a lot of teachers who are burned out or losing hope on the way things are running could benefit from shifting to [project-based learning].”\u003c/p>\n\u003cp>Another High Tech High teacher, \u003ca href=\"https://songsandstories.org/\" target=\"_blank\" rel=\"noopener\">Mike Strong\u003c/a>, agreed that one of his favorite things about the school is the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/16/7-qualities-that-promote-teacher-leadership-in-schools/\" target=\"_blank\" rel=\"noopener\">autonomy\u003c/a> it offers him. Teachers are treated as professionals and are allowed to be creative, he said. That’s a tall order, and can be exhausting, but it’s much more exciting. And when teachers are given autonomy, they tend to transfer it to students as well.\u003c/p>\n\u003cp>Egler said her teachers trust her -- something she’s come to expect.\u003c/p>\n\u003cp>“Teachers trust that if they put [students] outside of the class and let them go, that the students are going to be diligent and get to work,” she said.\u003c/p>\n\u003cp>If a particular student fails to live up to her end of the bargain, or is flagrantly disrespectful, the teacher can take away privileges. The school doesn’t give detentions and only \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/12/why-discipline-should-be-aligned-with-a-schools-learning-philosophy/\" target=\"_blank\" rel=\"noopener\">rarely suspends or expels students\u003c/a>, according to Egler. Instead, students will have a conversation with the teacher about their behavior and will be asked to think of a way to make amends.\u003c/p>\n\u003cp>\u003ca href=\"http://mraguirresdp.weebly.com/\" target=\"_blank\" rel=\"noopener\">Mark Aguirre\u003c/a>, a ninth-grade humanities teacher, sees a lot of students who don’t think they like school, but when they're 14, there’s still a chance to convince them that they’re wrong. He admits it doesn’t work for every kid, and some do leave, but he’s been teaching at High Tech High since 2001 and says he firmly believes it works for most students.\u003c/p>\n\u003cp>“You have to convince them that what we’re doing has value by coming up with something interesting for them to do,” he said.\u003c/p>\n\u003cp>Aside from the small class sizes, autonomy, project-based curriculum, freedom to design classes based on loose themes, and expectation that students will create work that experts will want to evaluate, High Tech High is different from the conventional high school in other ways. \u003ca href=\"https://ww2.kqed.org/mindshift/2015/04/06/what-students-gain-from-being-on-the-same-track-for-college/\" target=\"_blank\" rel=\"noopener\">Students aren’t tracked\u003c/a>, and there are no AP classes. All students can opt into honors-level work, which comes with a few different requirements but doesn’t separate them into a different section. Crucially, students decide whether they want to be on the honors track two to three weeks into the semester, which gives tentative students the opportunity to try out honors-level work before committing.\u003c/p>\n\u003cp>“My first instinct was that honors students should read more or different books than the non-honors students,” said \u003ca href=\"http://gse.hightechhigh.org/people/?Randy_Scherer\" target=\"_blank\" rel=\"noopener\">Randy Scherer\u003c/a>, who used to teach English at the school, but now directs the High Tech High Graduate School’s professional development program to support other project-based-learning teachers.\u003c/p>\n\u003cp>He soon realized that only kids who already loved reading were signing up for honors. That didn’t seem fair; he realized he was just padding the GPAs of kids who would read anyway. Instead he defined honors as “adding knowledge to the world that did not exist,” such as by building Wikipedia pages and writing books, for example.\u003c/p>\n\u003cp>“We’re trying to be creatively compliant,” Scherer said. “We have to do something so people will recognize it. But we really want everyone to be in honors.”\u003c/p>\n\u003cp>The charter network has skillfully pushed boundaries while making sure its students aren’t disadvantaged when they apply to college, according to Scherer. After nearly 20 years, they’ve got a good reputation, which gives them more wiggle room with the state.\u003c/p>\n\u003cp>“Some of the practices we push on students, like reflection, teachers do that as well,\" said teacher Mike Strong about working at a charter network like High Tech High. \"There’s constant critique and revision for even things like how we have meetings.”\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>That can become exhausting, but it’s also what keeps the school from regressing to the mean, one of Larry Rosenstock's biggest fears.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50443/whats-so-different-about-high-tech-high-anyway","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20892","mindshift_20784","mindshift_1040","mindshift_20641","mindshift_20772","mindshift_20681","mindshift_256"],"featImg":"mindshift_50447","label":"mindshift"},"mindshift_45798":{"type":"posts","id":"mindshift_45798","meta":{"index":"posts_1591205157","site":"mindshift","id":"45798","score":null,"sort":[1468827986000]},"guestAuthors":[],"slug":"how-can-schools-prioritize-for-the-best-ways-kids-learn","title":"How Can Schools Prioritize For The Best Ways Kids Learn?","publishDate":1468827986,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The education world is full of incremental change -- the slow process of individuals learning about new strategies and approaches, trying them out, improving on their skills, and hopefully sharing their learning with colleagues to continue growth. While that process is necessary and good, if the changes to education are all in the service of doing the same thing better, they may be missing the point. The world has changed since education became compulsory and the current moment necessitates an education system that isn’t just better, but different.\u003c/p>\n\u003cp>“We are at a point in schools when we have to change our internal reality,” said \u003ca href=\"https://www.youtube.com/watch?v=sxyKNMrhEvY&feature=youtu.be\">Will Richardson\u003c/a>, a former English teacher turned speaker and school consultant, at the 2016 \u003ca href=\"https://conference.iste.org/2016/\" target=\"_blank\">International Society for Technology in Education (ISTE)\u003c/a> conference, during a session. He was frustrated by the focus on using new technologies to educate children the way it has been done for years, without recognizing that the current context demands a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/21/what-would-be-a-radically-different-vision-of-school/\" target=\"_blank\">radically different vision of learning\u003c/a>.\u003c/p>\n\u003cp>The internet has made learning more accessible than ever, and often outside of school, making school activities feel increasingly restrictive and irrelevant to students. In the current context, kids are finding teachers and mentors through their passions and are able to connect with them more easily than ever before. There are powerful search engines that spit back answers to questions that used to only be found in books. And kids know which apps will solve their math equations for them.\u003c/p>\n\u003cp>Educators know the world has changed and are increasingly acknowledging that it’s time to be asking different questions about what it means to improve education. Richardson travels around the world for his work and can point to examples of schools and districts that are asking themselves difficult questions to propel change. The successful ones are letting the answer to the question, “How do kids learn best?” drive everything they do in schools.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/sxyKNMrhEvY?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He pointed to the Canadian province of \u003ca href=\"https://curriculum.gov.bc.ca/curriculum-info\" target=\"_blank\">British Columbia\u003c/a> and its stated goal to offer education that is student-initiated, interdisciplinary and co-planned by students and teachers together. Ontario, Canada’s Ministry of Education is \u003ca href=\"http://www.cmec.ca/Publications/lists/publications/attachments/282/play-based-learning_statement_EN.pdf\" target=\"_blank\">embracing collaborative inquiry through play\u003c/a>. And \u003ca href=\"https://www2.k12albemarle.org/Pages/default.aspx\" target=\"_blank\">Albemarle County Public Schools\u003c/a> in Virginia are thriving under the visionary leadership of \u003ca href=\"https://twitter.com/pammoran?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\">Pam Moran\u003c/a>. “If you go through and look at things they are valuing, it is based on a core set of beliefs and the world around them,” Richardson said.\u003c/p>\n\u003cfigure id=\"attachment_45799\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://www.youtube.com/watch?v=sxyKNMrhEvY&feature=youtu.be\">\u003cimg class=\"size-medium wp-image-45799\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/willrichchart-800x605.png\" alt=\"On the left are qualities many people list when describing meaningful learning experiences. On the right is a list of things done in schools.\" width=\"800\" height=\"605\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-800x605.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-400x303.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-768x581.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-960x726.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart.png 1055w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">On the left are qualities many people list when describing meaningful learning experiences. On the right is a list of things done in schools. \u003ccite>(Will Richardson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools need to have a clear vision, rooted in today’s context and a set of practices that reflect those two things. When he consults with schools, Richardson said he most commonly sees a lack of vision based in how students learn. In his many talks he shares a list of things educators know intuitively about how kids learn best alongside a list of things schools do because it’s easier for adults. He says if educators want to shift education to the modern context, they need to prioritize things that help students learn best.\u003c/p>\n\u003cp>“It’s about doing work that matters,” Richardson said. “It’s about connections. It’s about play. It’s about cultures where kids and teachers are learners.” When schools have a set of beliefs about learning and enact those beliefs through practice, but don’t anchor what they are doing in today’s context, they may be doing something progressive, but also a little irrelevant. Beliefs and contexts without practice leads to ineffective teaching. The sweet spot for a very different type of education system lies in the Venn diagram of all three: beliefs, context and practice.\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=sxyKNMrhEvY&feature=youtu.be\">\u003cimg class=\"aligncenter size-medium wp-image-45800\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/willrichvenn-800x603.png\" alt=\"willrichvenn\" width=\"800\" height=\"603\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-800x603.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-400x301.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-768x579.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-960x724.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn.png 1068w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>“Kids deserve consistency that is grounded in a belief system,” Richardson said. He has talked with students who hate that they have to adapt to completely different expectations, structures, and rules in every class. When a school isn’t \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">unified around a vision\u003c/a> the experience for students can be very disorienting.\u003c/p>\n\u003cp>To begin moving towards what Richardson calls a “modern education” system, he says educators need to learn, educate, articulate, and then do it.\u003c/p>\n\u003cp>\u003cstrong>LEARN\u003c/strong>\u003c/p>\n\u003cp>It’s no longer enough for teachers to get a credential and then sit back and teach the same content year after year. Richardson says to be part of modern learning, teachers need to actively educate themselves about the context students live in and how they can improve as educators.\u003c/p>\n\u003cp>“There’s never been a more amazing time to be a learner,” Richardson said. “How are we in education not running towards that in our own personal lives and embracing that?”\u003c/p>\n\u003cp>It’s not just about connecting on Twitter with other educators or asking for professional development about technology. If teachers are waiting for a planned PD about something they are probably already stuck. “You have to have the disposition of an eight-year old to find your own learning,” Richardson said.\u003c/p>\n\u003cp>\u003cstrong>EDUCATE\u003c/strong>\u003c/p>\n\u003cp>“You probably aren’t going to be able to do this by yourself, so go out and build capacity,” Richardson said. Parents, community members, students and school board members can be allies for making the shift. Richardson points to \u003ca href=\"http://www.ccsd59.org/\">CCSD59\u003c/a> as an example of a district that reaches out to all parent populations, communicates about vision and practice through \u003ca href=\"http://www.ccsd59.org/news/\" target=\"_blank\">a blog \u003c/a>and educates with its \u003ca href=\"https://www.facebook.com/ccsd59/\" target=\"_blank\">Facebook page\u003c/a>. “They are constantly putting practice in front of people to build their capacity to engage,” Richardson said.\u003c/p>\n\u003cp>\u003cstrong>ARTICULATE\u003c/strong>\u003c/p>\n\u003cp>Articulating a mission statement about where students should be when they graduate and actualizing it with a vision that lays out how to get there, is a key step in slowly making the shift Richardson describes. It can be difficult to interrogate longstanding policies and choices, but if districts, schools and individual educators can’t reflect on what’s working and what isn’t, articulate a change, and begin doing it, the education system as a whole will become irrelevant.\u003c/p>\n\u003cp>\u003cstrong>DO IT\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“This is really hard, but I think it’s worth it,” Richardson said. Teachers can start by picking one area of the curriculum and letting students own it. Then advocate for that practice, and connect with other educators who are doing it. There comes a point when talking about the need to change is no longer enough; educators who resonate with Richardson’s message, have to jump in and try it.\u003c/p>\n\n","blocks":[],"excerpt":"Educator and consultant Will Richardson says it's time to change our internal working models about what education should be and focus around the question: \"How do kids learn best?\"","status":"publish","parent":0,"modified":1468827986,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/sxyKNMrhEvY"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1119},"headData":{"title":"How Can Schools Prioritize For The Best Ways Kids Learn? | KQED","description":"Educator and consultant Will Richardson says it's time to change our internal working models about what education should be and focus around the question: "How do kids learn best?"","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Can Schools Prioritize For The Best Ways Kids Learn?","datePublished":"2016-07-18T07:46:26.000Z","dateModified":"2016-07-18T07:46:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45798 http://ww2.kqed.org/mindshift/?p=45798","disqusUrl":"https://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/","disqusTitle":"How Can Schools Prioritize For The Best Ways Kids Learn?","path":"/mindshift/45798/how-can-schools-prioritize-for-the-best-ways-kids-learn","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The education world is full of incremental change -- the slow process of individuals learning about new strategies and approaches, trying them out, improving on their skills, and hopefully sharing their learning with colleagues to continue growth. While that process is necessary and good, if the changes to education are all in the service of doing the same thing better, they may be missing the point. The world has changed since education became compulsory and the current moment necessitates an education system that isn’t just better, but different.\u003c/p>\n\u003cp>“We are at a point in schools when we have to change our internal reality,” said \u003ca href=\"https://www.youtube.com/watch?v=sxyKNMrhEvY&feature=youtu.be\">Will Richardson\u003c/a>, a former English teacher turned speaker and school consultant, at the 2016 \u003ca href=\"https://conference.iste.org/2016/\" target=\"_blank\">International Society for Technology in Education (ISTE)\u003c/a> conference, during a session. He was frustrated by the focus on using new technologies to educate children the way it has been done for years, without recognizing that the current context demands a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/21/what-would-be-a-radically-different-vision-of-school/\" target=\"_blank\">radically different vision of learning\u003c/a>.\u003c/p>\n\u003cp>The internet has made learning more accessible than ever, and often outside of school, making school activities feel increasingly restrictive and irrelevant to students. In the current context, kids are finding teachers and mentors through their passions and are able to connect with them more easily than ever before. There are powerful search engines that spit back answers to questions that used to only be found in books. And kids know which apps will solve their math equations for them.\u003c/p>\n\u003cp>Educators know the world has changed and are increasingly acknowledging that it’s time to be asking different questions about what it means to improve education. Richardson travels around the world for his work and can point to examples of schools and districts that are asking themselves difficult questions to propel change. The successful ones are letting the answer to the question, “How do kids learn best?” drive everything they do in schools.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/sxyKNMrhEvY?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\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>He pointed to the Canadian province of \u003ca href=\"https://curriculum.gov.bc.ca/curriculum-info\" target=\"_blank\">British Columbia\u003c/a> and its stated goal to offer education that is student-initiated, interdisciplinary and co-planned by students and teachers together. Ontario, Canada’s Ministry of Education is \u003ca href=\"http://www.cmec.ca/Publications/lists/publications/attachments/282/play-based-learning_statement_EN.pdf\" target=\"_blank\">embracing collaborative inquiry through play\u003c/a>. And \u003ca href=\"https://www2.k12albemarle.org/Pages/default.aspx\" target=\"_blank\">Albemarle County Public Schools\u003c/a> in Virginia are thriving under the visionary leadership of \u003ca href=\"https://twitter.com/pammoran?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\">Pam Moran\u003c/a>. “If you go through and look at things they are valuing, it is based on a core set of beliefs and the world around them,” Richardson said.\u003c/p>\n\u003cfigure id=\"attachment_45799\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://www.youtube.com/watch?v=sxyKNMrhEvY&feature=youtu.be\">\u003cimg class=\"size-medium wp-image-45799\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/willrichchart-800x605.png\" alt=\"On the left are qualities many people list when describing meaningful learning experiences. On the right is a list of things done in schools.\" width=\"800\" height=\"605\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-800x605.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-400x303.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-768x581.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-960x726.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart.png 1055w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">On the left are qualities many people list when describing meaningful learning experiences. On the right is a list of things done in schools. \u003ccite>(Will Richardson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools need to have a clear vision, rooted in today’s context and a set of practices that reflect those two things. When he consults with schools, Richardson said he most commonly sees a lack of vision based in how students learn. In his many talks he shares a list of things educators know intuitively about how kids learn best alongside a list of things schools do because it’s easier for adults. He says if educators want to shift education to the modern context, they need to prioritize things that help students learn best.\u003c/p>\n\u003cp>“It’s about doing work that matters,” Richardson said. “It’s about connections. It’s about play. It’s about cultures where kids and teachers are learners.” When schools have a set of beliefs about learning and enact those beliefs through practice, but don’t anchor what they are doing in today’s context, they may be doing something progressive, but also a little irrelevant. Beliefs and contexts without practice leads to ineffective teaching. The sweet spot for a very different type of education system lies in the Venn diagram of all three: beliefs, context and practice.\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=sxyKNMrhEvY&feature=youtu.be\">\u003cimg class=\"aligncenter size-medium wp-image-45800\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/willrichvenn-800x603.png\" alt=\"willrichvenn\" width=\"800\" height=\"603\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-800x603.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-400x301.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-768x579.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-960x724.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn.png 1068w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>“Kids deserve consistency that is grounded in a belief system,” Richardson said. He has talked with students who hate that they have to adapt to completely different expectations, structures, and rules in every class. When a school isn’t \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">unified around a vision\u003c/a> the experience for students can be very disorienting.\u003c/p>\n\u003cp>To begin moving towards what Richardson calls a “modern education” system, he says educators need to learn, educate, articulate, and then do it.\u003c/p>\n\u003cp>\u003cstrong>LEARN\u003c/strong>\u003c/p>\n\u003cp>It’s no longer enough for teachers to get a credential and then sit back and teach the same content year after year. Richardson says to be part of modern learning, teachers need to actively educate themselves about the context students live in and how they can improve as educators.\u003c/p>\n\u003cp>“There’s never been a more amazing time to be a learner,” Richardson said. “How are we in education not running towards that in our own personal lives and embracing that?”\u003c/p>\n\u003cp>It’s not just about connecting on Twitter with other educators or asking for professional development about technology. If teachers are waiting for a planned PD about something they are probably already stuck. “You have to have the disposition of an eight-year old to find your own learning,” Richardson said.\u003c/p>\n\u003cp>\u003cstrong>EDUCATE\u003c/strong>\u003c/p>\n\u003cp>“You probably aren’t going to be able to do this by yourself, so go out and build capacity,” Richardson said. Parents, community members, students and school board members can be allies for making the shift. Richardson points to \u003ca href=\"http://www.ccsd59.org/\">CCSD59\u003c/a> as an example of a district that reaches out to all parent populations, communicates about vision and practice through \u003ca href=\"http://www.ccsd59.org/news/\" target=\"_blank\">a blog \u003c/a>and educates with its \u003ca href=\"https://www.facebook.com/ccsd59/\" target=\"_blank\">Facebook page\u003c/a>. “They are constantly putting practice in front of people to build their capacity to engage,” Richardson said.\u003c/p>\n\u003cp>\u003cstrong>ARTICULATE\u003c/strong>\u003c/p>\n\u003cp>Articulating a mission statement about where students should be when they graduate and actualizing it with a vision that lays out how to get there, is a key step in slowly making the shift Richardson describes. It can be difficult to interrogate longstanding policies and choices, but if districts, schools and individual educators can’t reflect on what’s working and what isn’t, articulate a change, and begin doing it, the education system as a whole will become irrelevant.\u003c/p>\n\u003cp>\u003cstrong>DO IT\u003c/strong>\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>“This is really hard, but I think it’s worth it,” Richardson said. Teachers can start by picking one area of the curriculum and letting students own it. Then advocate for that practice, and connect with other educators who are doing it. There comes a point when talking about the need to change is no longer enough; educators who resonate with Richardson’s message, have to jump in and try it.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45798/how-can-schools-prioritize-for-the-best-ways-kids-learn","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20892","mindshift_20784","mindshift_1040","mindshift_21012","mindshift_109"],"featImg":"mindshift_45814","label":"mindshift"},"mindshift_41560":{"type":"posts","id":"mindshift_41560","meta":{"index":"posts_1591205157","site":"mindshift","id":"41560","score":null,"sort":[1439381747000]},"guestAuthors":[],"slug":"what-do-students-lose-by-being-perfect-valuable-failure","title":"What do Students Lose by Being Perfect? Valuable Failure","publishDate":1439381747,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In the first pages of \u003ci>\u003ca href=\"http://www.amazon.com/Being-Wrong-Adventures-Margin-Error/dp/0061176052\">Being Wrong\u003c/a>\u003c/i>, Kathryn Schulz writes, “In our collective imagination, error is associated not just with shame and stupidity but also with ignorance, indolence, psychopathology, and moral degeneracy.” This cultural terror of messing up, combined with modern modes of parenting and schooling obsessed with narrow versions of academic and career “success,” are making students more than risk-averse.\u003c/p>\n\u003cp>Books like \u003ci>\u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/09/what-overparenting-looks-like-from-a-stanford-deans-perspective/\">How to Raise an Adult\u003c/a>\u003c/i> and \u003ci>\u003ca href=\"http://www.amazon.com/Teach-Your-Children-Well-Envelopes/dp/0062196847\">Teach Your Children Well\u003c/a>\u003c/i> say kids are coming to college “underconstructed,” at best unsure of who they are and where they fit, at worst anxious and depressed, because their parents have protected them from the uncomfortable and unacceptable state of being wrong. Focused on getting the grades or winning the game and excused from helping out around the house, these children have internalized the pressure, and it’s morphed into a monster that paralyzes kids in their ability to take risks, screw up, find out the consequences and learn from their \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/15/struggle-means-learning-difference-in-eastern-and-western-cultures/\">mistakes\u003c/a>.\u003c/p>\n\u003cp>Parent and educator Jessica Lahey, author of the new book \u003ca href=\"http://www.amazon.com/Gift-Failure-Parents-Children-Succeed/dp/0062299239/ref=sr_1_1?s=books&ie=UTF8&qid=1439224300&sr=1-1&keywords=the+gift+of+failure+jessica+lahey\">\u003ci>The Gift of Failure\u003c/i>\u003c/a>, wants parents (and teachers) to back off. She said it’s time for adults to do the responsible thing and let the children fail. Trying something and failing, she writes, is how children learn and make discoveries about themselves and the world around them. This applies to unloading the dishwasher as well as the science fair. Becoming autonomous gives children pride in themselves and their abilities, and makes them independent thinkers and doers who can cope with the ups and downs of life.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Stop bringing forgotten homework to school, Lahey tells the parents of her students.\u003c/aside>\n\u003cp>But it will be messy, and adults should expect as much. To Lahey’s credit,\u003ci> The Gift of Failure\u003c/i> defiantly rejects the binary choices of either \u003ca href=\"http://www.nytimes.com/2015/06/21/books/review/how-to-raise-an-adult-by-julie-lythcott-haims.html?_r=0\">“triumphant or bumbling adulthood”\u003c/a> as end goals, and sees growing up as a series of peaks and valleys with lots of time to figure things out in between. Instead, she offers practical advice, steeped in the latest research, on how to let kids find their own way as parents and teachers guide them, the key word being \u003ci>guide \u003c/i>-- not instruct, dictate, or enable. Giving kids autonomy may or may not make them a big “success,” but the research supports that it will make kids happier, less anxious and depressed, and more fulfilled to work towards agency in their own lives.\u003c/p>\n\u003cp>Lahey taught middle school for more than a dozen years, and said that in that period of time, she watched as kids went from cautious to take risks to too terrified to even make a move -- write a sentence, for example -- without considering what people might think or how it would affect their grade.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The thing I began to notice was not the fear of an ‘F’, it was the fear of any mistake,” she said. “It’s not that students couldn’t get to a final draft, they couldn’t get even their ideas down. From a teacher’s point of view, that’s a nightmare! If they can’t take a risk, then certainly they aren’t raising their hand with an I-wanna-try-this-idea-out kind of thing.”\u003c/p>\n\u003cp>Many educators already know this, but what to do about it? Educators can play a crucial part in helping kids to get comfortable with failure, which Lahey calls “autonomy-supportive teaching” and goes hand-in-hand with “autonomy-supportive parenting.” She says there are ways educators can encourage parents to let go, and here are a few:\u003c/p>\n\u003cp>\u003cb>Encourage parents to think of raising a child as a long-haul job\u003c/b>\u003c/p>\n\u003cp>Stop bringing forgotten homework to school, Lahey tells the parents of her students. And stop stressing over how your daughter will do on next week’s quiz: instead, focus on what your daughter can learn if she does it all herself, without nagging and pestering and pressure. If she does indeed fail the quiz, she may be forced to ask herself what went wrong, and what she could do better next time. Parenting is a long-haul job, Lahey says, and parents and teachers need to think more about what’s going to make kids happy in the long term. In the case of the quiz, the short-term goal is getting an ‘A,’ but the long-term goal of self-sufficiency eclipses that minor ‘A’ by a long shot.\u003c/p>\n\u003cp>“It’s so freeing!” she said. “You can stop worrying about the stupid details of the moment-to-moment junk, and start focusing on the big things. Just think about where your kid was one year ago today. They’re amazing!” Lahey said she’s not sure if adults just forget, or worry that’s not true. She suspects, though, that parents don’t see the amazing growth in kids because they aren’t given the opportunity to show it very often.\u003c/p>\n\u003cp>\u003cb>Focus on Process Instead of Product \u003c/b>\u003c/p>\n\u003cp>Lahey confesses this is a tricky balance, especially since schools today are inherently -- almost obsessively -- focused on product (and may inadvertently be contributing to parents’ anxieties over academic success). But there are ways to get around that, she says.\u003c/p>\n\u003cp>Adjust expectations (and grades) to make room for real student work. In the book, Lahey asks a kindergarten teacher what her kids can do that their parents don’t think they can. She responds: “Everything!” In autonomy-supportive teaching, work that students plan and orchestrate themselves will look like -- well, like a kid did it. That means no more science projects worthy of their own Nobel. “Teachers need to move their expectations as well. Our lines for where grades should be have creeped up anyway, based on our expectations for what the product should look like. Our expectations have been skewed by the work of the parents.”\u003c/p>\n\u003cp>Lahey knows that teachers love to hear that a parent has decided to make the child more responsible for his own learning: “If you tell your teacher you’re making the move to more autonomy-supportive parenting, and to please hold your child to consequences without letting the kid off the hook? If you ask the teacher to help you through this -- that this is the only way your child is going to learn? Just knowing when a parent is interested in supporting a student’s voice and ability to speak up for themselves: a teacher will kiss you on the lips for that!”\u003c/p>\n\u003cp>[contextly_sidebar id=\"DJ4nI5CFNffHsL1nodUM2J6ruHQWatwL\"]\u003c/p>\n\u003cp>\u003cb>Back away from the parent portal\u003c/b>\u003c/p>\n\u003cp>One of the biggest pitfalls to autonomy-supportive parenting, Lahey says, are the parent portal websites, with access to up-to-the-minute feedback about scores and grades. Lahey and her husband decided to forgo the parent portal for their older child. They handed the password over to their son, telling him he’d need to let them know if he was in academic trouble. Some of her friends were shocked, “as if we were defaulting on our parental duty,” she writes. “I disagree. Checking in on children’s grades is a type of surveillance, which is one of the forms of control and is often mentioned in the research as an enemy of autonomy and intrinsic motivation.”\u003c/p>\n\u003cp>For parents who decide to forego the parent portal (or only check it occasionally), Lahey recommends sending a note to teachers about the decision, explaining that your student is now responsible for her own communication information.\u003c/p>\n\u003cp>\u003cb>Consider the Fear of Failure May Affect More Kids Than You Think\u003c/b>\u003c/p>\n\u003cp>Some educators have called out the rash of overparenting books as only written for a few upper-class parents; some have called The Overstressed American Child\u003ca href=\"http://www.usnews.com/opinion/knowledge-bank/2015/07/31/the-overstressed-american-student-is-a-myth\"> “a myth.”\u003c/a> Many students are well-acquainted with failure, both their own personal shortcomings as well as the systemic failures of their schools and homes. While Lahey openly admits that \u003cem>The Gift of Failure\u003c/em> doesn’t apply to everyone, she cautions that it’s not just the 1% who are terrified of their kids failing: “What I did find out by talking to teachers, is that it’s far more pervasive than we thought,” Lahey said. “We’re talking about a big chunk, a lot of middle class kids are getting the same kind of pressure,” as kids at the top. Many times, she said, the pressure’s even greater if a family doesn’t have the means to pay for college -- especially when it comes to sports and scholarships.\u003c/p>\n\u003cp>\u003cb>Fear of failure destroys the love of learning\u003c/b>\u003c/p>\n\u003cp>In chapter 2, Lahey relates the story of one of her students, capable and intelligent Marianna, who has “sacrificed her natural curiosity and and love of learning at the altar of achievement, and it’s our fault.”\u003c/p>\n\u003cp>\u003ci>We taught her that her potential is tied to her intellect, and her intellect is more important than her character. We taught her to protect her academic and extracurricular perfection at all costs and that it’s better to quit when things get challenging rather than risk marring that perfection.\u003c/i>\u003c/p>\n\u003cp>\u003ci>Above all else, we have taught her to fear failure, and that fear has destroyed her love of learning.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And this is the real shame: fear of failure taints the waters of learning, keeping kids from taking risks. Making failure normal -- even celebrated -- Lahey contends, may be uncomfortable in the short-term, but in the long haul makes for happier, more confident kids.\u003c/p>\n\n","blocks":[],"excerpt":"The drive to perfection has made children risk averse for fear of failure. Parents and teachers can work together to give kids more autonomy and opportunities for agency. ","status":"publish","parent":0,"modified":1439399213,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1646},"headData":{"title":"What do Students Lose by Being Perfect? Valuable Failure | KQED","description":"The drive to perfection has made children risk averse for fear of failure. Parents and teachers can work together to give kids more autonomy and opportunities for agency. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What do Students Lose by Being Perfect? Valuable Failure","datePublished":"2015-08-12T12:15:47.000Z","dateModified":"2015-08-12T17:06:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41560 http://ww2.kqed.org/mindshift/?p=41560","disqusUrl":"https://ww2.kqed.org/mindshift/2015/08/12/what-do-students-lose-by-being-perfect-valuable-failure/","disqusTitle":"What do Students Lose by Being Perfect? Valuable Failure","path":"/mindshift/41560/what-do-students-lose-by-being-perfect-valuable-failure","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the first pages of \u003ci>\u003ca href=\"http://www.amazon.com/Being-Wrong-Adventures-Margin-Error/dp/0061176052\">Being Wrong\u003c/a>\u003c/i>, Kathryn Schulz writes, “In our collective imagination, error is associated not just with shame and stupidity but also with ignorance, indolence, psychopathology, and moral degeneracy.” This cultural terror of messing up, combined with modern modes of parenting and schooling obsessed with narrow versions of academic and career “success,” are making students more than risk-averse.\u003c/p>\n\u003cp>Books like \u003ci>\u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/09/what-overparenting-looks-like-from-a-stanford-deans-perspective/\">How to Raise an Adult\u003c/a>\u003c/i> and \u003ci>\u003ca href=\"http://www.amazon.com/Teach-Your-Children-Well-Envelopes/dp/0062196847\">Teach Your Children Well\u003c/a>\u003c/i> say kids are coming to college “underconstructed,” at best unsure of who they are and where they fit, at worst anxious and depressed, because their parents have protected them from the uncomfortable and unacceptable state of being wrong. Focused on getting the grades or winning the game and excused from helping out around the house, these children have internalized the pressure, and it’s morphed into a monster that paralyzes kids in their ability to take risks, screw up, find out the consequences and learn from their \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/15/struggle-means-learning-difference-in-eastern-and-western-cultures/\">mistakes\u003c/a>.\u003c/p>\n\u003cp>Parent and educator Jessica Lahey, author of the new book \u003ca href=\"http://www.amazon.com/Gift-Failure-Parents-Children-Succeed/dp/0062299239/ref=sr_1_1?s=books&ie=UTF8&qid=1439224300&sr=1-1&keywords=the+gift+of+failure+jessica+lahey\">\u003ci>The Gift of Failure\u003c/i>\u003c/a>, wants parents (and teachers) to back off. She said it’s time for adults to do the responsible thing and let the children fail. Trying something and failing, she writes, is how children learn and make discoveries about themselves and the world around them. This applies to unloading the dishwasher as well as the science fair. Becoming autonomous gives children pride in themselves and their abilities, and makes them independent thinkers and doers who can cope with the ups and downs of life.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Stop bringing forgotten homework to school, Lahey tells the parents of her students.\u003c/aside>\n\u003cp>But it will be messy, and adults should expect as much. To Lahey’s credit,\u003ci> The Gift of Failure\u003c/i> defiantly rejects the binary choices of either \u003ca href=\"http://www.nytimes.com/2015/06/21/books/review/how-to-raise-an-adult-by-julie-lythcott-haims.html?_r=0\">“triumphant or bumbling adulthood”\u003c/a> as end goals, and sees growing up as a series of peaks and valleys with lots of time to figure things out in between. Instead, she offers practical advice, steeped in the latest research, on how to let kids find their own way as parents and teachers guide them, the key word being \u003ci>guide \u003c/i>-- not instruct, dictate, or enable. Giving kids autonomy may or may not make them a big “success,” but the research supports that it will make kids happier, less anxious and depressed, and more fulfilled to work towards agency in their own lives.\u003c/p>\n\u003cp>Lahey taught middle school for more than a dozen years, and said that in that period of time, she watched as kids went from cautious to take risks to too terrified to even make a move -- write a sentence, for example -- without considering what people might think or how it would affect their grade.\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>“The thing I began to notice was not the fear of an ‘F’, it was the fear of any mistake,” she said. “It’s not that students couldn’t get to a final draft, they couldn’t get even their ideas down. From a teacher’s point of view, that’s a nightmare! If they can’t take a risk, then certainly they aren’t raising their hand with an I-wanna-try-this-idea-out kind of thing.”\u003c/p>\n\u003cp>Many educators already know this, but what to do about it? Educators can play a crucial part in helping kids to get comfortable with failure, which Lahey calls “autonomy-supportive teaching” and goes hand-in-hand with “autonomy-supportive parenting.” She says there are ways educators can encourage parents to let go, and here are a few:\u003c/p>\n\u003cp>\u003cb>Encourage parents to think of raising a child as a long-haul job\u003c/b>\u003c/p>\n\u003cp>Stop bringing forgotten homework to school, Lahey tells the parents of her students. And stop stressing over how your daughter will do on next week’s quiz: instead, focus on what your daughter can learn if she does it all herself, without nagging and pestering and pressure. If she does indeed fail the quiz, she may be forced to ask herself what went wrong, and what she could do better next time. Parenting is a long-haul job, Lahey says, and parents and teachers need to think more about what’s going to make kids happy in the long term. In the case of the quiz, the short-term goal is getting an ‘A,’ but the long-term goal of self-sufficiency eclipses that minor ‘A’ by a long shot.\u003c/p>\n\u003cp>“It’s so freeing!” she said. “You can stop worrying about the stupid details of the moment-to-moment junk, and start focusing on the big things. Just think about where your kid was one year ago today. They’re amazing!” Lahey said she’s not sure if adults just forget, or worry that’s not true. She suspects, though, that parents don’t see the amazing growth in kids because they aren’t given the opportunity to show it very often.\u003c/p>\n\u003cp>\u003cb>Focus on Process Instead of Product \u003c/b>\u003c/p>\n\u003cp>Lahey confesses this is a tricky balance, especially since schools today are inherently -- almost obsessively -- focused on product (and may inadvertently be contributing to parents’ anxieties over academic success). But there are ways to get around that, she says.\u003c/p>\n\u003cp>Adjust expectations (and grades) to make room for real student work. In the book, Lahey asks a kindergarten teacher what her kids can do that their parents don’t think they can. She responds: “Everything!” In autonomy-supportive teaching, work that students plan and orchestrate themselves will look like -- well, like a kid did it. That means no more science projects worthy of their own Nobel. “Teachers need to move their expectations as well. Our lines for where grades should be have creeped up anyway, based on our expectations for what the product should look like. Our expectations have been skewed by the work of the parents.”\u003c/p>\n\u003cp>Lahey knows that teachers love to hear that a parent has decided to make the child more responsible for his own learning: “If you tell your teacher you’re making the move to more autonomy-supportive parenting, and to please hold your child to consequences without letting the kid off the hook? If you ask the teacher to help you through this -- that this is the only way your child is going to learn? Just knowing when a parent is interested in supporting a student’s voice and ability to speak up for themselves: a teacher will kiss you on the lips for that!”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cb>Back away from the parent portal\u003c/b>\u003c/p>\n\u003cp>One of the biggest pitfalls to autonomy-supportive parenting, Lahey says, are the parent portal websites, with access to up-to-the-minute feedback about scores and grades. Lahey and her husband decided to forgo the parent portal for their older child. They handed the password over to their son, telling him he’d need to let them know if he was in academic trouble. Some of her friends were shocked, “as if we were defaulting on our parental duty,” she writes. “I disagree. Checking in on children’s grades is a type of surveillance, which is one of the forms of control and is often mentioned in the research as an enemy of autonomy and intrinsic motivation.”\u003c/p>\n\u003cp>For parents who decide to forego the parent portal (or only check it occasionally), Lahey recommends sending a note to teachers about the decision, explaining that your student is now responsible for her own communication information.\u003c/p>\n\u003cp>\u003cb>Consider the Fear of Failure May Affect More Kids Than You Think\u003c/b>\u003c/p>\n\u003cp>Some educators have called out the rash of overparenting books as only written for a few upper-class parents; some have called The Overstressed American Child\u003ca href=\"http://www.usnews.com/opinion/knowledge-bank/2015/07/31/the-overstressed-american-student-is-a-myth\"> “a myth.”\u003c/a> Many students are well-acquainted with failure, both their own personal shortcomings as well as the systemic failures of their schools and homes. While Lahey openly admits that \u003cem>The Gift of Failure\u003c/em> doesn’t apply to everyone, she cautions that it’s not just the 1% who are terrified of their kids failing: “What I did find out by talking to teachers, is that it’s far more pervasive than we thought,” Lahey said. “We’re talking about a big chunk, a lot of middle class kids are getting the same kind of pressure,” as kids at the top. Many times, she said, the pressure’s even greater if a family doesn’t have the means to pay for college -- especially when it comes to sports and scholarships.\u003c/p>\n\u003cp>\u003cb>Fear of failure destroys the love of learning\u003c/b>\u003c/p>\n\u003cp>In chapter 2, Lahey relates the story of one of her students, capable and intelligent Marianna, who has “sacrificed her natural curiosity and and love of learning at the altar of achievement, and it’s our fault.”\u003c/p>\n\u003cp>\u003ci>We taught her that her potential is tied to her intellect, and her intellect is more important than her character. We taught her to protect her academic and extracurricular perfection at all costs and that it’s better to quit when things get challenging rather than risk marring that perfection.\u003c/i>\u003c/p>\n\u003cp>\u003ci>Above all else, we have taught her to fear failure, and that fear has destroyed her love of learning.\u003c/i>\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>And this is the real shame: fear of failure taints the waters of learning, keeping kids from taking risks. Making failure normal -- even celebrated -- Lahey contends, may be uncomfortable in the short-term, but in the long haul makes for happier, more confident kids.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41560/what-do-students-lose-by-being-perfect-valuable-failure","authors":["4445"],"categories":["mindshift_193"],"tags":["mindshift_20892","mindshift_20784","mindshift_1040","mindshift_20867","mindshift_20870","mindshift_20872"],"featImg":"mindshift_41601","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. 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. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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