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FM","link":"/"}},"mindshift_63086":{"type":"posts","id":"mindshift_63086","meta":{"index":"posts_1591205157","site":"mindshift","id":"63086","score":null,"sort":[1708426854000]},"guestAuthors":[],"slug":"when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative","title":"When family tree projects frustrate students, community maps are an inclusive alternative","publishDate":1708426854,"format":"standard","headTitle":"When family tree projects frustrate students, community maps are an inclusive alternative | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>From \u003ca href=\"https://www.routledge.com/Nourishing-Caregiver-Collaborations-Elevating-Home-Experiences-and-Classroom/Qarooni/p/book/9781625316196\">\u003ci>Nourishing Caregiver Collaborations: Elevating Home Experiences and Classroom Practices for Collective Care\u003c/i>\u003c/a> by Nawal Qarooni © 2024 by \u003ca href=\"http://www.routledge.com/stenhouse-publishing.\">Stenhouse Publishers/Taylor & Francis\u003c/a>. Reproduced with permission.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-63202\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/nawal-160x201.jpeg\" alt=\"\" width=\"160\" height=\"201\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/nawal-160x201.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/nawal.jpeg 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">No doubt, you’re familiar with the traditional family tree project. My own kids come home with these year after year, a stenciled outline that they need to fill in with great-grandparents, grandparents, parents, and siblings. For my children, being raised in a two-parent household with strong connections to both sets of grandparents, this has been a fine project that goes fairly smoothly in each instance. A few phone calls to Mama Mahnaz and Abuelo get them the names of family members from Iran and Puerto Rico that they need. But as we know, all families are different. These family tree projects have the potential to be both frustrating for students and alienating to their caregivers. When I spoke with longtime educator and school leader Nefertari Nkenge, she shared such an example of frustration about her daughter’s experience, particularly around a “normed expectation of who lives in the house.”\u003c/p>\n\u003cp>“It would have just been Mom and her. But she made it about 12 brothers and sisters, and that made me grin. The teacher interrogated her and made her feel some kind of way. Jendayi considered her godsiblings who spend the night; I’m Mama Nefertari to all these children; my daughter calls their mothers Aunties — so she’s listing names. The teacher says, these are your siblings? The teacher just couldn’t understand.”\u003c/p>\n\u003cp>A more \u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">inclusive and culturally sustaining approach\u003c/a> would replace these experiences of othering and frustration. Nefertari contended: “Our family experiences — verbal tradition as an African people — it’s not something that’s going to be captured in a paper-and-pencil family tree. Nor is the respect we give our non-blood relatives, many of whom are elders we learn from. It would never get the depth of what I shared now, or what my daughter understood in the third grade. To visualize and draw illustrations of experiences with this large family — even though it’s just the two of us — it needs the narrative for us. For Black and Brown people, for you to see the depth of what we’re describing . . . in the end, I wanted to communicate: see how rich the narrative is in who we are? That is never captured in literacy assignments in schools, nor is it captured in the ways we give credence to it in our own traditional way.”\u003c/p>\n\u003cp>Black, Brown and Indigenous communities, especially, have longstanding and deep understandings of the importance of the collective and, furthermore, the far-reaching relational ties that shape knowledge of ourselves and who we are. \u003ca href=\"https://www.nahwilet.com/\">Indigenous scholar\u003c/a> Shelbi Nahwilet Meissner \u003ca href=\"https://drive.google.com/file/d/191twpmym1vKaLhqsF1DLnVgjBKsFkFs4/view\">writes\u003c/a>, “Kinship, as conceived of by Indigenous scholars, does not refer merely to hetero-nuclear families or biological relatives (\u003ca href=\"https://uwethicsofcare.gws.wisc.edu/wp-content/uploads/2019/10/TallBear-Making-Love-and-Relations-Beyond-Settler-Sex-and-Family.pdf\">TallBear 2018\u003c/a>; \u003ca href=\"https://kylewhyte.seas.umich.edu/wp-content/uploads/2021/04/Time-as-Kinship-April-2021.pdf\">Whyte 2021\u003c/a>). Rather, ‘kinship’ is used to describe the relationships between all entities that share responsibilities for one another.” And also, “Indigenous conceptions of kinship expand beyond Western conceptions of family and include relationships among humans, non-humans, animals, plants and spirits — these relationships inform Indigenous knowledge systems.” We can learn from these \u003ca href=\"https://www.kqed.org/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education\">deeply rooted ways of being\u003c/a>. If we are to honor all families and their ways of being, we must design curricular activities with collective inclusivity in mind.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-63087\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture1-160x186.png\" alt=\"\" width=\"215\" height=\"250\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture1-160x186.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture1.png 354w\" sizes=\"(max-width: 215px) 100vw, 215px\">I imagine the objective of the original family tree exercise was never to fill in box after box in rote fashion but to \u003ca href=\"https://www.kqed.org/mindshift/62762/how-parents-can-help-their-kids-feel-seen\">foster curiosity among children and conversation with their elders\u003c/a> around history, connection and contribution. An alternative that acknowledges a more nuanced reality of family structures, while, at the same time, speaking to a broader collective behind every child, would be a free-form community map, taking the same concept of illustrating connections between the child and those who have an impact on their lives, while still eliciting conversation between the students and adults around the history of connections. Community maps can thoughtfully tease out a literacy ideal we all appreciate, weaving a textured tapestry of unique individuals with myriad experiences toward a greater collective that is inherently beautiful \u003cem>because \u003c/em>of its nuances.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-63088\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture2-160x121.png\" alt=\"\" width=\"200\" height=\"151\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture2-160x121.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture2.png 437w\" sizes=\"(max-width: 200px) 100vw, 200px\">Some people who have played an enormous role in raising me would never have shown up on a traditional family tree graphic organizer. Amu Hamid, with his ceaseless guidance, unending support and unconditional love, wouldn’t have had a place on a simple stencil, because he was my father’s sister’s husband. But the reality is, he was one of the people who raised me. I was one of his daughters. He piloted my daily decision making with compassion, care, and experience. If I were a student able to design the outline of my adult community, he would’ve shown up as the family giant.\u003c/p>\n\u003cp>To get started with community map projects, you might offer students and their caregivers an open-ended set of ideas along with a few quick parameters and find this is plenty to inspire a variety of individual products. Leaving the process open allows for families to cocreate and coimagine with their children. And, when they share their final projects, I often marvel at folks’ oohing and ahhing, which almost always results in an even greater degree of imaginative iterating and dreaming of interesting projects further down the line. I generally make the following suggestions and leave the rest to them:\u003c/p>\n\u003cul>\n\u003cli>Visually represent the people in your collective who support you.\u003c/li>\n\u003cli>You’re welcome to use a tree form to guide you, but feel free to diverge from that template to represent your loved ones in the way that makes most sense to you.\u003c/li>\n\u003cli>Draw connections between the people in your life using visuals.\u003c/li>\n\u003c/ul>\n\u003cp>Just as my Amu Hamid had superhero-like individual strengths that contributed to our family collective as a whole, as students and their caregivers work on this project, invite them to highlight how different individuals have made them stronger together with prompts like:\u003c/p>\n\u003cul>\n\u003cli>Who is this person to me?\u003c/li>\n\u003cli>What makes them unique?\u003c/li>\n\u003cli>What talents do they bring to our family/group/community?\u003c/li>\n\u003cli>How does having them with us bring us closer and make us stronger?\u003c/li>\n\u003cli>What might our collective look like if we were missing this person’s contributions?\u003c/li>\n\u003cli>How did our loved ones who have passed contribute meaning to our family? How did they shape us? How might we keep their legacies alive?\u003c/li>\n\u003cli>How do we ensure their memories are a continued blessing?\u003c/li>\n\u003c/ul>\n\u003cp>Dream big here. \u003ca href=\"https://docs.google.com/document/d/1ScL1FxV4mGoavHwFZI8Zs22Ntj5SYjK-LXlQbKYDIOU/edit?usp=sharing\">Read aloud from books where families look different\u003c/a>. Prompt children to share with peers before brainstorming on paper. In one second-grade Chicago classroom, students discarded the tree image altogether and, instead, talked about who grows in their hearts after their teacher mentioned all the different contributors to her garden: bees, flowers, weeds, birds. All of those elements contribute to and nurture the garden’s vibrancy, just like all of the people in our hearts.\u003c/p>\n\u003cp>These community maps can even be co-constructed with caregivers or orchestrated as a collaborative family project in schools, which is particularly impactful with siblings in multiple grades. They can begin on family literacy nights and end in a cumulative showcase, or they can be smaller-scale and more personal in nature. Either way, the conversations that ensue as a result of creating community maps are invaluable representations of a literacy ideal that ultimately frames much of what we aim to accomplish as teachers.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"color: #212529;background: white\">Nawal Qarooni is a Jersey City-based educator, writer and adjunct professor who supports a holistic approach to literacy instruction and family experiences in schools across the country. Drawing on her work as an inquiry-based leader, mother and proud daughter of immigrants, Nawal’s pedagogy is centered in the rich and authentic\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63089 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture3.png\" alt=\"\" width=\"279\" height=\"175\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture3.png 637w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture3-160x100.png 160w\" sizes=\"(max-width: 279px) 100vw, 279px\"> learning all families gift their children every day. She and her team of coaches at NQC Literacy work with schools and districts to collectively grow teacher practice and children’s literacy lives. In addition, she is a member of the National Council for Teachers of English Committee Against Racism and Bias in the Teaching of English; she evaluates manuscripts for Reese Witherspoon’s LitUp program, which platforms historically underrepresented voices in publishing; and she serves on the Library of Congress Literacy Awards Advisory Board, which funds powerful literacy programming across the country. Nawal holds a Bachelor of English from the University of Michigan, a Master of Teaching from Brooklyn College and a Master of Journalism from Syracuse University’s Newhouse School. She won a New Jersey Press Association Award for her international reporting and transitioned into education as a New York City Teaching Fellow.\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Family tree projects can alienate students from diverse family structures. Author Nawal Qarooni offers a more inclusive and culturally sustaining approach.","status":"publish","parent":0,"modified":1708390288,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1479},"headData":{"title":"When family tree projects frustrate students, community maps are an inclusive alternative | KQED","description":"Family tree projects can alienate students from diverse family structures. Nawal Qarooni offers a more inclusive and culturally sustaining approach.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Family tree projects can alienate students from diverse family structures. Nawal Qarooni offers a more inclusive and culturally sustaining approach.","schema":{"@context":"http://schema.org","@type":"Article","headline":"When family tree projects frustrate students, community maps are an inclusive alternative","datePublished":"2024-02-20T03:00:54-08:00","dateModified":"2024-02-19T16:51:28-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>From \u003ca href=\"https://www.routledge.com/Nourishing-Caregiver-Collaborations-Elevating-Home-Experiences-and-Classroom/Qarooni/p/book/9781625316196\">\u003ci>Nourishing Caregiver Collaborations: Elevating Home Experiences and Classroom Practices for Collective Care\u003c/i>\u003c/a> by Nawal Qarooni © 2024 by \u003ca href=\"http://www.routledge.com/stenhouse-publishing.\">Stenhouse Publishers/Taylor & Francis\u003c/a>. Reproduced with permission.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-63202\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/nawal-160x201.jpeg\" alt=\"\" width=\"160\" height=\"201\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/nawal-160x201.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/nawal.jpeg 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">No doubt, you’re familiar with the traditional family tree project. My own kids come home with these year after year, a stenciled outline that they need to fill in with great-grandparents, grandparents, parents, and siblings. For my children, being raised in a two-parent household with strong connections to both sets of grandparents, this has been a fine project that goes fairly smoothly in each instance. A few phone calls to Mama Mahnaz and Abuelo get them the names of family members from Iran and Puerto Rico that they need. But as we know, all families are different. These family tree projects have the potential to be both frustrating for students and alienating to their caregivers. When I spoke with longtime educator and school leader Nefertari Nkenge, she shared such an example of frustration about her daughter’s experience, particularly around a “normed expectation of who lives in the house.”\u003c/p>\n\u003cp>“It would have just been Mom and her. But she made it about 12 brothers and sisters, and that made me grin. The teacher interrogated her and made her feel some kind of way. Jendayi considered her godsiblings who spend the night; I’m Mama Nefertari to all these children; my daughter calls their mothers Aunties — so she’s listing names. The teacher says, these are your siblings? The teacher just couldn’t understand.”\u003c/p>\n\u003cp>A more \u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">inclusive and culturally sustaining approach\u003c/a> would replace these experiences of othering and frustration. Nefertari contended: “Our family experiences — verbal tradition as an African people — it’s not something that’s going to be captured in a paper-and-pencil family tree. Nor is the respect we give our non-blood relatives, many of whom are elders we learn from. It would never get the depth of what I shared now, or what my daughter understood in the third grade. To visualize and draw illustrations of experiences with this large family — even though it’s just the two of us — it needs the narrative for us. For Black and Brown people, for you to see the depth of what we’re describing . . . in the end, I wanted to communicate: see how rich the narrative is in who we are? That is never captured in literacy assignments in schools, nor is it captured in the ways we give credence to it in our own traditional way.”\u003c/p>\n\u003cp>Black, Brown and Indigenous communities, especially, have longstanding and deep understandings of the importance of the collective and, furthermore, the far-reaching relational ties that shape knowledge of ourselves and who we are. \u003ca href=\"https://www.nahwilet.com/\">Indigenous scholar\u003c/a> Shelbi Nahwilet Meissner \u003ca href=\"https://drive.google.com/file/d/191twpmym1vKaLhqsF1DLnVgjBKsFkFs4/view\">writes\u003c/a>, “Kinship, as conceived of by Indigenous scholars, does not refer merely to hetero-nuclear families or biological relatives (\u003ca href=\"https://uwethicsofcare.gws.wisc.edu/wp-content/uploads/2019/10/TallBear-Making-Love-and-Relations-Beyond-Settler-Sex-and-Family.pdf\">TallBear 2018\u003c/a>; \u003ca href=\"https://kylewhyte.seas.umich.edu/wp-content/uploads/2021/04/Time-as-Kinship-April-2021.pdf\">Whyte 2021\u003c/a>). Rather, ‘kinship’ is used to describe the relationships between all entities that share responsibilities for one another.” And also, “Indigenous conceptions of kinship expand beyond Western conceptions of family and include relationships among humans, non-humans, animals, plants and spirits — these relationships inform Indigenous knowledge systems.” We can learn from these \u003ca href=\"https://www.kqed.org/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education\">deeply rooted ways of being\u003c/a>. If we are to honor all families and their ways of being, we must design curricular activities with collective inclusivity in mind.\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>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-63087\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture1-160x186.png\" alt=\"\" width=\"215\" height=\"250\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture1-160x186.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture1.png 354w\" sizes=\"(max-width: 215px) 100vw, 215px\">I imagine the objective of the original family tree exercise was never to fill in box after box in rote fashion but to \u003ca href=\"https://www.kqed.org/mindshift/62762/how-parents-can-help-their-kids-feel-seen\">foster curiosity among children and conversation with their elders\u003c/a> around history, connection and contribution. An alternative that acknowledges a more nuanced reality of family structures, while, at the same time, speaking to a broader collective behind every child, would be a free-form community map, taking the same concept of illustrating connections between the child and those who have an impact on their lives, while still eliciting conversation between the students and adults around the history of connections. Community maps can thoughtfully tease out a literacy ideal we all appreciate, weaving a textured tapestry of unique individuals with myriad experiences toward a greater collective that is inherently beautiful \u003cem>because \u003c/em>of its nuances.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-63088\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture2-160x121.png\" alt=\"\" width=\"200\" height=\"151\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture2-160x121.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture2.png 437w\" sizes=\"(max-width: 200px) 100vw, 200px\">Some people who have played an enormous role in raising me would never have shown up on a traditional family tree graphic organizer. Amu Hamid, with his ceaseless guidance, unending support and unconditional love, wouldn’t have had a place on a simple stencil, because he was my father’s sister’s husband. But the reality is, he was one of the people who raised me. I was one of his daughters. He piloted my daily decision making with compassion, care, and experience. If I were a student able to design the outline of my adult community, he would’ve shown up as the family giant.\u003c/p>\n\u003cp>To get started with community map projects, you might offer students and their caregivers an open-ended set of ideas along with a few quick parameters and find this is plenty to inspire a variety of individual products. Leaving the process open allows for families to cocreate and coimagine with their children. And, when they share their final projects, I often marvel at folks’ oohing and ahhing, which almost always results in an even greater degree of imaginative iterating and dreaming of interesting projects further down the line. I generally make the following suggestions and leave the rest to them:\u003c/p>\n\u003cul>\n\u003cli>Visually represent the people in your collective who support you.\u003c/li>\n\u003cli>You’re welcome to use a tree form to guide you, but feel free to diverge from that template to represent your loved ones in the way that makes most sense to you.\u003c/li>\n\u003cli>Draw connections between the people in your life using visuals.\u003c/li>\n\u003c/ul>\n\u003cp>Just as my Amu Hamid had superhero-like individual strengths that contributed to our family collective as a whole, as students and their caregivers work on this project, invite them to highlight how different individuals have made them stronger together with prompts like:\u003c/p>\n\u003cul>\n\u003cli>Who is this person to me?\u003c/li>\n\u003cli>What makes them unique?\u003c/li>\n\u003cli>What talents do they bring to our family/group/community?\u003c/li>\n\u003cli>How does having them with us bring us closer and make us stronger?\u003c/li>\n\u003cli>What might our collective look like if we were missing this person’s contributions?\u003c/li>\n\u003cli>How did our loved ones who have passed contribute meaning to our family? How did they shape us? How might we keep their legacies alive?\u003c/li>\n\u003cli>How do we ensure their memories are a continued blessing?\u003c/li>\n\u003c/ul>\n\u003cp>Dream big here. \u003ca href=\"https://docs.google.com/document/d/1ScL1FxV4mGoavHwFZI8Zs22Ntj5SYjK-LXlQbKYDIOU/edit?usp=sharing\">Read aloud from books where families look different\u003c/a>. Prompt children to share with peers before brainstorming on paper. In one second-grade Chicago classroom, students discarded the tree image altogether and, instead, talked about who grows in their hearts after their teacher mentioned all the different contributors to her garden: bees, flowers, weeds, birds. All of those elements contribute to and nurture the garden’s vibrancy, just like all of the people in our hearts.\u003c/p>\n\u003cp>These community maps can even be co-constructed with caregivers or orchestrated as a collaborative family project in schools, which is particularly impactful with siblings in multiple grades. They can begin on family literacy nights and end in a cumulative showcase, or they can be smaller-scale and more personal in nature. Either way, the conversations that ensue as a result of creating community maps are invaluable representations of a literacy ideal that ultimately frames much of what we aim to accomplish as teachers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"color: #212529;background: white\">Nawal Qarooni is a Jersey City-based educator, writer and adjunct professor who supports a holistic approach to literacy instruction and family experiences in schools across the country. Drawing on her work as an inquiry-based leader, mother and proud daughter of immigrants, Nawal’s pedagogy is centered in the rich and authentic\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63089 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture3.png\" alt=\"\" width=\"279\" height=\"175\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture3.png 637w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/Picture3-160x100.png 160w\" sizes=\"(max-width: 279px) 100vw, 279px\"> learning all families gift their children every day. She and her team of coaches at NQC Literacy work with schools and districts to collectively grow teacher practice and children’s literacy lives. In addition, she is a member of the National Council for Teachers of English Committee Against Racism and Bias in the Teaching of English; she evaluates manuscripts for Reese Witherspoon’s LitUp program, which platforms historically underrepresented voices in publishing; and she serves on the Library of Congress Literacy Awards Advisory Board, which funds powerful literacy programming across the country. Nawal holds a Bachelor of English from the University of Michigan, a Master of Teaching from Brooklyn College and a Master of Journalism from Syracuse University’s Newhouse School. She won a New Jersey Press Association Award for her international reporting and transitioned into education as a New York City Teaching Fellow.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative","authors":["4354"],"categories":["mindshift_21491","mindshift_194","mindshift_21385","mindshift_193"],"tags":["mindshift_21250","mindshift_21371","mindshift_21707","mindshift_21230","mindshift_21223","mindshift_21415","mindshift_444","mindshift_290"],"featImg":"mindshift_63105","label":"mindshift"},"mindshift_62778":{"type":"posts","id":"mindshift_62778","meta":{"index":"posts_1591205157","site":"mindshift","id":"62778","score":null,"sort":[1701774053000]},"guestAuthors":[],"slug":"how-to-build-a-black-history-childrens-book-collection-for-your-classroom","title":"How to Build a Black History Children's Book Collection for Your Classroom","publishDate":1701774053,"format":"standard","headTitle":"How to Build a Black History Children’s Book Collection for Your Classroom | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>From\u003ca href=\"https://www.routledge.com/Beyond-February-Teaching-Black-History-Any-Day-Every-Day-and-All-Year/James/p/book/9781625316059?gclid=Cj0KCQiAgqGrBhDtARIsAM5s0_nfN-k8ZubLl8_fhB3_NIiEtsw4kQRFNvT8mRBpW1iEw2-BIGvBFZkaAoX0EALw_wcB\"> Beyond February: Teaching Black History Any Day, Every Day, and All Year Long, K-3\u003c/a> by Dawnavyn James © 2024 by \u003ca href=\"http://www.routledge.com/stenhouse-publishing\">Stenhouse Publishers\u003c/a>. Reproduced with permission.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>I have been building my Black history library since my junior year of college, when I taught third and fourth graders about the Harlem Renaissance. My library has been growing ever since, but \u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">whether you have a large collection of books or are just starting out\u003c/a>, there are always new titles for you to discover. Here are a few tips for getting started building your own collection of Black history-focused books.\u003c/p>\n\u003ch2>\u003cstrong>Choose a Black history that interest\u003c/strong>\u003cstrong>s y\u003c/strong>\u003cstrong>ou\u003c/strong>\u003c/h2>\n\u003cp>As I am writing this right now, I cannot choose a single Black history that interests me the most; there are so many to choose from! \u003ca href=\"https://www.kqed.org/arts/13903957/a-new-doc-shows-how-oaklands-black-cowboys-keep-history-alive\">Cowboys\u003c/a> were my obsession last summer, and now it’s cuisine. But I also love learning about Black \u003ca href=\"https://www.chalkbeat.org/detroit/2023/11/21/former-cass-tech-teachers-rescued-leroy-foster-artwork-now-displayed-cranbrook/\">artists\u003c/a>, and \u003ca href=\"https://www.kqed.org/mindshift/60885/how-to-create-a-stem-dream-culture-for-all-students\">inventions and inventors\u003c/a> will always be an all-time fave. I also want to know everything I can about Africa. Do you get my point?\u003c/p>\n\u003cp>Whatever \u003ca href=\"https://www.kqed.org/mindshift/62588/how-two-teachers-spark-a-love-of-history-with-their-wardrobes\">history you feel drawn to\u003c/a>, find those books. Reading multiple books about a historical figure or event or theme helps us layer and add nuance to our thinking about Black history. Just the act of reading about multiple Black histories or seeking out several resources around a particular part of history is a way of saying that \u003ca href=\"https://www.kqed.org/mindshift/61095/how-a-virginia-educator-teaches-black-history-with-joy\">Black histories are important\u003c/a>, worthy of our attention and \u003ca href=\"https://www.kqed.org/mindshift/61220/illinois-teachers-create-black-history-courses-to-fill-in-gaps-in-u-s-history-for-students\">worth digging into\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>Find the commonality among books\u003c/strong>\u003c/h2>\n\u003cp>As you begin to read and select books, you may start to see common themes or ideas emerging. For example, after reading \u003ca href=\"https://www.agatepublishing.com/9781572842243/crown/\">\u003cem>Crown\u003c/em>\u003c/a>, I remembered that I had two books written and illustrated by Sharee Miller that celebrate hair, \u003ca href=\"https://www.hachettebookgroup.com/titles/sharee-miller/dont-touch-my-hair/9780316562584/?lens=little-brown-books-for-young-readers\">\u003cem>Don’t Touch My Hair\u003c/em>\u003c/a> and\u003ca href=\"https://www.hachettebookgroup.com/titles/sharee-miller/princess-hair/9780316441223/\"> \u003cem>Princess Hair\u003c/em>\u003c/a>. These books became the beginning of a text set around hair (as part of a study of \u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">identity\u003c/a>) and were a hit with \u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62779 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/dawnavyn-1.png\" alt=\"\" width=\"223\" height=\"278\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/dawnavyn-1.png 445w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/dawnavyn-1-160x200.png 160w\" sizes=\"(max-width: 223px) 100vw, 223px\">students, who all found ways of connecting to this set.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A single title may end up being a part of multiple text sets around different topics or themes. For example, I sometimes read\u003ca href=\"https://www.harpercollins.com/products/let-the-children-march-monica-clark-robinson?variant=39936194609186\"> \u003cem>Let the Children March\u003c/em>\u003c/a> alongside books about Martin Luther King Jr. because he is featured in that book and the book is set during the Civil Rights Movement. But other times I read it when we learn about Ruby Bridges so that my students can better understand the ways children participated in the Civil Rights Movement. As you begin to see similarities and connections among books, start creating your own collections lists.\u003c/p>\n\u003cp>It is important to note that the resources that make up your collections may not always be picture books. Sometimes you may want to include a cookbook, chapter book, piece of art or song. Whatever the topic, educate yourself and then find the resources to educate your students.\u003c/p>\n\u003ch2>\u003cstrong>Keep an eye out for new favorites\u003c/strong>\u003c/h2>\n\u003cp>As you read and share books, you and your students will notice some of the same authors and illustrators who have worked on multiple books about Black histories. For example, I had a class of kindergartners and first graders who could spot illustrations by \u003ca href=\"https://www.instagram.com/kadirnelson/\">Kadir Nelson\u003c/a> from a mile away. And as a teacher, I know that I can truly depend on books written by \u003ca href=\"https://cbweatherford.com/books/\">Carole Boston Weatherford\u003c/a> to deliver accurate information about different Black histories, whether about people or events. Keep an eye out for these authors and illustrators via their websites or social media accounts to see what they are currently working on and to get updates on book release dates. There are also great social media accounts that share a wide variety of diverse picture books, including books about Black histories. Social media and book creators’ own websites are great ways to find and stay connected with the latest titles from our favorite authors and illustrators.\u003c/p>\n\u003ch2>\u003cstrong>Share Black stories\u003c/strong>\u003c/h2>\n\u003cp>There is a true love for Black history-focused books in my classroom. My students can access them on the shelf, read them with a buddy and refer to them when making connections to other books we read\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://www.penguinrandomhouse.com/books/594506/i-am-every-good-thing-by-derrick-barnes-illustrated-by-gordon-c-james/\">\u003cem>I Am Every Good Thing\u003c/em>\u003c/a> is one such book that means a lot to my class. This is a book from our Black joy collection, one we read at the beginning of the year, on a rainy day, during morning meetings, in the middle of the year, during our unit on community, and at the very end of the year as a farewell and affirmation. I have found it in the writing center, a student’s mailbox and in the arms of a sleeping kindergartner in our classroom’s safe place. It’s a book in which my students see themselves and see their classmates, and they see Black histories. It is a book that affirms us, comforts us and challenges us to remember who we are.\u003c/p>\n\u003cp>I’d love to be able to list every single book that highlights, celebrates, honors or features Black histories, but that is the work of a lifetime. My hope is that you can find those books, create those collections and read the books that benefit the education of your students, yourself and the community of your classroom. Books expose students to a fuller narrative of Black history. Not just the tragedy and the hardships but also the resistance. Not just the struggle and enslavement but the triumphs and successes, the innovation, brilliance, ingenuity, courage, intellect and dignity. Books that center Black history aren’t just for Black children; they are books for all children.\u003c/p>\n\u003ch2>\u003cstrong>Dawnavyn’s ultimate Black history book collection\u003c/strong>\u003c/h2>\n\u003cp>This is the collection I’ve been building since my junior year of college, and it is constantly growing. I have used these children’s books again and again with students to teach Black histories. See what collections you can create from this list!\u003c/p>\n\u003cp>\u003ca href=\"https://www.harpercollins.com/products/the-undefeated-kwame-alexander?variant=39935132336162\">\u003cstrong>\u003cem>The Undefeated\u003c/em>\u003c/strong>\u003c/a>, written by Kwame Alexander and illustrated by Kadir Nelson\u003c/p>\n\u003cp>\u003ca href=\"https://www.hachettebookgroup.com/titles/vashti-harrison/little-legends-exceptional-men-in-black-history/9780316475143/?lens=little-brown-books-for-young-readers\">\u003cstrong>\u003cem>Little Legends: Exceptional Men in Black History\u003c/em>\u003c/strong>\u003c/a> by Vashti Harrison with Kwesi Johnson\u003c/p>\n\u003cp>\u003ca href=\"https://www.hachettebookgroup.com/titles/vashti-harrison/little-leaders-bold-women-in-black-history/9780316475105/\">\u003cstrong>\u003cem>Little Leaders: Bold Women in Black History\u003c/em>\u003c/strong>\u003c/a> by Vashti Harrison\u003c/p>\n\u003cp>\u003ca href=\"https://us.macmillan.com/books/9781596438200/28days\">\u003cstrong>\u003cem>28 Days: Moments in Black History that Changed the World\u003c/em>\u003c/strong>\u003c/a>, written by Charles R. Smith Jr. and illustrated by Shane W. Evans\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.simonandschuster.com/books/The-Roots-of-Rap/Carole-Boston-Weatherford/9781499812046\">\u003cstrong>The Roots of Rap: 16 Bars on the 4 Pillars of Hip Hop\u003c/strong>\u003c/a>\u003c/em>, written by Carole Boston Weatherford and illustrated by Frank Morrison\u003c/p>\n\u003cp>\u003ca href=\"https://www.albertwhitman.com/book/seven-spools-of-thread/\">\u003cstrong>\u003cem>Seven Spools of Thread: A Kwanzaa Story\u003c/em>\u003c/strong>\u003c/a>, written by Angela Shelf Medearis and illustrated by Daniel Minter\u003c/p>\n\u003cp>\u003ca href=\"https://www.harpercollins.com/products/heart-and-soul-kadir-nelson?variant=33007958949922\">\u003cstrong>\u003cem>Heart and Soul: The Story of America and African Americans\u003c/em>\u003c/strong>\u003c/a> by Kadir Nelson\u003c/p>\n\u003cp>\u003ca href=\"https://www.harpercollins.com/products/coretta-scott-ntozake-shange?variant=32122923909154\">\u003cstrong>\u003cem>Coretta Scott\u003c/em>\u003c/strong>\u003c/a>, written by Ntozake Shange and illustrated by Kadir Nelson\u003c/p>\n\u003cp>\u003ca href=\"https://www.simonandschuster.com/books/Black-Heroes-A-Black-History-Book-for-Kids/Arlisha-Norwood/People-and-Events-in-History/9781638788232\">\u003cstrong>\u003cem>Black Heroes: A Black History Book for Kids\u003c/em>\u003c/strong>\u003c/a> by Arlisha Norwood\u003c/p>\n\u003cp>\u003ca href=\"https://www.lesaclineransome.com/the-power-of-her-pen\">\u003cstrong>\u003cem>The Power of Her Pen: The Story of Groundbreaking Journalist Ethel L. Payne\u003c/em>\u003c/strong>\u003c/a>, written by Lesa Cline-Ransome and illustrated by John Parra\u003c/p>\n\u003cp>\u003ca href=\"https://www.albertwhitman.com/book/sugar-hill/\">\u003cstrong>\u003cem>Sugar Hill: Harlem’s Historic Neighborhood\u003c/em>\u003c/strong>\u003c/a>, written by Carole Boston Weatherford and illustrated by R. Gregory Christie\u003c/p>\n\u003cp>\u003ca href=\"https://www.hachettebookgroup.com/titles/kadir-nelson/we-are-the-ship/9780786808328/?lens=little-brown-books-for-young-readers\">\u003cstrong>\u003cem>We Are the Ship: The Story of Negro League Baseball\u003c/em>\u003c/strong>\u003c/a> by Kadir Nelson\u003c/p>\n\u003cp>\u003ca href=\"https://www.tilburyhouse.com/product-page/have-i-ever-told-you-black-lives-matter\">\u003cstrong>\u003cem>Have I Ever Told You Black Lives Matter\u003c/em>\u003c/strong>\u003c/a>, written by Shani Mahiri King and illustrated by Bobby C. Martin Jr.\u003c/p>\n\u003cp>\u003ca href=\"https://blueapplebooks.com/book/let-freedom-sing/\">\u003cstrong>\u003cem>Let Freedom Sing\u003c/em>\u003c/strong>\u003c/a> by Vanessa Newton\u003c/p>\n\u003cp>\u003ca href=\"https://www.penguinrandomhouse.com/books/678949/evicted-by-alice-faye-duncan-illustrated-by-charly-palmer/\">\u003cstrong>\u003cem>Evicted! The Struggle for the Right to Vote\u003c/em>\u003c/strong>\u003c/a>, written by Alice Faye Duncan and illustrated by Charly Palmer\u003c/p>\n\u003cp>\u003ca href=\"https://www.hachettebookgroup.com/titles/dinah-johnson/h-is-for-harlem/9780316322379/\">\u003cstrong>\u003cem>H Is for Harlem\u003c/em>\u003c/strong>\u003c/a>, written by Dinah Johnson and illustrated by April Harrison\u003c/p>\n\u003cp>\u003ca href=\"https://shop.scholastic.com/parent-ecommerce/books/stand-up-10-mighty-women-who-made-a-change-9781338763850.html\">\u003cstrong>\u003cem>Stand Up! 10 Mighty Women Who Made a Change\u003c/em>\u003c/strong>\u003c/a>, written by Brittney Cooper and illustrated by Cathy Ann Johnson\u003c/p>\n\u003cp>\u003ca href=\"https://www.harpercollins.com/products/the-people-remember-ibi-zoboi?variant=33051647442978\">\u003cstrong>\u003cem>The People Remember\u003c/em>\u003c/strong>\u003c/a>, written by Ibi Zoboi and illustrated by Loveis Wise\u003c/p>\n\u003cp>\u003cem>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62780 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/dawnavyn2.png\" alt=\"\" width=\"238\" height=\"357\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/dawnavyn2.png 368w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/dawnavyn2-160x240.png 160w\" sizes=\"(max-width: 238px) 100vw, 238px\">\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/queendomteachin\">Dawnavyn M. James\u003c/a> is an early childhood, elementary and Black history educator and researcher from Kansas City, Missouri. She has given presentations and led workshops promoting Black history teaching in early childhood and elementary classrooms. Through consulting, Dawnavyn has supported teachers in numerous school districts as they work to teach Black history year-round through the use of picture books. She believes that picture books centering Black history are one of the greatest ways to bring Black histories into the classroom. She has taught students from kindergarten to fifth grade in Columbia, Missouri, but her favorite years of teaching were her three years with kindergartners. She received her teaching degree from Stephens College and is currently pursuing her doctorate at the University at Buffalo and is a fellow at the Center for K-12 Black History and Racial Literacy Education. Dawnavyn is also the founder of The Black History Club, an organization that empowers and equips teachers and students with information and resources that will benefit themselves, their families and the community through engaging with Black histories.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Children's books are a great way to learn Black histories. These tips will guide you in building your library.","status":"publish","parent":0,"modified":1713534456,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1441},"headData":{"title":"How to Build a Black History Children's Book Collection for Your Classroom | KQED","description":"Children's books are a great way to learn Black histories. These tips will guide you in building your library.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Children's books are a great way to learn Black histories. These tips will guide you in building your library.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Build a Black History Children's Book Collection for Your Classroom","datePublished":"2023-12-05T03:00:53-08:00","dateModified":"2024-04-19T06:47:36-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62778/how-to-build-a-black-history-childrens-book-collection-for-your-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>From\u003ca href=\"https://www.routledge.com/Beyond-February-Teaching-Black-History-Any-Day-Every-Day-and-All-Year/James/p/book/9781625316059?gclid=Cj0KCQiAgqGrBhDtARIsAM5s0_nfN-k8ZubLl8_fhB3_NIiEtsw4kQRFNvT8mRBpW1iEw2-BIGvBFZkaAoX0EALw_wcB\"> Beyond February: Teaching Black History Any Day, Every Day, and All Year Long, K-3\u003c/a> by Dawnavyn James © 2024 by \u003ca href=\"http://www.routledge.com/stenhouse-publishing\">Stenhouse Publishers\u003c/a>. Reproduced with permission.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>I have been building my Black history library since my junior year of college, when I taught third and fourth graders about the Harlem Renaissance. My library has been growing ever since, but \u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">whether you have a large collection of books or are just starting out\u003c/a>, there are always new titles for you to discover. Here are a few tips for getting started building your own collection of Black history-focused books.\u003c/p>\n\u003ch2>\u003cstrong>Choose a Black history that interest\u003c/strong>\u003cstrong>s y\u003c/strong>\u003cstrong>ou\u003c/strong>\u003c/h2>\n\u003cp>As I am writing this right now, I cannot choose a single Black history that interests me the most; there are so many to choose from! \u003ca href=\"https://www.kqed.org/arts/13903957/a-new-doc-shows-how-oaklands-black-cowboys-keep-history-alive\">Cowboys\u003c/a> were my obsession last summer, and now it’s cuisine. But I also love learning about Black \u003ca href=\"https://www.chalkbeat.org/detroit/2023/11/21/former-cass-tech-teachers-rescued-leroy-foster-artwork-now-displayed-cranbrook/\">artists\u003c/a>, and \u003ca href=\"https://www.kqed.org/mindshift/60885/how-to-create-a-stem-dream-culture-for-all-students\">inventions and inventors\u003c/a> will always be an all-time fave. I also want to know everything I can about Africa. Do you get my point?\u003c/p>\n\u003cp>Whatever \u003ca href=\"https://www.kqed.org/mindshift/62588/how-two-teachers-spark-a-love-of-history-with-their-wardrobes\">history you feel drawn to\u003c/a>, find those books. Reading multiple books about a historical figure or event or theme helps us layer and add nuance to our thinking about Black history. Just the act of reading about multiple Black histories or seeking out several resources around a particular part of history is a way of saying that \u003ca href=\"https://www.kqed.org/mindshift/61095/how-a-virginia-educator-teaches-black-history-with-joy\">Black histories are important\u003c/a>, worthy of our attention and \u003ca href=\"https://www.kqed.org/mindshift/61220/illinois-teachers-create-black-history-courses-to-fill-in-gaps-in-u-s-history-for-students\">worth digging into\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>Find the commonality among books\u003c/strong>\u003c/h2>\n\u003cp>As you begin to read and select books, you may start to see common themes or ideas emerging. For example, after reading \u003ca href=\"https://www.agatepublishing.com/9781572842243/crown/\">\u003cem>Crown\u003c/em>\u003c/a>, I remembered that I had two books written and illustrated by Sharee Miller that celebrate hair, \u003ca href=\"https://www.hachettebookgroup.com/titles/sharee-miller/dont-touch-my-hair/9780316562584/?lens=little-brown-books-for-young-readers\">\u003cem>Don’t Touch My Hair\u003c/em>\u003c/a> and\u003ca href=\"https://www.hachettebookgroup.com/titles/sharee-miller/princess-hair/9780316441223/\"> \u003cem>Princess Hair\u003c/em>\u003c/a>. These books became the beginning of a text set around hair (as part of a study of \u003ca href=\"https://www.kqed.org/mindshift/62672/using-picture-books-and-classroom-dialogue-to-honor-and-respect-students-name\">identity\u003c/a>) and were a hit with \u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62779 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/dawnavyn-1.png\" alt=\"\" width=\"223\" height=\"278\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/dawnavyn-1.png 445w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/dawnavyn-1-160x200.png 160w\" sizes=\"(max-width: 223px) 100vw, 223px\">students, who all found ways of connecting to this set.\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>A single title may end up being a part of multiple text sets around different topics or themes. For example, I sometimes read\u003ca href=\"https://www.harpercollins.com/products/let-the-children-march-monica-clark-robinson?variant=39936194609186\"> \u003cem>Let the Children March\u003c/em>\u003c/a> alongside books about Martin Luther King Jr. because he is featured in that book and the book is set during the Civil Rights Movement. But other times I read it when we learn about Ruby Bridges so that my students can better understand the ways children participated in the Civil Rights Movement. As you begin to see similarities and connections among books, start creating your own collections lists.\u003c/p>\n\u003cp>It is important to note that the resources that make up your collections may not always be picture books. Sometimes you may want to include a cookbook, chapter book, piece of art or song. Whatever the topic, educate yourself and then find the resources to educate your students.\u003c/p>\n\u003ch2>\u003cstrong>Keep an eye out for new favorites\u003c/strong>\u003c/h2>\n\u003cp>As you read and share books, you and your students will notice some of the same authors and illustrators who have worked on multiple books about Black histories. For example, I had a class of kindergartners and first graders who could spot illustrations by \u003ca href=\"https://www.instagram.com/kadirnelson/\">Kadir Nelson\u003c/a> from a mile away. And as a teacher, I know that I can truly depend on books written by \u003ca href=\"https://cbweatherford.com/books/\">Carole Boston Weatherford\u003c/a> to deliver accurate information about different Black histories, whether about people or events. Keep an eye out for these authors and illustrators via their websites or social media accounts to see what they are currently working on and to get updates on book release dates. There are also great social media accounts that share a wide variety of diverse picture books, including books about Black histories. Social media and book creators’ own websites are great ways to find and stay connected with the latest titles from our favorite authors and illustrators.\u003c/p>\n\u003ch2>\u003cstrong>Share Black stories\u003c/strong>\u003c/h2>\n\u003cp>There is a true love for Black history-focused books in my classroom. My students can access them on the shelf, read them with a buddy and refer to them when making connections to other books we read\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://www.penguinrandomhouse.com/books/594506/i-am-every-good-thing-by-derrick-barnes-illustrated-by-gordon-c-james/\">\u003cem>I Am Every Good Thing\u003c/em>\u003c/a> is one such book that means a lot to my class. This is a book from our Black joy collection, one we read at the beginning of the year, on a rainy day, during morning meetings, in the middle of the year, during our unit on community, and at the very end of the year as a farewell and affirmation. I have found it in the writing center, a student’s mailbox and in the arms of a sleeping kindergartner in our classroom’s safe place. It’s a book in which my students see themselves and see their classmates, and they see Black histories. It is a book that affirms us, comforts us and challenges us to remember who we are.\u003c/p>\n\u003cp>I’d love to be able to list every single book that highlights, celebrates, honors or features Black histories, but that is the work of a lifetime. My hope is that you can find those books, create those collections and read the books that benefit the education of your students, yourself and the community of your classroom. Books expose students to a fuller narrative of Black history. Not just the tragedy and the hardships but also the resistance. Not just the struggle and enslavement but the triumphs and successes, the innovation, brilliance, ingenuity, courage, intellect and dignity. Books that center Black history aren’t just for Black children; they are books for all children.\u003c/p>\n\u003ch2>\u003cstrong>Dawnavyn’s ultimate Black history book collection\u003c/strong>\u003c/h2>\n\u003cp>This is the collection I’ve been building since my junior year of college, and it is constantly growing. I have used these children’s books again and again with students to teach Black histories. See what collections you can create from this list!\u003c/p>\n\u003cp>\u003ca href=\"https://www.harpercollins.com/products/the-undefeated-kwame-alexander?variant=39935132336162\">\u003cstrong>\u003cem>The Undefeated\u003c/em>\u003c/strong>\u003c/a>, written by Kwame Alexander and illustrated by Kadir Nelson\u003c/p>\n\u003cp>\u003ca href=\"https://www.hachettebookgroup.com/titles/vashti-harrison/little-legends-exceptional-men-in-black-history/9780316475143/?lens=little-brown-books-for-young-readers\">\u003cstrong>\u003cem>Little Legends: Exceptional Men in Black History\u003c/em>\u003c/strong>\u003c/a> by Vashti Harrison with Kwesi Johnson\u003c/p>\n\u003cp>\u003ca href=\"https://www.hachettebookgroup.com/titles/vashti-harrison/little-leaders-bold-women-in-black-history/9780316475105/\">\u003cstrong>\u003cem>Little Leaders: Bold Women in Black History\u003c/em>\u003c/strong>\u003c/a> by Vashti Harrison\u003c/p>\n\u003cp>\u003ca href=\"https://us.macmillan.com/books/9781596438200/28days\">\u003cstrong>\u003cem>28 Days: Moments in Black History that Changed the World\u003c/em>\u003c/strong>\u003c/a>, written by Charles R. Smith Jr. and illustrated by Shane W. Evans\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.simonandschuster.com/books/The-Roots-of-Rap/Carole-Boston-Weatherford/9781499812046\">\u003cstrong>The Roots of Rap: 16 Bars on the 4 Pillars of Hip Hop\u003c/strong>\u003c/a>\u003c/em>, written by Carole Boston Weatherford and illustrated by Frank Morrison\u003c/p>\n\u003cp>\u003ca href=\"https://www.albertwhitman.com/book/seven-spools-of-thread/\">\u003cstrong>\u003cem>Seven Spools of Thread: A Kwanzaa Story\u003c/em>\u003c/strong>\u003c/a>, written by Angela Shelf Medearis and illustrated by Daniel Minter\u003c/p>\n\u003cp>\u003ca href=\"https://www.harpercollins.com/products/heart-and-soul-kadir-nelson?variant=33007958949922\">\u003cstrong>\u003cem>Heart and Soul: The Story of America and African Americans\u003c/em>\u003c/strong>\u003c/a> by Kadir Nelson\u003c/p>\n\u003cp>\u003ca href=\"https://www.harpercollins.com/products/coretta-scott-ntozake-shange?variant=32122923909154\">\u003cstrong>\u003cem>Coretta Scott\u003c/em>\u003c/strong>\u003c/a>, written by Ntozake Shange and illustrated by Kadir Nelson\u003c/p>\n\u003cp>\u003ca href=\"https://www.simonandschuster.com/books/Black-Heroes-A-Black-History-Book-for-Kids/Arlisha-Norwood/People-and-Events-in-History/9781638788232\">\u003cstrong>\u003cem>Black Heroes: A Black History Book for Kids\u003c/em>\u003c/strong>\u003c/a> by Arlisha Norwood\u003c/p>\n\u003cp>\u003ca href=\"https://www.lesaclineransome.com/the-power-of-her-pen\">\u003cstrong>\u003cem>The Power of Her Pen: The Story of Groundbreaking Journalist Ethel L. Payne\u003c/em>\u003c/strong>\u003c/a>, written by Lesa Cline-Ransome and illustrated by John Parra\u003c/p>\n\u003cp>\u003ca href=\"https://www.albertwhitman.com/book/sugar-hill/\">\u003cstrong>\u003cem>Sugar Hill: Harlem’s Historic Neighborhood\u003c/em>\u003c/strong>\u003c/a>, written by Carole Boston Weatherford and illustrated by R. Gregory Christie\u003c/p>\n\u003cp>\u003ca href=\"https://www.hachettebookgroup.com/titles/kadir-nelson/we-are-the-ship/9780786808328/?lens=little-brown-books-for-young-readers\">\u003cstrong>\u003cem>We Are the Ship: The Story of Negro League Baseball\u003c/em>\u003c/strong>\u003c/a> by Kadir Nelson\u003c/p>\n\u003cp>\u003ca href=\"https://www.tilburyhouse.com/product-page/have-i-ever-told-you-black-lives-matter\">\u003cstrong>\u003cem>Have I Ever Told You Black Lives Matter\u003c/em>\u003c/strong>\u003c/a>, written by Shani Mahiri King and illustrated by Bobby C. Martin Jr.\u003c/p>\n\u003cp>\u003ca href=\"https://blueapplebooks.com/book/let-freedom-sing/\">\u003cstrong>\u003cem>Let Freedom Sing\u003c/em>\u003c/strong>\u003c/a> by Vanessa Newton\u003c/p>\n\u003cp>\u003ca href=\"https://www.penguinrandomhouse.com/books/678949/evicted-by-alice-faye-duncan-illustrated-by-charly-palmer/\">\u003cstrong>\u003cem>Evicted! The Struggle for the Right to Vote\u003c/em>\u003c/strong>\u003c/a>, written by Alice Faye Duncan and illustrated by Charly Palmer\u003c/p>\n\u003cp>\u003ca href=\"https://www.hachettebookgroup.com/titles/dinah-johnson/h-is-for-harlem/9780316322379/\">\u003cstrong>\u003cem>H Is for Harlem\u003c/em>\u003c/strong>\u003c/a>, written by Dinah Johnson and illustrated by April Harrison\u003c/p>\n\u003cp>\u003ca href=\"https://shop.scholastic.com/parent-ecommerce/books/stand-up-10-mighty-women-who-made-a-change-9781338763850.html\">\u003cstrong>\u003cem>Stand Up! 10 Mighty Women Who Made a Change\u003c/em>\u003c/strong>\u003c/a>, written by Brittney Cooper and illustrated by Cathy Ann Johnson\u003c/p>\n\u003cp>\u003ca href=\"https://www.harpercollins.com/products/the-people-remember-ibi-zoboi?variant=33051647442978\">\u003cstrong>\u003cem>The People Remember\u003c/em>\u003c/strong>\u003c/a>, written by Ibi Zoboi and illustrated by Loveis Wise\u003c/p>\n\u003cp>\u003cem>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62780 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/dawnavyn2.png\" alt=\"\" width=\"238\" height=\"357\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/dawnavyn2.png 368w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/dawnavyn2-160x240.png 160w\" sizes=\"(max-width: 238px) 100vw, 238px\">\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/queendomteachin\">Dawnavyn M. James\u003c/a> is an early childhood, elementary and Black history educator and researcher from Kansas City, Missouri. She has given presentations and led workshops promoting Black history teaching in early childhood and elementary classrooms. Through consulting, Dawnavyn has supported teachers in numerous school districts as they work to teach Black history year-round through the use of picture books. She believes that picture books centering Black history are one of the greatest ways to bring Black histories into the classroom. She has taught students from kindergarten to fifth grade in Columbia, Missouri, but her favorite years of teaching were her three years with kindergartners. She received her teaching degree from Stephens College and is currently pursuing her doctorate at the University at Buffalo and is a fellow at the Center for K-12 Black History and Racial Literacy Education. Dawnavyn is also the founder of The Black History Club, an organization that empowers and equips teachers and students with information and resources that will benefit themselves, their families and the community through engaging with Black histories.\u003c/em>\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> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62778/how-to-build-a-black-history-childrens-book-collection-for-your-classroom","authors":["4354"],"categories":["mindshift_21491","mindshift_21014","mindshift_194"],"tags":["mindshift_21534","mindshift_21516","mindshift_999","mindshift_21455","mindshift_21524","mindshift_1013","mindshift_21423","mindshift_20615"],"featImg":"mindshift_62781","label":"mindshift"},"mindshift_62183":{"type":"posts","id":"mindshift_62183","meta":{"index":"posts_1591205157","site":"mindshift","id":"62183","score":null,"sort":[1692784803000]},"guestAuthors":[],"slug":"why-social-emotional-learning-is-critical-for-teaching-climate-justice","title":"Why Social Emotional Learning Is Critical for Teaching Climate Justice","publishDate":1692784803,"format":"standard","headTitle":"Why Social Emotional Learning Is Critical for Teaching Climate Justice | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Adapted with permission from Roderick, T. (2023). \u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/teach-for-climate-justice\">Teach for Climate Justice: A Vision for Transforming Education\u003c/a>, (pp. 13–20). Harvard Education Press.\u003c/em>\u003c/p>\n\u003cp>For the culminating project of their multidisciplinary course on climate justice, seniors at the Washington Heights Expeditionary Learning School in New York City (known as WHEELS) worked in groups of four to choose a climate justice issue and create a seven-minute video. One student, introducing his group’s video, said that the students had disagreed over which issue to focus on. One favored pollution; another, garbage and littering; and a third, drug addiction. “Through good listening and negotiation,” he stated proudly, “we were able to solve our conflict with a win-win-win agreement.” They decided to address all three — a decision that forced them to explore connections among these three major problems in the neighborhood.\u003c/p>\n\u003cp>Their neighborhood in the Washington Heights section of Manhattan is surrounded by highways that pollute the air and lead to high rates of asthma. A large neighborhood park is full of trees, but it’s strewn with garbage, including needles from drug users. As a result, people don’t use the park to enjoy its potential beauty and clean-air benefits. Because the park is underused, it’s unsafe as well. The student-created video called for the school community to join volunteer efforts to clean up the park and to support neighborhood demands that the city improve park maintenance.\u003c/p>\n\u003cp>The students not only produced a call-to-action video for the school\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62185 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Roderick_cover_final.jpg\" alt=\"\" width=\"160\" height=\"241\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/Roderick_cover_final.jpg 432w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/Roderick_cover_final-160x240.jpg 160w\" sizes=\"(max-width: 160px) 100vw, 160px\"> and wider community; by sharing the role that listening and negotiation played in their accomplishment, they demonstrated the power of SEL as an essential body of knowledge and skill for climate justice activists.\u003c/p>\n\u003cp>For 36 years I served as executive director of Morningside Center for Teaching Social Responsibility, which was founded in 1982 by educators concerned about the danger of nuclear war. Throughout my time there, we partnered with schools to develop high-quality, research-backed programs in SEL, restorative practices and racial equity. The skills we taught to serve those goals are as follows:\u003c/p>\n\u003cul>\n\u003cli>create a vision of the community we hope for in our classroom and school\u003c/li>\n\u003cli>understand and manage feelings\u003c/li>\n\u003cli>listen actively\u003c/li>\n\u003cli>be assertive (strong, but not mean)\u003c/li>\n\u003cli>solve problems creatively and nonviolently\u003c/li>\n\u003cli>stand up for justice\u003c/li>\n\u003cli>make a difference\u003c/li>\n\u003c/ul>\n\u003cp>These skills are essential for young people to learn as they grapple with climate change — and the dislocation, anxiety and conflict it generates. SEL builds our capacity both to weather the emotional challenges created by the crisis and to work together effectively to respond to it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Whether we call it SEL, peacemaking, justice-seeking or conflict resolution, this is a body of knowledge, ideas and skills that needs to be learned, practiced and applied in an ongoing process of growth. This is not to imply that students and adults come to SEL as blank slates. From the time we’re born, we’re taking in messages about how to handle feelings, relate to others and deal with conflict. The fields of peacemaking, conflict resolution and SEL seek to assemble and share wisdom and know-how, gleaned over many years from many sources, and share it so that people can use it to build on their strengths and, in some cases, change behaviors and ways of thinking that are not serving themselves or others well.\u003c/p>\n\u003cp>We foster these values, skills and ways of thinking in our students through instruction in a research-validated curriculum. Best practice in SEL instruction for students can be summed up in the acronym RISE (regular, interactive, skills-based and explicit): regular, because it takes practice to learn these skills; interactive, because to learn how to relate well to others, you have to interact with them; skills-based, because skills are as critical for social and emotional competence as they are for learning to read or play basketball; and explicit, because this work is so important that you need to give it focus by naming it and making it a priority.\u003c/p>\n\u003cp>Although the skill areas are consistent across the grades from preK to 12, the sophistication of the skills and the situations they address are tailored to the developmental needs and capabilities of the students. Each skill can support us as we navigate the climate crisis and work for climate justice.\u003c/p>\n\u003ch2>\u003cstrong>Create a vision of the community we hope for\u003c/strong>\u003c/h2>\n\u003cp>In this skill area, students and teacher reflect on what they value in their relationships with other people and share their hopes for their classroom or circle group: How do I want to be treated? How will I treat others? Together, students and teacher make community agreements. Instead of taking their classroom for granted as a place where the teacher alone lays down the rules, they identify what they hope for and begin to make it a reality, with everyone taking responsibility. This is a first step in enabling students and teacher to create a supportive community and envision together the future they would like to see. It’s an exercise in active hope.\u003c/p>\n\u003ch2>\u003cstrong>Understand and manage feelings\u003c/strong>\u003c/h2>\n\u003cp>Students learn that we all have feelings, and they expand their feelings vocabularies. They notice that feelings come and go and learn ways to take charge so that their feelings work for them rather than against them. For example, they learn that they can have feelings without acting on them in the heat of the moment. They can share a feeling with a friend or an adult, write about it in a journal, or shift their attention to something they’re grateful for. They can take deep breaths or take a walk around the block to cool down when angry, enabling them to think more clearly about how to deal with the anger trigger. Teachers find these techniques extremely useful as well. Social activists throughout history have channeled their anger into constructive action for justice. As we cope with the climate crisis, and as we educate and fight for climate justice, we will face plenty of occasions for anger and disappointment. We must also cherish and celebrate moments of triumph and connection. Skills in managing this roller coaster of feelings are critical tools that we need as we and our students offer our gifts of active hope and sustain them for the long haul.\u003c/p>\n\u003ch2>\u003cstrong>Listen actively\u003c/strong>\u003c/h2>\n\u003cp>To listen actively is to listen in a way that encourages the other person to talk. Students and teachers learn the importance of body language to send the message that they care about the speaker and are interested in what they have to say. They practice skills in paraphrasing to check their understanding of what the speaker is trying to communicate, in acknowledging and reflecting feelings the speaker is expressing, and in gentle questioning to show interest without prying. They get plenty of practice in their SEL classes as they listen to each other in pair-shares and go-rounds. Good listening is the foundation for building friendships and work relationships, for racial and cultural understanding, and for good leadership. Good listening is especially critical for climate justice because it is key in building the trusting relationships we need in challenging times. For adults, good listening is essential in building supportive relationships with students and in being fully present when students share feelings and concerns.\u003c/p>\n\u003ch2>\u003cstrong>Be assertive\u003c/strong>\u003c/h2>\n\u003cp>Students and teachers learn that when they find themselves in a situation that is unfair, annoying, or not meeting their needs, they have several options: they can give in; they can be aggressive (mean); or they can be assertive, which is being strong while acting with respect for the other person. Of course, at times, it’s smartest to give in, and at other times, you may have to be aggressive. The aim is to expand students’ and adults’ assertive options. For instance, students or adults can work in pairs to practice natural assertive messages (saying clearly and firmly what they want). They can practice creating and using “I-feel messages” in conflicts with friends or family members—rather than using “you messages” that judge and blame the other person. This skill enhances one’s comfort and effectiveness in standing up to unfair treatment of oneself and others.\u003c/p>\n\u003ch2>\u003cstrong>Solve problems creatively and nonviolently \u003c/strong>\u003c/h2>\n\u003cp>Problem-solving skills can be used to address classroom problems and problems among friends. In Morningside Center’s curricula, students explore the concept of conflict, learning that conflict is part of life. Conflict can lead to violence, but it doesn’t have to, especially if people are skilled in conflict resolution. Students learn about conflict escalation—how to avoid it and how to jump off the escalator if they find themselves on it. They learn to see conflict not as a crisis or a failure but as a problem to be solved. They learn and practice skills in negotiation and mediation. Like the WHEELS students working on their climate justice video, they learn that conflicts can sometimes be solved so that everybody wins. They also learn and practice the ABCDE problem-solving method: Ask, what is the problem? Brainstorm solutions. Choose one. Do it. Evaluate how it works.\u003c/p>\n\u003ch2>\u003cstrong>Stand up for justice\u003c/strong>\u003c/h2>\n\u003cp>Students share their cultural backgrounds: What has been great about being who they are? What has been challenging? They learn to identify prejudice, stereotypes, discrimination (defined as action based on prejudice) and oppression (systemic mistreatment of people based on their group identity). They learn the terms for the forms that discrimination and oppression take, including racism, sexism, classism, anti-Semitism, Islamophobia, anti-LGBTQ oppression and adultism. Through role-plays, skits and activities, students and teachers learn and practice assertive strategies to stand up for fair treatment of all people—within their school and in the wide world. The relevance for climate justice is clear. When students reflect on their racial, gender and cultural identities and listen to their classmates share theirs, those concepts are no longer abstract, but rather become concrete and personal. The imperative to identify mistreatment and stand up to it lays the groundwork for understanding how oppression has played out on the global stage in the history, economics and politics of fossil-fuel extraction and burning. These school-based activities across the grades foster the values of understanding, respect and fairness on a personal level and establish an age-appropriate foundation for understanding oppression on societal and global levels in the higher grades.\u003c/p>\n\u003cp>Supporting teachers to teach these skills lays a foundation for culturally responsive teaching and other antiracist policies and practices and is a critical step in building the “beloved community.” In the training, educators share their cultural backgrounds, acknowledge and explore the realities of discrimination and oppression in our society, and learn strategies to prevent discrimination and oppression from occurring in their classrooms.\u003c/p>\n\u003ch2>\u003cstrong>Make a difference\u003c/strong>\u003c/h2>\n\u003cp>Students and teachers learn stories of courageous people who are fighting for justice and the environment or who did so in the past. Students identify the strengths of these people, the challenges they faced or are facing and what they have achieved.\u003c/p>\n\u003cp>We invite students and teachers to remember times when they made a difference for others in ways large or small. They identify the qualities they have that enabled them to make a difference. They reflect on other positive qualities they would like to develop and get support for developing those qualities. They envision something they hope for their family, their classroom, their school, their neighborhood, or the world, and they identify a concrete step they can take to make that hope a reality.\u003c/p>\n\u003cp>They also take part in a classroom exercise or project that requires them to cooperate with others to achieve a goal. Reflecting on the experience afterward, they identify skills and behavior that helped or hindered their efforts to work with others to get things done. The climate justice films that WHEELS seniors created are examples of such a project. The students readily acknowledged that to make their films, they had to exercise skills in cooperation, including all of the social and emotional skills discussed thus far.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-62217\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick.jpg\" alt=\"\" width=\"150\" height=\"155\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick.jpg 1800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick-800x826.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick-1020x1053.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick-160x165.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick-768x793.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick-1488x1536.jpg 1488w\" sizes=\"(max-width: 150px) 100vw, 150px\">Tom Roderick is an educator, activist and writer based in New York City. He came to education through the civil rights movement in the 1960s and taught in Harlem and East Harlem for ten years, including seven years as teacher-director of a storefront school led by parents. For 36 years he served as founding executive director of Morningside Center for Teaching Social Responsibility, started in 1982 by educators concerned about the danger of nuclear war. Over the years he led Morningside Center to become a national leader in partnering with schools to implement high-quality, research-based programs in social and emotional learning, restorative practices and racial equity. In May 2018, the Collaborative for Academic, Social, and Emotional Learning (CASEL) awarded Roderick its Mary Utne O’Brien Award for Excellence in Expanding Evidence-Based Practice of Social and Emotional Learning.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In \"Teach for Climate Justice,\" Tom Roderick outlines the social and emotional skills that can empower students and school staff to understand the climate crisis and take climate action.","status":"publish","parent":0,"modified":1714587248,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":2182},"headData":{"title":"Why Social Emotional Learning Is Critical for Teaching Climate Justice | KQED","description":"Social emotional skills can help young people cope with climate anxiety and empower them to take action.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Social emotional skills can help young people cope with climate anxiety and empower them to take action.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Social Emotional Learning Is Critical for Teaching Climate Justice","datePublished":"2023-08-23T03:00:03-07:00","dateModified":"2024-05-01T11:14:08-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprStoryId":"kqed-62183","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62183/why-social-emotional-learning-is-critical-for-teaching-climate-justice","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Adapted with permission from Roderick, T. (2023). \u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/teach-for-climate-justice\">Teach for Climate Justice: A Vision for Transforming Education\u003c/a>, (pp. 13–20). Harvard Education Press.\u003c/em>\u003c/p>\n\u003cp>For the culminating project of their multidisciplinary course on climate justice, seniors at the Washington Heights Expeditionary Learning School in New York City (known as WHEELS) worked in groups of four to choose a climate justice issue and create a seven-minute video. One student, introducing his group’s video, said that the students had disagreed over which issue to focus on. One favored pollution; another, garbage and littering; and a third, drug addiction. “Through good listening and negotiation,” he stated proudly, “we were able to solve our conflict with a win-win-win agreement.” They decided to address all three — a decision that forced them to explore connections among these three major problems in the neighborhood.\u003c/p>\n\u003cp>Their neighborhood in the Washington Heights section of Manhattan is surrounded by highways that pollute the air and lead to high rates of asthma. A large neighborhood park is full of trees, but it’s strewn with garbage, including needles from drug users. As a result, people don’t use the park to enjoy its potential beauty and clean-air benefits. Because the park is underused, it’s unsafe as well. The student-created video called for the school community to join volunteer efforts to clean up the park and to support neighborhood demands that the city improve park maintenance.\u003c/p>\n\u003cp>The students not only produced a call-to-action video for the school\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62185 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Roderick_cover_final.jpg\" alt=\"\" width=\"160\" height=\"241\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/Roderick_cover_final.jpg 432w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/Roderick_cover_final-160x240.jpg 160w\" sizes=\"(max-width: 160px) 100vw, 160px\"> and wider community; by sharing the role that listening and negotiation played in their accomplishment, they demonstrated the power of SEL as an essential body of knowledge and skill for climate justice activists.\u003c/p>\n\u003cp>For 36 years I served as executive director of Morningside Center for Teaching Social Responsibility, which was founded in 1982 by educators concerned about the danger of nuclear war. Throughout my time there, we partnered with schools to develop high-quality, research-backed programs in SEL, restorative practices and racial equity. The skills we taught to serve those goals are as follows:\u003c/p>\n\u003cul>\n\u003cli>create a vision of the community we hope for in our classroom and school\u003c/li>\n\u003cli>understand and manage feelings\u003c/li>\n\u003cli>listen actively\u003c/li>\n\u003cli>be assertive (strong, but not mean)\u003c/li>\n\u003cli>solve problems creatively and nonviolently\u003c/li>\n\u003cli>stand up for justice\u003c/li>\n\u003cli>make a difference\u003c/li>\n\u003c/ul>\n\u003cp>These skills are essential for young people to learn as they grapple with climate change — and the dislocation, anxiety and conflict it generates. SEL builds our capacity both to weather the emotional challenges created by the crisis and to work together effectively to respond to it.\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>Whether we call it SEL, peacemaking, justice-seeking or conflict resolution, this is a body of knowledge, ideas and skills that needs to be learned, practiced and applied in an ongoing process of growth. This is not to imply that students and adults come to SEL as blank slates. From the time we’re born, we’re taking in messages about how to handle feelings, relate to others and deal with conflict. The fields of peacemaking, conflict resolution and SEL seek to assemble and share wisdom and know-how, gleaned over many years from many sources, and share it so that people can use it to build on their strengths and, in some cases, change behaviors and ways of thinking that are not serving themselves or others well.\u003c/p>\n\u003cp>We foster these values, skills and ways of thinking in our students through instruction in a research-validated curriculum. Best practice in SEL instruction for students can be summed up in the acronym RISE (regular, interactive, skills-based and explicit): regular, because it takes practice to learn these skills; interactive, because to learn how to relate well to others, you have to interact with them; skills-based, because skills are as critical for social and emotional competence as they are for learning to read or play basketball; and explicit, because this work is so important that you need to give it focus by naming it and making it a priority.\u003c/p>\n\u003cp>Although the skill areas are consistent across the grades from preK to 12, the sophistication of the skills and the situations they address are tailored to the developmental needs and capabilities of the students. Each skill can support us as we navigate the climate crisis and work for climate justice.\u003c/p>\n\u003ch2>\u003cstrong>Create a vision of the community we hope for\u003c/strong>\u003c/h2>\n\u003cp>In this skill area, students and teacher reflect on what they value in their relationships with other people and share their hopes for their classroom or circle group: How do I want to be treated? How will I treat others? Together, students and teacher make community agreements. Instead of taking their classroom for granted as a place where the teacher alone lays down the rules, they identify what they hope for and begin to make it a reality, with everyone taking responsibility. This is a first step in enabling students and teacher to create a supportive community and envision together the future they would like to see. It’s an exercise in active hope.\u003c/p>\n\u003ch2>\u003cstrong>Understand and manage feelings\u003c/strong>\u003c/h2>\n\u003cp>Students learn that we all have feelings, and they expand their feelings vocabularies. They notice that feelings come and go and learn ways to take charge so that their feelings work for them rather than against them. For example, they learn that they can have feelings without acting on them in the heat of the moment. They can share a feeling with a friend or an adult, write about it in a journal, or shift their attention to something they’re grateful for. They can take deep breaths or take a walk around the block to cool down when angry, enabling them to think more clearly about how to deal with the anger trigger. Teachers find these techniques extremely useful as well. Social activists throughout history have channeled their anger into constructive action for justice. As we cope with the climate crisis, and as we educate and fight for climate justice, we will face plenty of occasions for anger and disappointment. We must also cherish and celebrate moments of triumph and connection. Skills in managing this roller coaster of feelings are critical tools that we need as we and our students offer our gifts of active hope and sustain them for the long haul.\u003c/p>\n\u003ch2>\u003cstrong>Listen actively\u003c/strong>\u003c/h2>\n\u003cp>To listen actively is to listen in a way that encourages the other person to talk. Students and teachers learn the importance of body language to send the message that they care about the speaker and are interested in what they have to say. They practice skills in paraphrasing to check their understanding of what the speaker is trying to communicate, in acknowledging and reflecting feelings the speaker is expressing, and in gentle questioning to show interest without prying. They get plenty of practice in their SEL classes as they listen to each other in pair-shares and go-rounds. Good listening is the foundation for building friendships and work relationships, for racial and cultural understanding, and for good leadership. Good listening is especially critical for climate justice because it is key in building the trusting relationships we need in challenging times. For adults, good listening is essential in building supportive relationships with students and in being fully present when students share feelings and concerns.\u003c/p>\n\u003ch2>\u003cstrong>Be assertive\u003c/strong>\u003c/h2>\n\u003cp>Students and teachers learn that when they find themselves in a situation that is unfair, annoying, or not meeting their needs, they have several options: they can give in; they can be aggressive (mean); or they can be assertive, which is being strong while acting with respect for the other person. Of course, at times, it’s smartest to give in, and at other times, you may have to be aggressive. The aim is to expand students’ and adults’ assertive options. For instance, students or adults can work in pairs to practice natural assertive messages (saying clearly and firmly what they want). They can practice creating and using “I-feel messages” in conflicts with friends or family members—rather than using “you messages” that judge and blame the other person. This skill enhances one’s comfort and effectiveness in standing up to unfair treatment of oneself and others.\u003c/p>\n\u003ch2>\u003cstrong>Solve problems creatively and nonviolently \u003c/strong>\u003c/h2>\n\u003cp>Problem-solving skills can be used to address classroom problems and problems among friends. In Morningside Center’s curricula, students explore the concept of conflict, learning that conflict is part of life. Conflict can lead to violence, but it doesn’t have to, especially if people are skilled in conflict resolution. Students learn about conflict escalation—how to avoid it and how to jump off the escalator if they find themselves on it. They learn to see conflict not as a crisis or a failure but as a problem to be solved. They learn and practice skills in negotiation and mediation. Like the WHEELS students working on their climate justice video, they learn that conflicts can sometimes be solved so that everybody wins. They also learn and practice the ABCDE problem-solving method: Ask, what is the problem? Brainstorm solutions. Choose one. Do it. Evaluate how it works.\u003c/p>\n\u003ch2>\u003cstrong>Stand up for justice\u003c/strong>\u003c/h2>\n\u003cp>Students share their cultural backgrounds: What has been great about being who they are? What has been challenging? They learn to identify prejudice, stereotypes, discrimination (defined as action based on prejudice) and oppression (systemic mistreatment of people based on their group identity). They learn the terms for the forms that discrimination and oppression take, including racism, sexism, classism, anti-Semitism, Islamophobia, anti-LGBTQ oppression and adultism. Through role-plays, skits and activities, students and teachers learn and practice assertive strategies to stand up for fair treatment of all people—within their school and in the wide world. The relevance for climate justice is clear. When students reflect on their racial, gender and cultural identities and listen to their classmates share theirs, those concepts are no longer abstract, but rather become concrete and personal. The imperative to identify mistreatment and stand up to it lays the groundwork for understanding how oppression has played out on the global stage in the history, economics and politics of fossil-fuel extraction and burning. These school-based activities across the grades foster the values of understanding, respect and fairness on a personal level and establish an age-appropriate foundation for understanding oppression on societal and global levels in the higher grades.\u003c/p>\n\u003cp>Supporting teachers to teach these skills lays a foundation for culturally responsive teaching and other antiracist policies and practices and is a critical step in building the “beloved community.” In the training, educators share their cultural backgrounds, acknowledge and explore the realities of discrimination and oppression in our society, and learn strategies to prevent discrimination and oppression from occurring in their classrooms.\u003c/p>\n\u003ch2>\u003cstrong>Make a difference\u003c/strong>\u003c/h2>\n\u003cp>Students and teachers learn stories of courageous people who are fighting for justice and the environment or who did so in the past. Students identify the strengths of these people, the challenges they faced or are facing and what they have achieved.\u003c/p>\n\u003cp>We invite students and teachers to remember times when they made a difference for others in ways large or small. They identify the qualities they have that enabled them to make a difference. They reflect on other positive qualities they would like to develop and get support for developing those qualities. They envision something they hope for their family, their classroom, their school, their neighborhood, or the world, and they identify a concrete step they can take to make that hope a reality.\u003c/p>\n\u003cp>They also take part in a classroom exercise or project that requires them to cooperate with others to achieve a goal. Reflecting on the experience afterward, they identify skills and behavior that helped or hindered their efforts to work with others to get things done. The climate justice films that WHEELS seniors created are examples of such a project. The students readily acknowledged that to make their films, they had to exercise skills in cooperation, including all of the social and emotional skills discussed thus far.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-62217\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick.jpg\" alt=\"\" width=\"150\" height=\"155\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick.jpg 1800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick-800x826.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick-1020x1053.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick-160x165.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick-768x793.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick-1488x1536.jpg 1488w\" sizes=\"(max-width: 150px) 100vw, 150px\">Tom Roderick is an educator, activist and writer based in New York City. He came to education through the civil rights movement in the 1960s and taught in Harlem and East Harlem for ten years, including seven years as teacher-director of a storefront school led by parents. For 36 years he served as founding executive director of Morningside Center for Teaching Social Responsibility, started in 1982 by educators concerned about the danger of nuclear war. Over the years he led Morningside Center to become a national leader in partnering with schools to implement high-quality, research-based programs in social and emotional learning, restorative practices and racial equity. In May 2018, the Collaborative for Academic, Social, and Emotional Learning (CASEL) awarded Roderick its Mary Utne O’Brien Award for Excellence in Expanding Evidence-Based Practice of Social and Emotional Learning.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62183/why-social-emotional-learning-is-critical-for-teaching-climate-justice","authors":["4354"],"categories":["mindshift_21491","mindshift_21508","mindshift_21280","mindshift_193"],"tags":["mindshift_21178","mindshift_20533","mindshift_21124","mindshift_21592","mindshift_21463","mindshift_21157","mindshift_20821","mindshift_20703","mindshift_944","mindshift_943","mindshift_21395"],"featImg":"mindshift_62186","label":"mindshift"},"mindshift_62189":{"type":"posts","id":"mindshift_62189","meta":{"index":"posts_1591205157","site":"mindshift","id":"62189","score":null,"sort":[1692147659000]},"guestAuthors":[],"slug":"school-shapes-teens-identities-and-relationships-what-role-do-teachers-play","title":"School shapes teens' identities and relationships. What role do teachers play?","publishDate":1692147659,"format":"standard","headTitle":"School shapes teens’ identities and relationships. What role do teachers play? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Copyright © 2023 Deborah Offner. All rights reserved. Reprinted with permission by Taylor & Francis Group from Offner, D. (2023), \u003ca href=\"https://www.routledge.com/Educators-as-First-Responders-A-Teachers-Guide-to-Adolescent-Development/Offner/p/book/9781032416076\">Educators as First Responders: A Teacher’s Guide to Adolescent Development and Mental Health\u003c/a>, Grades 6-12 (pages 6-11). New York: Routledge.\u003c/em>\u003c/p>\n\u003cp>For most adolescents, their world is school-centric. School is where tweens and teens spend most of their time. It’s where their work (learning) is. It’s where their peers are and where their relationships happen. It’s also where their parents aren’t, so school is where they begin to shape their individual identities and, with any luck, begin to figure out for themselves how to deal with \u003ca href=\"https://www.kqed.org/mindshift/61246/students-want-to-learn-about-personal-financeand-hear-about-adults-money-mistakes\">life’s demands\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/58857/how-to-make-the-shift-from-indulging-problems-to-creating-possibilities\">problems\u003c/a>.\u003c/p>\n\u003cp>Starting around age eleven or twelve, students are increasingly aware of their own \u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">strengths\u003c/a> and weaknesses — academically, athletically, artistically, socially and physically. They naturally compare themselves to others and look to their peers for approval and acceptance.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62191 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-800x1212.jpg\" alt=\"\" width=\"168\" height=\"254\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-800x1212.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-1020x1545.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-160x242.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-768x1163.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-1014x1536.jpg 1014w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-1352x2048.jpg 1352w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-scaled.jpg 1690w\" sizes=\"(max-width: 168px) 100vw, 168px\">Complicating this process is the fact that each student is moving through these \u003ca href=\"https://www.kqed.org/mindshift/60743/puberty-education-varies-widely-heres-a-science-based-period-talk-to-inform-both-kids-and-adults\">physical\u003c/a> and cognitive changes at their own pace. Just as a full range of heights as well as facial hair is on display throughout middle and high school hallways, various stages of cerebral and psychological development are evident, if not as obvious.\u003c/p>\n\u003cp>Each student is judging whatever happens in class — or at lunch, or on the athletic field — from \u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">their own developmental vantage point\u003c/a>. As you might imagine and have likely experienced, this unevenness in comprehension and reasoning (not to mention self-awareness and self-regulation) leads to misunderstandings and miscommunications among students. Unevenness across students may fuel disagreements and heighten emotions, leading to hurt feelings or worse harms. Remember, however mature they may appear, your students’ logical reasoning and impulse control are not necessarily ready for what the environment demands of them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the academic realm, a student whose brain is maturing at an average rate might have no trouble adjusting to the new rhythms of middle school. But a student whose brain is maturing more slowly faces a multitude of challenges. As they wait for the cognitive capability to plan, organize, and follow through to come on board, such students find typical middle school experiences — such as changing classrooms, juggling the expectations of multiple teachers, and taking courses that require more complex comprehension skills — difficult, if not impossible.\u003c/p>\n\u003cp>There are also numerous psychosocial discrepancies across students that show up in middle school. For example, some sixth and seventh graders already have romantic interests, while other students don’t show this kind of interest until high school or even college. A student can be perfectly healthy and normal anywhere along this continuum. However, due to disparities in “pace” in this area, students who have been close friends for years can find themselves in pretty different places socially. Understandably, this can be crushing and incomprehensible for the student who feels left behind.\u003c/p>\n\u003cp>During adolescence, a day can feel like a week and a week can feel like a day. There is so much to learn and manage, but most adolescents don’t yet have the mental and emotional capacity to think it all through, let alone generate the kind of competent response we (and they) would like.\u003c/p>\n\u003cp>Once students arrive in high school, their attention spans, for one thing, do increase. However, they don’t always focus this greater span in the most productive direction — at least not to our adult way of thinking. With a backdrop of pulsing hormones and persistent social pressures, high-school students are preoccupied by myriad issues.\u003c/p>\n\u003cp>When the choice is between academics or their peers, as you well know, their peers may take priority. Never is this truer than when a friend is in distress. Generation Z adolescents (born after 1997) are more attuned to not only their own \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">moods, anxieties and “ups and downs,”\u003c/a> but also to those of their close peers. A seventh grader recently told me that when a friend tells her they are having a tough day or dealing with a difficult issue, she makes a note in her phone so she is reminded to check in with them on subsequent days, to see how they’re doing. Another example: I recently got the following text message from a twelfth grader, canceling our weekly therapy session. “Can’t meet today. Friend in crisis.” At school, student may think nothing of missing something important — for example, your class — to comfort a struggling friend.\u003c/p>\n\u003cp>Another pressing psychological factor for adolescents is social comparison. They are developmentally driven to compare themselves to others and compete for peer approval. On any given school campus, you can see this express itself in ways reflective of the institution’s culture. At some schools, you see it in the way students dress. At others, students one-up each other with clever quips in class. And in still others, athletic prowess or artistic ability are how students win popularity and the acceptance that comes with it. While this is not a new phenomenon among teenagers, it’s even more intense and unrelenting for this generation because of social media, the ultimate social comparison accelerator.\u003c/p>\n\u003cp>Finally, the primary developmental task of adolescence is achieving emotional independence from parents or guardians. Complicating this push toward individuation is the fact that middle and high schoolers still need mature guidance — and they know it. Every minute of every day, your students are navigating a world and a way of perceiving a world that is in constant flux for them.\u003c/p>\n\u003cp>Nowhere do the challenges and various aspects of adolescence development surface more profoundly or play themselves out more fully than at school — where you, their teacher, are (in effect and fact) the only adult in the room. Thus, when a student needs an adult, not surprisingly, you become their natural choice.\u003c/p>\n\u003ch2>\u003cstrong>“I’m not trained for this!”\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong> \u003c/strong>As one panicked teacher so aptly shouted into the phone as she solicited my advice about responding to a student in crisis, “I’m not trained for this!”\u003c/p>\n\u003cp>I’m pretty sure you didn’t exactly sign up for some of this stuff, either. Yet this is the reality of teaching middle schoolers and high schoolers. Though you may doubt you’re the best option when it comes to intervening in your student’s developmental or personal challenges, your students have no such reservations. That’s why they seek you out. They know and regard you as a functioning “adult” — in other words, an expert in all things life.\u003c/p>\n\u003cp>While you may not feel like an expert in “all things life,” and may even have substantial evidence to support your hunch, recognize that in this arena you do offer competencies that other adults simply can’t. You have an established relationship with your students — they listen to you, they’re interested in what you think. You play a consistent and key role in guiding them toward a promising future. Many times, they don’t or won’t listen to other adults — least of all, parents.\u003c/p>\n\u003cp>You are the “boots on the ground” in your school community. Unlike any other adult in your students’ lives, you observe them day in and day out in their natural habitat. You not only witness their daily interactions, you also know all the players. In addition, you and your colleagues are typically the first adults to notice when something isn’t right with a student — when they seem tired or irritable, are suddenly sitting apart from their friends, or uncharacteristically fail to turn in an assignment.\u003c/p>\n\u003cp>Do not discount the value of your knowledge when it comes to being a first responder to adolescent discontent or more serious personal or emotional difficulties. I’ve mused with more than one teacher or mental health colleague that middle and high school teachers today are a lot like “milieu workers” in pediatric or psychiatric care institutions. In these clinical settings, milieu workers are embedded in the institutional environment, or “milieu,” where they monitor, support, and assist patients. Their role is not only to administer medications, provide advice, or offer resources, they’re there to meet their charges where they are, in the moment.\u003c/p>\n\u003cp>When I served as a school counselor, and later when I was dean of students at a high school, teachers were my best source for flagging a student in need. And teachers continue to be my closest partners in my consulting work.\u003c/p>\n\u003cp>When a student comes to you in crisis, you want to be sure your response will be effective and appropriate. Note that this does not require a degree in psychology. With some basic knowledge of adolescent development and strategies for handling the various situations most likely to come your way, you can feel confident in this dimension of your role, and transform yourself from apprehensive educator to competent first responder.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62190 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-800x1132.png\" alt=\"\" width=\"198\" height=\"280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-800x1132.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-1020x1443.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-160x226.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-768x1086.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-1086x1536.png 1086w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD.png 1414w\" sizes=\"(max-width: 198px) 100vw, 198px\">Deborah Offner is a clinical psychologist who has worked in schools and colleges as a counselor, educator, and consultant for 25 years. She is Consulting Psychologist at Beacon Academy in Boston, MA, and provides counseling, supervision and professional consultation to several other middle and secondary schools. Her areas of expertise include adolescent development and mental health, student affairs and professional development for K-12 educators.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In \"Educators as First Responders,\" clinical psychologist Deborah Offner examines the critical role teachers play in adolescent development.","status":"publish","parent":0,"modified":1692188071,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1603},"headData":{"title":"School shapes teens' identities and relationships. What role do teachers play? | KQED","description":"In "Educators as First Responders," clinical psychologist Deborah Offner examines the critical role teachers play in adolescent development.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In "Educators as First Responders," clinical psychologist Deborah Offner examines the critical role teachers play in adolescent development.","schema":{"@context":"http://schema.org","@type":"Article","headline":"School shapes teens' identities and relationships. What role do teachers play?","datePublished":"2023-08-15T18:00:59-07:00","dateModified":"2023-08-16T05:14:31-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Copyright © 2023 Deborah Offner. All rights reserved. Reprinted with permission by Taylor & Francis Group from Offner, D. (2023), \u003ca href=\"https://www.routledge.com/Educators-as-First-Responders-A-Teachers-Guide-to-Adolescent-Development/Offner/p/book/9781032416076\">Educators as First Responders: A Teacher’s Guide to Adolescent Development and Mental Health\u003c/a>, Grades 6-12 (pages 6-11). New York: Routledge.\u003c/em>\u003c/p>\n\u003cp>For most adolescents, their world is school-centric. School is where tweens and teens spend most of their time. It’s where their work (learning) is. It’s where their peers are and where their relationships happen. It’s also where their parents aren’t, so school is where they begin to shape their individual identities and, with any luck, begin to figure out for themselves how to deal with \u003ca href=\"https://www.kqed.org/mindshift/61246/students-want-to-learn-about-personal-financeand-hear-about-adults-money-mistakes\">life’s demands\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/58857/how-to-make-the-shift-from-indulging-problems-to-creating-possibilities\">problems\u003c/a>.\u003c/p>\n\u003cp>Starting around age eleven or twelve, students are increasingly aware of their own \u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">strengths\u003c/a> and weaknesses — academically, athletically, artistically, socially and physically. They naturally compare themselves to others and look to their peers for approval and acceptance.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62191 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-800x1212.jpg\" alt=\"\" width=\"168\" height=\"254\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-800x1212.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-1020x1545.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-160x242.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-768x1163.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-1014x1536.jpg 1014w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-1352x2048.jpg 1352w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/9781032416076-scaled.jpg 1690w\" sizes=\"(max-width: 168px) 100vw, 168px\">Complicating this process is the fact that each student is moving through these \u003ca href=\"https://www.kqed.org/mindshift/60743/puberty-education-varies-widely-heres-a-science-based-period-talk-to-inform-both-kids-and-adults\">physical\u003c/a> and cognitive changes at their own pace. Just as a full range of heights as well as facial hair is on display throughout middle and high school hallways, various stages of cerebral and psychological development are evident, if not as obvious.\u003c/p>\n\u003cp>Each student is judging whatever happens in class — or at lunch, or on the athletic field — from \u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">their own developmental vantage point\u003c/a>. As you might imagine and have likely experienced, this unevenness in comprehension and reasoning (not to mention self-awareness and self-regulation) leads to misunderstandings and miscommunications among students. Unevenness across students may fuel disagreements and heighten emotions, leading to hurt feelings or worse harms. Remember, however mature they may appear, your students’ logical reasoning and impulse control are not necessarily ready for what the environment demands of them.\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>In the academic realm, a student whose brain is maturing at an average rate might have no trouble adjusting to the new rhythms of middle school. But a student whose brain is maturing more slowly faces a multitude of challenges. As they wait for the cognitive capability to plan, organize, and follow through to come on board, such students find typical middle school experiences — such as changing classrooms, juggling the expectations of multiple teachers, and taking courses that require more complex comprehension skills — difficult, if not impossible.\u003c/p>\n\u003cp>There are also numerous psychosocial discrepancies across students that show up in middle school. For example, some sixth and seventh graders already have romantic interests, while other students don’t show this kind of interest until high school or even college. A student can be perfectly healthy and normal anywhere along this continuum. However, due to disparities in “pace” in this area, students who have been close friends for years can find themselves in pretty different places socially. Understandably, this can be crushing and incomprehensible for the student who feels left behind.\u003c/p>\n\u003cp>During adolescence, a day can feel like a week and a week can feel like a day. There is so much to learn and manage, but most adolescents don’t yet have the mental and emotional capacity to think it all through, let alone generate the kind of competent response we (and they) would like.\u003c/p>\n\u003cp>Once students arrive in high school, their attention spans, for one thing, do increase. However, they don’t always focus this greater span in the most productive direction — at least not to our adult way of thinking. With a backdrop of pulsing hormones and persistent social pressures, high-school students are preoccupied by myriad issues.\u003c/p>\n\u003cp>When the choice is between academics or their peers, as you well know, their peers may take priority. Never is this truer than when a friend is in distress. Generation Z adolescents (born after 1997) are more attuned to not only their own \u003ca href=\"https://www.kqed.org/mindshift/61186/what-parents-need-to-know-about-their-teens-mental-health\">moods, anxieties and “ups and downs,”\u003c/a> but also to those of their close peers. A seventh grader recently told me that when a friend tells her they are having a tough day or dealing with a difficult issue, she makes a note in her phone so she is reminded to check in with them on subsequent days, to see how they’re doing. Another example: I recently got the following text message from a twelfth grader, canceling our weekly therapy session. “Can’t meet today. Friend in crisis.” At school, student may think nothing of missing something important — for example, your class — to comfort a struggling friend.\u003c/p>\n\u003cp>Another pressing psychological factor for adolescents is social comparison. They are developmentally driven to compare themselves to others and compete for peer approval. On any given school campus, you can see this express itself in ways reflective of the institution’s culture. At some schools, you see it in the way students dress. At others, students one-up each other with clever quips in class. And in still others, athletic prowess or artistic ability are how students win popularity and the acceptance that comes with it. While this is not a new phenomenon among teenagers, it’s even more intense and unrelenting for this generation because of social media, the ultimate social comparison accelerator.\u003c/p>\n\u003cp>Finally, the primary developmental task of adolescence is achieving emotional independence from parents or guardians. Complicating this push toward individuation is the fact that middle and high schoolers still need mature guidance — and they know it. Every minute of every day, your students are navigating a world and a way of perceiving a world that is in constant flux for them.\u003c/p>\n\u003cp>Nowhere do the challenges and various aspects of adolescence development surface more profoundly or play themselves out more fully than at school — where you, their teacher, are (in effect and fact) the only adult in the room. Thus, when a student needs an adult, not surprisingly, you become their natural choice.\u003c/p>\n\u003ch2>\u003cstrong>“I’m not trained for this!”\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong> \u003c/strong>As one panicked teacher so aptly shouted into the phone as she solicited my advice about responding to a student in crisis, “I’m not trained for this!”\u003c/p>\n\u003cp>I’m pretty sure you didn’t exactly sign up for some of this stuff, either. Yet this is the reality of teaching middle schoolers and high schoolers. Though you may doubt you’re the best option when it comes to intervening in your student’s developmental or personal challenges, your students have no such reservations. That’s why they seek you out. They know and regard you as a functioning “adult” — in other words, an expert in all things life.\u003c/p>\n\u003cp>While you may not feel like an expert in “all things life,” and may even have substantial evidence to support your hunch, recognize that in this arena you do offer competencies that other adults simply can’t. You have an established relationship with your students — they listen to you, they’re interested in what you think. You play a consistent and key role in guiding them toward a promising future. Many times, they don’t or won’t listen to other adults — least of all, parents.\u003c/p>\n\u003cp>You are the “boots on the ground” in your school community. Unlike any other adult in your students’ lives, you observe them day in and day out in their natural habitat. You not only witness their daily interactions, you also know all the players. In addition, you and your colleagues are typically the first adults to notice when something isn’t right with a student — when they seem tired or irritable, are suddenly sitting apart from their friends, or uncharacteristically fail to turn in an assignment.\u003c/p>\n\u003cp>Do not discount the value of your knowledge when it comes to being a first responder to adolescent discontent or more serious personal or emotional difficulties. I’ve mused with more than one teacher or mental health colleague that middle and high school teachers today are a lot like “milieu workers” in pediatric or psychiatric care institutions. In these clinical settings, milieu workers are embedded in the institutional environment, or “milieu,” where they monitor, support, and assist patients. Their role is not only to administer medications, provide advice, or offer resources, they’re there to meet their charges where they are, in the moment.\u003c/p>\n\u003cp>When I served as a school counselor, and later when I was dean of students at a high school, teachers were my best source for flagging a student in need. And teachers continue to be my closest partners in my consulting work.\u003c/p>\n\u003cp>When a student comes to you in crisis, you want to be sure your response will be effective and appropriate. Note that this does not require a degree in psychology. With some basic knowledge of adolescent development and strategies for handling the various situations most likely to come your way, you can feel confident in this dimension of your role, and transform yourself from apprehensive educator to competent first responder.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62190 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-800x1132.png\" alt=\"\" width=\"198\" height=\"280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-800x1132.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-1020x1443.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-160x226.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-768x1086.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD-1086x1536.png 1086w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/DeborahOffnerPhD.png 1414w\" sizes=\"(max-width: 198px) 100vw, 198px\">Deborah Offner is a clinical psychologist who has worked in schools and colleges as a counselor, educator, and consultant for 25 years. She is Consulting Psychologist at Beacon Academy in Boston, MA, and provides counseling, supervision and professional consultation to several other middle and secondary schools. Her areas of expertise include adolescent development and mental health, student affairs and professional development for K-12 educators.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play","authors":["4354"],"categories":["mindshift_21445","mindshift_21512","mindshift_21491","mindshift_21280"],"tags":["mindshift_21093","mindshift_20811","mindshift_21207","mindshift_21157","mindshift_21336","mindshift_21749","mindshift_21210","mindshift_21159"],"featImg":"mindshift_62192","label":"mindshift"},"mindshift_62154":{"type":"posts","id":"mindshift_62154","meta":{"index":"posts_1591205157","site":"mindshift","id":"62154","score":null,"sort":[1691553654000]},"guestAuthors":[],"slug":"proven-classroom-strategies-for-winning-over-reluctant-readers","title":"Proven classroom strategies for winning over reluctant readers","publishDate":1691553654,"format":"standard","headTitle":"Proven classroom strategies for winning over reluctant readers | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">\u003cem>From \u003ca href=\"https://stenhouse.com/products/9781625315304_welcome-to-reading-workshop\">Welcome to Reading Workshop\u003c/a> by Lynne Dorfman and Brenda Krupp ©2023. Stenhouse Publishers, reproduced with permission of \u003ca href=\"https://stenhouse.com/\">Stenhouse Publishers\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>On a warm August evening, Brenda sits with her computer and a handful of envelopes. She eagerly opens the first envelope and begins to read. “Thank you for asking about our daughter Claire. . .” the letter begins. Each year Brenda sends a small survey along with her welcome-back-to-school letter to the parents, caregivers, or guardians of her incoming students. She asks them to introduce their precious children to her by describing them and answering some simple questions. What are your child’s interests? Likes and dislikes?\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">Strengths\u003c/a> and needs? What are your hopes and dreams for your child this year? And \u003cem>what does your child like to read? \u003c/em>Brenda reads each letter and questionnaire, taking notes, in preparation for meeting each student. These little tidbits of information will help Brenda \u003ca href=\"https://www.kqed.org/mindshift/60515/matching-students-with-books-is-a-sacred-task-how-educators-can-select-stories-that-boost-belonging\">find books for her students\u003c/a> on day one. Reading each letter begins the process of creating a classroom community of readers.\u003c/p>\n\u003cp>Creating a lifelong reader begins with our classroom community: a place where readers can \u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">meet, discuss, debate, and borrow each other’s ideas\u003c/a>; a place where readers know their thoughts are valued and \u003ca href=\"https://www.kqed.org/mindshift/60123/why-student-voice-should-be-central-to-school-libraries\">their voices will be heard\u003c/a>; a place where teachers demonstrate that they live a readerly life — \u003ca href=\"https://www.kqed.org/mindshift/62149/how-teachers-can-rediscover-the-joy-of-recreational-reading\">sharing their passion for reading\u003c/a> with their students.\u003c/p>\n\u003cp>Of course, \u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">helping students become lifelong readers\u003c/a> requires in-class time to read independently. But they’ll need more than time. How do we build a safe place for all readers? It starts with an empty classroom that is full of promise.\u003c/p>\n\u003ch2>Creating a Safe Place for All Readers\u003c/h2>\n\u003cp>Developing a sense of safety is fundamental to a community of readers. In order to help students become more engaged, strategic readers, we need to hear from them about what is going on in their minds as they are reading. Our readers should feel comfortable about relating their excitement, confusion, disagreement, and even their disengagement with texts. They should understand that \u003ca href=\"https://www.kqed.org/mindshift/61287/beyond-reading-logs-and-lexile-levels-supporting-students-multifaceted-reading-lives\">different readers bring different resources and perspectives\u003c/a> that help the community interpret and deepen their understanding of complex texts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a safe place, readers understand that their ideas, thoughts, and questions have a place in classroom conversations. They know that their thinking is valued and makes a difference. In this community, risk-taking can become commonplace, encouraged, and fostered. \u003ca href=\"https://www.regieroutman.org/books/\">Regie Routman\u003c/a> encourages us to see the classroom through our students’ eyes. In \u003cem>Literacy Essentials: Engagement, Excellence, and Equity for All Learners\u003c/em>, Routman states: “If we truly want students to excel, we need to be sure the setting, tone, and classroom culture encourage and enhance risk taking, deep conversations, and meaningful learning.” Who are the readers who enter our classrooms on the first day of school, and how do we create a safe community where they can thrive?\u003c/p>\n\u003ch2>Getting to Know Our Students\u003c/h2>\n\u003cp>Our readers come to school with individual tastes and desires. They see themselves as readers of comic books, chapter books, pictures books, and magazines. However, there are many students who do not read and do not care to join the “literacy club.” Our job is to find out as much as we can about these readers and welcome them to our reading community. We can begin with an easy-to-use interest survey or simply have a whole group discussion about the kinds of books we enjoy reading. Sharing books on topics that \u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">appeal to the age level and the cultural identities of our students\u003c/a> is one way of building interest. We could ask students to join us in creating a bulletin board to advertise our favorites — books we’ve read and returned to more than once. We might also ask students to share an autobiographical sketch of their reading identity. The idea here is to get kids talking about books in positive ways while sharing their reading identities and interests.\u003c/p>\n\u003cfigure id=\"attachment_62155\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62155\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1.png\" alt=\"Fourth graders create autobiographical sketches as they respond to questions that help them think about their reading identity.\" width=\"1500\" height=\"1592\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1.png 1500w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-800x849.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-1020x1083.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-160x170.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-768x815.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-1447x1536.png 1447w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Fourth graders create autobiographical sketches as they respond to questions that help them think about their reading identity. \u003ccite>(Reproduced with permission of Stenhouse Publishers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>We can begin to establish a community of readers with a review of students’ past reading habits, in school and out of school. We might place students into small groups to give mini–book talks about what they read last year or over the summer during the first few weeks of school. Teachers may want to sit in on one or several groups to informally evaluate students, listening to conversations and writing down important observations. These observations can lead to individual reading conferences where teachers learn more about students’ reading habits, what they take away from a book, and how they handle reading challenges on their own. These conversations can help us set goals for the first few weeks of school. The goal here is to learn a great deal about our new students as readers right away. By allowing children to talk about the books they’ve already read and value, we eliminate the pressure to “correctly” choose a first book during reading workshop. When we spend time giving our students a chance to chat about their favorites, we immediately create a positive tone, partnerships begin to form (kids gravitate to other kids who read the same books, author, or genre), and we’ve already conducted formative assessment without making students feel anxious.\u003c/p>\n\u003cp>In any one classroom, there are many kinds of readers. We want all our students to accept and respect the preferences of their peers. Reading workshop is the safe place that we celebrate \u003cem>all \u003c/em>readers for the choices they make and the reading they do, not just the readers who have read the greatest number of pages or the highest number of books. It means the community celebrates with Seth and Alia when they finish their first chapter book as third graders or when Drew, a fifth grader, shares that he has just finished reading an entire book for the first time by Halloween.\u003c/p>\n\u003ch2>Building a Community through Conversation: Learning to Listen and Respond\u003c/h2>\n\u003cp>In our reading workshop, we usually designate a place where readers can gather as a community to have readerly conversations and learn from each other. This closeness is one way to help students bond and it provides an opportunity to learn how to talk to each other. It is through these conversations that a community begins to form as children talk with many peers and as a class, letting others’ thinking in and growing their reading identities.\u003c/p>\n\u003cfigure id=\"attachment_62156\" class=\"wp-caption aligncenter\" style=\"max-width: 1024px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62156 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2.png\" alt='Examples of reading autobiographies displayed on a classroom door: each has a head drawn at the topi with a student name, and below in multiple blocks of handwritten text, students wrote autobiographical details about themselves related to reading, such as \"I like to read historical fiction.\"' width=\"1024\" height=\"690\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2.png 1024w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-800x539.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-1020x687.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-160x108.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-768x518.png 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Third graders share their thinking about their independent reading choices. \u003ccite>(Reproduced with permission of Stenhouse Publishers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In \u003cem>Reading Essentials\u003c/em>, Routman encourages us to create structures that maximize participation and learning. These include small group discussions about books in literature circles and book clubs, student-led literature discussions, partner reading, and shared reading opportunities. Learning how to maximize our time for conversations instead of teacher-led Q&As will help students build confidence and develop their unique voices. Brenda begins by modeling how to turn and talk, intentionally helping children learn to face each other, make eye contact, and listen to each other’s ideas and opinions, then how to respond to each other. All voices must be heard.\u003c/p>\n\u003cp>We try to make initial conversations non-threatening and light. \u003cem>Where did you read last night? What is surprising to you in the read-aloud? Which character in our read-aloud would you like to have lunch with?\u003c/em>\u003c/p>\n\u003cp>As the children become more comfortable with each other, we can support their conversations with \u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">more personal connections to what is being read as well as personal insights\u003c/a>. We ask children to share their conversations, sometimes asking them to share their partner’s thinking rather than their own — which feels safer for many kids (especially in the beginning of the year) and also requires them to be active listeners.\u003c/p>\n\u003cp>During these conversations (as well as instructional time and in individual conferences), it is helpful if the teacher refers to the class as readers. “Readers, today as we gather on the rug to begin reading workshop, I would like you to think about the reasons you choose a book to read on your own.” By calling our students “readers” as often as possible, we highlight this part of their identity and — if they’re not quite there yet — invite them to begin to see themselves as readers. Bringing our class together as a community to talk about books and reading sends the message that we are all learning to read together.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62159 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-800x810.jpeg\" alt=\"Photo of author Brenda J. Krupp\" width=\"167\" height=\"169\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-800x810.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-1020x1033.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-160x162.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-768x778.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo.jpeg 1256w\" sizes=\"(max-width: 167px) 100vw, 167px\">\u003ca href=\"https://twitter.com/brenkrupp\">Brenda J. Krupp\u003c/a> has 33 years of experience as a classroom teacher and staff development coach in the Souderton Area School District in Pennsylvania. She has worked with the National Writing Project and the state affiliate (PA Writing and Literature Project) as a co-director for the Summer Invitational Institute and as a presenter at National Council of Teachers of English (NCTE) conference, Keystone State Literacy Association conference, as well as local conferences.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/lynnerdorfman\">Lynne R. Dorfman\u003c/a> has 38 years of experience in Upper Moreland\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62158 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-800x1013.jpg\" alt=\"photo of author Lynne R. Dorfman\" width=\"126\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-800x1013.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-1020x1291.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-160x203.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-768x972.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo.jpg 1094w\" sizes=\"(max-width: 126px) 100vw, 126px\"> Township School District in Pennsylvania as classroom teacher, gifted education teacher K–5, writing and literacy coach, reading specialist and staff developer. Dorfman has co-authored many books including Mentor Texts, 2nd Edition: Teaching Writing Through Children’s Literature, K–6 and Welcome to Writing Workshop: Engaging Today’s Students with a Model That Works. Currently, she’s an adjunct professor for Arcadia University and independent literacy consultant.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Authors Brenda J. Krupp and Lynne R. Dorfman write that creating lifelong readers requires more than in-class reading time. It begins with a classroom community where readers can meet, discuss, debate, and borrow each other’s ideas.","status":"publish","parent":0,"modified":1691553455,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1612},"headData":{"title":"Proven classroom strategies for winning over reluctant readers | KQED","description":"Creating lifelong readers requires more than in-class reading time. It begins with a class community where readers can discuss, debate, and borrow ideas.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Creating lifelong readers requires more than in-class reading time. It begins with a class community where readers can discuss, debate, and borrow ideas.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Proven classroom strategies for winning over reluctant readers","datePublished":"2023-08-08T21:00:54-07:00","dateModified":"2023-08-08T20:57:35-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>From \u003ca href=\"https://stenhouse.com/products/9781625315304_welcome-to-reading-workshop\">Welcome to Reading Workshop\u003c/a> by Lynne Dorfman and Brenda Krupp ©2023. Stenhouse Publishers, reproduced with permission of \u003ca href=\"https://stenhouse.com/\">Stenhouse Publishers\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>On a warm August evening, Brenda sits with her computer and a handful of envelopes. She eagerly opens the first envelope and begins to read. “Thank you for asking about our daughter Claire. . .” the letter begins. Each year Brenda sends a small survey along with her welcome-back-to-school letter to the parents, caregivers, or guardians of her incoming students. She asks them to introduce their precious children to her by describing them and answering some simple questions. What are your child’s interests? Likes and dislikes?\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">Strengths\u003c/a> and needs? What are your hopes and dreams for your child this year? And \u003cem>what does your child like to read? \u003c/em>Brenda reads each letter and questionnaire, taking notes, in preparation for meeting each student. These little tidbits of information will help Brenda \u003ca href=\"https://www.kqed.org/mindshift/60515/matching-students-with-books-is-a-sacred-task-how-educators-can-select-stories-that-boost-belonging\">find books for her students\u003c/a> on day one. Reading each letter begins the process of creating a classroom community of readers.\u003c/p>\n\u003cp>Creating a lifelong reader begins with our classroom community: a place where readers can \u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">meet, discuss, debate, and borrow each other’s ideas\u003c/a>; a place where readers know their thoughts are valued and \u003ca href=\"https://www.kqed.org/mindshift/60123/why-student-voice-should-be-central-to-school-libraries\">their voices will be heard\u003c/a>; a place where teachers demonstrate that they live a readerly life — \u003ca href=\"https://www.kqed.org/mindshift/62149/how-teachers-can-rediscover-the-joy-of-recreational-reading\">sharing their passion for reading\u003c/a> with their students.\u003c/p>\n\u003cp>Of course, \u003ca href=\"https://www.kqed.org/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books\">helping students become lifelong readers\u003c/a> requires in-class time to read independently. But they’ll need more than time. How do we build a safe place for all readers? It starts with an empty classroom that is full of promise.\u003c/p>\n\u003ch2>Creating a Safe Place for All Readers\u003c/h2>\n\u003cp>Developing a sense of safety is fundamental to a community of readers. In order to help students become more engaged, strategic readers, we need to hear from them about what is going on in their minds as they are reading. Our readers should feel comfortable about relating their excitement, confusion, disagreement, and even their disengagement with texts. They should understand that \u003ca href=\"https://www.kqed.org/mindshift/61287/beyond-reading-logs-and-lexile-levels-supporting-students-multifaceted-reading-lives\">different readers bring different resources and perspectives\u003c/a> that help the community interpret and deepen their understanding of complex texts.\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>In a safe place, readers understand that their ideas, thoughts, and questions have a place in classroom conversations. They know that their thinking is valued and makes a difference. In this community, risk-taking can become commonplace, encouraged, and fostered. \u003ca href=\"https://www.regieroutman.org/books/\">Regie Routman\u003c/a> encourages us to see the classroom through our students’ eyes. In \u003cem>Literacy Essentials: Engagement, Excellence, and Equity for All Learners\u003c/em>, Routman states: “If we truly want students to excel, we need to be sure the setting, tone, and classroom culture encourage and enhance risk taking, deep conversations, and meaningful learning.” Who are the readers who enter our classrooms on the first day of school, and how do we create a safe community where they can thrive?\u003c/p>\n\u003ch2>Getting to Know Our Students\u003c/h2>\n\u003cp>Our readers come to school with individual tastes and desires. They see themselves as readers of comic books, chapter books, pictures books, and magazines. However, there are many students who do not read and do not care to join the “literacy club.” Our job is to find out as much as we can about these readers and welcome them to our reading community. We can begin with an easy-to-use interest survey or simply have a whole group discussion about the kinds of books we enjoy reading. Sharing books on topics that \u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\">appeal to the age level and the cultural identities of our students\u003c/a> is one way of building interest. We could ask students to join us in creating a bulletin board to advertise our favorites — books we’ve read and returned to more than once. We might also ask students to share an autobiographical sketch of their reading identity. The idea here is to get kids talking about books in positive ways while sharing their reading identities and interests.\u003c/p>\n\u003cfigure id=\"attachment_62155\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62155\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1.png\" alt=\"Fourth graders create autobiographical sketches as they respond to questions that help them think about their reading identity.\" width=\"1500\" height=\"1592\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1.png 1500w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-800x849.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-1020x1083.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-160x170.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-768x815.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.1-1447x1536.png 1447w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Fourth graders create autobiographical sketches as they respond to questions that help them think about their reading identity. \u003ccite>(Reproduced with permission of Stenhouse Publishers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>We can begin to establish a community of readers with a review of students’ past reading habits, in school and out of school. We might place students into small groups to give mini–book talks about what they read last year or over the summer during the first few weeks of school. Teachers may want to sit in on one or several groups to informally evaluate students, listening to conversations and writing down important observations. These observations can lead to individual reading conferences where teachers learn more about students’ reading habits, what they take away from a book, and how they handle reading challenges on their own. These conversations can help us set goals for the first few weeks of school. The goal here is to learn a great deal about our new students as readers right away. By allowing children to talk about the books they’ve already read and value, we eliminate the pressure to “correctly” choose a first book during reading workshop. When we spend time giving our students a chance to chat about their favorites, we immediately create a positive tone, partnerships begin to form (kids gravitate to other kids who read the same books, author, or genre), and we’ve already conducted formative assessment without making students feel anxious.\u003c/p>\n\u003cp>In any one classroom, there are many kinds of readers. We want all our students to accept and respect the preferences of their peers. Reading workshop is the safe place that we celebrate \u003cem>all \u003c/em>readers for the choices they make and the reading they do, not just the readers who have read the greatest number of pages or the highest number of books. It means the community celebrates with Seth and Alia when they finish their first chapter book as third graders or when Drew, a fifth grader, shares that he has just finished reading an entire book for the first time by Halloween.\u003c/p>\n\u003ch2>Building a Community through Conversation: Learning to Listen and Respond\u003c/h2>\n\u003cp>In our reading workshop, we usually designate a place where readers can gather as a community to have readerly conversations and learn from each other. This closeness is one way to help students bond and it provides an opportunity to learn how to talk to each other. It is through these conversations that a community begins to form as children talk with many peers and as a class, letting others’ thinking in and growing their reading identities.\u003c/p>\n\u003cfigure id=\"attachment_62156\" class=\"wp-caption aligncenter\" style=\"max-width: 1024px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62156 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2.png\" alt='Examples of reading autobiographies displayed on a classroom door: each has a head drawn at the topi with a student name, and below in multiple blocks of handwritten text, students wrote autobiographical details about themselves related to reading, such as \"I like to read historical fiction.\"' width=\"1024\" height=\"690\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2.png 1024w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-800x539.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-1020x687.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-160x108.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Figure-2.2-768x518.png 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Third graders share their thinking about their independent reading choices. \u003ccite>(Reproduced with permission of Stenhouse Publishers)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In \u003cem>Reading Essentials\u003c/em>, Routman encourages us to create structures that maximize participation and learning. These include small group discussions about books in literature circles and book clubs, student-led literature discussions, partner reading, and shared reading opportunities. Learning how to maximize our time for conversations instead of teacher-led Q&As will help students build confidence and develop their unique voices. Brenda begins by modeling how to turn and talk, intentionally helping children learn to face each other, make eye contact, and listen to each other’s ideas and opinions, then how to respond to each other. All voices must be heard.\u003c/p>\n\u003cp>We try to make initial conversations non-threatening and light. \u003cem>Where did you read last night? What is surprising to you in the read-aloud? Which character in our read-aloud would you like to have lunch with?\u003c/em>\u003c/p>\n\u003cp>As the children become more comfortable with each other, we can support their conversations with \u003ca href=\"https://www.kqed.org/mindshift/62049/choosing-childrens-books-that-include-and-affirm-disability-experiences\">more personal connections to what is being read as well as personal insights\u003c/a>. We ask children to share their conversations, sometimes asking them to share their partner’s thinking rather than their own — which feels safer for many kids (especially in the beginning of the year) and also requires them to be active listeners.\u003c/p>\n\u003cp>During these conversations (as well as instructional time and in individual conferences), it is helpful if the teacher refers to the class as readers. “Readers, today as we gather on the rug to begin reading workshop, I would like you to think about the reasons you choose a book to read on your own.” By calling our students “readers” as often as possible, we highlight this part of their identity and — if they’re not quite there yet — invite them to begin to see themselves as readers. Bringing our class together as a community to talk about books and reading sends the message that we are all learning to read together.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-62159 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-800x810.jpeg\" alt=\"Photo of author Brenda J. Krupp\" width=\"167\" height=\"169\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-800x810.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-1020x1033.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-160x162.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo-768x778.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Brenda-Author-Photo.jpeg 1256w\" sizes=\"(max-width: 167px) 100vw, 167px\">\u003ca href=\"https://twitter.com/brenkrupp\">Brenda J. Krupp\u003c/a> has 33 years of experience as a classroom teacher and staff development coach in the Souderton Area School District in Pennsylvania. She has worked with the National Writing Project and the state affiliate (PA Writing and Literature Project) as a co-director for the Summer Invitational Institute and as a presenter at National Council of Teachers of English (NCTE) conference, Keystone State Literacy Association conference, as well as local conferences.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/lynnerdorfman\">Lynne R. Dorfman\u003c/a> has 38 years of experience in Upper Moreland\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62158 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-800x1013.jpg\" alt=\"photo of author Lynne R. Dorfman\" width=\"126\" height=\"160\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-800x1013.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-1020x1291.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-160x203.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo-768x972.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/Lynne-Au-Photo.jpg 1094w\" sizes=\"(max-width: 126px) 100vw, 126px\"> Township School District in Pennsylvania as classroom teacher, gifted education teacher K–5, writing and literacy coach, reading specialist and staff developer. Dorfman has co-authored many books including Mentor Texts, 2nd Edition: Teaching Writing Through Children’s Literature, K–6 and Welcome to Writing Workshop: Engaging Today’s Students with a Model That Works. Currently, she’s an adjunct professor for Arcadia University and independent literacy consultant.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62154/proven-classroom-strategies-for-winning-over-reluctant-readers","authors":["4354"],"categories":["mindshift_21491","mindshift_194","mindshift_193"],"tags":["mindshift_21745","mindshift_972","mindshift_20997","mindshift_687","mindshift_444","mindshift_21720","mindshift_550","mindshift_21465"],"featImg":"mindshift_62161","label":"mindshift"},"mindshift_61369":{"type":"posts","id":"mindshift_61369","meta":{"index":"posts_1591205157","site":"mindshift","id":"61369","score":null,"sort":[1686709852000]},"guestAuthors":[],"slug":"3-principles-for-tackling-the-right-problems-in-education","title":"3 principles for tackling the right problems in education","publishDate":1686709852,"format":"standard","headTitle":"3 principles for tackling the right problems in education | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Hess, F. M. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/the-great-school-rethink\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Great School Rethink\u003c/span>\u003c/a> (\u003cspan style=\"font-weight: 400\">p. 11-15)\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The easiest thing in the world to do is talk about improvement. It’s vastly tougher to actually do it. But, if you’re busy doing it without thinking long and hard about what you’re doing and why, mammoth efforts can yield meager gains. As the British philosopher Bertrand Russell once put it, “In all affairs, it’s a healthy thing now and then to hang a question mark on the things you have long taken for granted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ll try to put this more plainly. Think of a scrum of little kids building a sandcastle at the ocean’s edge. They can shovel, scoop, hustle, and hurry, only to see their project be repeatedly washed away.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61423 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink.jpeg 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">Don’t get me wrong. Hard work matters. Careful execution matters. Elbow grease matters. But, if we think about that sandcastle, the big problem is that the kids are building it in the wrong spot. If they paused and moved 20 feet up the beach, the exact same effort would deliver a much more satisfying result.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rethinking isn’t an alternative to the hard work of improving curriculum, instruction, educator morale or student well-being. It’s a way to facilitate those efforts. Three principles help make this a practical exercise rather than a theoretical one.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Retire the One-Stop-Shop Schoolhouse\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once upon a time, communication and transportation imposed harsh limits on schooling. Back in the 1980s (much less the 1880s!) students really needed to be in the same room as a teacher to learn from them. For students to read a book in class, schools needed sets of printed copies. Students could only be mentored or tutored by adults who lived within driving distance and had the time and means to meet them at school or the local library.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools operated as buildings that provided a sprawling array of services to students who lived in a geographic area. It made sense, but was also a lot to ask. After all, it’s hard for any organization to do many different things, much less do them all well. Advances in technology have made it so that schools no longer need be one-stop shops for everything. It’s now possible for students to access books, tutoring, courses and even telehealth online, creating an extraordinary opening to ask how schools should be organized.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, school staff have to juggle all manner of tasks. Being a “teacher” means being an evaluator, remediator, lesson designer, hallway monitor, counselor, computer troubleshooter, secretary, coffeemaker and more. Maybe it doesn’t have to be this way. Are there better ways to organize the work that schools and teachers do, so as to empower educators while making their jobs more manageable? A good way to think about this is as “unbundling,” as in whether it’s possible to tease apart the many tasks schools have bundled together and then assemble them in more fruitful ways.22 This means asking what schools and educators should do by themselves, or when and how they might be better off tapping today’s vibrant ecosystem of nonschool resources and programs. Instead of lamenting how much schools and teachers are expected to do today, Rethinkers ask what we should expect them to do.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Take Personalization Seriously\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education is full of flowery talk about personalization. That’s fine. I sure don’t know anyone who says, “Schools should be less personal and more industrial.” In practice, though, school improvement efforts billed as “personalized” can have the opposite effect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Remember that annual state testing was promoted, in part, as a way to be sure that individual students didn’t get overlooked. Yet the biggest complaint about annual assessment may be the way it can turn schools into impersonal test-prep factories. Education technology is touted as a tool of radical personalization. Yet, as we saw during the pandemic, remote instruction and classrooms of tablet-fixated kids can too easily feel dreary and soulless.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students a Chromebook or an iPad is not personalization. The personalization resides in how these tools are used. Think of it this way: 50 years ago, if you wanted to listen to your favorite song, you’d buy a record, go home, put it on your record player and listen to the album one side at a time. The same applied to every person who wanted to hear that song. Personalizing your music wasn’t easy. Digital music technology has changed all that. Today, any listener has easy access to intricate algorithms that pick among millions of songs to create customized playlists that reflect personal preferences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, personalization requires asking how tools and policies can be used to meet the varied needs of every learner. Expanded choices can better allow students at a given school to access courses, instructors, and programs that would otherwise be unavailable. New options may make it possible for bullied students to find a healthier, more welcoming environment or for parents to work more closely with their child on an array of school assignments. New technologies can allow one-size-fits-all curricula to be reconceived as more individualized playlists. But moving any of this from theory to practice is no easy thing.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Know What Problem You’re Solving\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education has a “fire, ready, aim” problem. Fueled by the high hopes of advocates and the expectation that every new superintendent will show up with novel solutions, education cycles through scads of reforms at an alarming pace. This makes it tough to be sure that the proposed fix is a good match for the problem — or even that we know exactly what the problem is.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before leaping on some new program or practice, rethinkers first seek to define the problem they’re trying to solve. Anything else can do more harm than good, with the serial embrace of reflexive solutions turning into a convenient distraction from the real work at hand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I talk about distractions, I’m thinking of the district that moved to digital textbooks and a digital curriculum before ensuring that the devices would work as needed. The superintendent got cheered as an innovator, but students and teachers wound up worse off. Books and resources took forever to load, turning 10-minute assignments into marathon sessions. Kids found it tough to do homework on the bus or on the way to soccer since they couldn’t get reliable access to online assignments. And that’s all separate from the frustrations of teachers who struggled with glitchy portals and forgotten passwords. The heralded “solution” created more problems than it solved.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new SEL initiative might help if middle schoolers are disengaged, but probably not if their disinterest is due to confusing math instruction. Knowing whether an intervention will help requires knowing what the problem is. Which kids are struggling? Why? How do we know? Be skeptical of those who offer surefire solutions before getting those answers. Programs and policies should be the final step of rethinking, not the first.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/rickhess99\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61370 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg\" alt=\"Headshot of Rick Hess\" width=\"164\" height=\"230\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot.jpg 1500w\" sizes=\"(max-width: 164px) 100vw, 164px\">Frederick M. Hess\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a senior fellow and the director of Education Policy Studies at the American Enterprise Institute (AEI), where he works on K–12 and higher education issues. The author of Education Week’s popular blog “Rick Hess Straight Up,” Dr. Hess is also an executive editor of Education Next and a senior contributor to Forbes. He is the founder and chairman of AEI’s Conservative Education Reform Network. An educator, political scientist, and author, Dr. Hess has published in popular outlets including the New York Times, USA Today, the Wall Street Journal, and the Washington Post. Dr. Hess started his career as a high school social studies teacher and has since taught at colleges including Rice, Harvard, Georgetown, and the University of Virginia. His books include “The Great School Rethink,” “Spinning Wheels,” “Letters to a Young Education Reformer,” “Cage-Busting Leadership,” and “A Search for Common Ground.” Dr. Hess has an MA and a PhD in government, in addition to an MEd in teaching and curriculum, from Harvard University.\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In his new book “The Great School Rethink,” Frederick M. Hess explains how rethinking the organization of schools can help improve curriculum, instruction, educator morale and student well-being.","status":"publish","parent":0,"modified":1686710238,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1413},"headData":{"title":"3 principles for tackling the right problems in education | KQED","description":"In “The Great School Rethink,” Frederick M. Hess offers ideas to improve curriculum, instruction, educator morale and student well-being.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In “The Great School Rethink,” Frederick M. Hess offers ideas to improve curriculum, instruction, educator morale and student well-being.","schema":{"@context":"http://schema.org","@type":"Article","headline":"3 principles for tackling the right problems in education","datePublished":"2023-06-13T19:30:52-07:00","dateModified":"2023-06-13T19:37:18-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61369/3-principles-for-tackling-the-right-problems-in-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Hess, F. M. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/the-great-school-rethink\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Great School Rethink\u003c/span>\u003c/a> (\u003cspan style=\"font-weight: 400\">p. 11-15)\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The easiest thing in the world to do is talk about improvement. It’s vastly tougher to actually do it. But, if you’re busy doing it without thinking long and hard about what you’re doing and why, mammoth efforts can yield meager gains. As the British philosopher Bertrand Russell once put it, “In all affairs, it’s a healthy thing now and then to hang a question mark on the things you have long taken for granted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ll try to put this more plainly. Think of a scrum of little kids building a sandcastle at the ocean’s edge. They can shovel, scoop, hustle, and hurry, only to see their project be repeatedly washed away.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61423 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink.jpeg 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">Don’t get me wrong. Hard work matters. Careful execution matters. Elbow grease matters. But, if we think about that sandcastle, the big problem is that the kids are building it in the wrong spot. If they paused and moved 20 feet up the beach, the exact same effort would deliver a much more satisfying result.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rethinking isn’t an alternative to the hard work of improving curriculum, instruction, educator morale or student well-being. It’s a way to facilitate those efforts. Three principles help make this a practical exercise rather than a theoretical one.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Retire the One-Stop-Shop Schoolhouse\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once upon a time, communication and transportation imposed harsh limits on schooling. Back in the 1980s (much less the 1880s!) students really needed to be in the same room as a teacher to learn from them. For students to read a book in class, schools needed sets of printed copies. Students could only be mentored or tutored by adults who lived within driving distance and had the time and means to meet them at school or the local library.\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\">Schools operated as buildings that provided a sprawling array of services to students who lived in a geographic area. It made sense, but was also a lot to ask. After all, it’s hard for any organization to do many different things, much less do them all well. Advances in technology have made it so that schools no longer need be one-stop shops for everything. It’s now possible for students to access books, tutoring, courses and even telehealth online, creating an extraordinary opening to ask how schools should be organized.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, school staff have to juggle all manner of tasks. Being a “teacher” means being an evaluator, remediator, lesson designer, hallway monitor, counselor, computer troubleshooter, secretary, coffeemaker and more. Maybe it doesn’t have to be this way. Are there better ways to organize the work that schools and teachers do, so as to empower educators while making their jobs more manageable? A good way to think about this is as “unbundling,” as in whether it’s possible to tease apart the many tasks schools have bundled together and then assemble them in more fruitful ways.22 This means asking what schools and educators should do by themselves, or when and how they might be better off tapping today’s vibrant ecosystem of nonschool resources and programs. Instead of lamenting how much schools and teachers are expected to do today, Rethinkers ask what we should expect them to do.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Take Personalization Seriously\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education is full of flowery talk about personalization. That’s fine. I sure don’t know anyone who says, “Schools should be less personal and more industrial.” In practice, though, school improvement efforts billed as “personalized” can have the opposite effect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Remember that annual state testing was promoted, in part, as a way to be sure that individual students didn’t get overlooked. Yet the biggest complaint about annual assessment may be the way it can turn schools into impersonal test-prep factories. Education technology is touted as a tool of radical personalization. Yet, as we saw during the pandemic, remote instruction and classrooms of tablet-fixated kids can too easily feel dreary and soulless.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students a Chromebook or an iPad is not personalization. The personalization resides in how these tools are used. Think of it this way: 50 years ago, if you wanted to listen to your favorite song, you’d buy a record, go home, put it on your record player and listen to the album one side at a time. The same applied to every person who wanted to hear that song. Personalizing your music wasn’t easy. Digital music technology has changed all that. Today, any listener has easy access to intricate algorithms that pick among millions of songs to create customized playlists that reflect personal preferences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, personalization requires asking how tools and policies can be used to meet the varied needs of every learner. Expanded choices can better allow students at a given school to access courses, instructors, and programs that would otherwise be unavailable. New options may make it possible for bullied students to find a healthier, more welcoming environment or for parents to work more closely with their child on an array of school assignments. New technologies can allow one-size-fits-all curricula to be reconceived as more individualized playlists. But moving any of this from theory to practice is no easy thing.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Know What Problem You’re Solving\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education has a “fire, ready, aim” problem. Fueled by the high hopes of advocates and the expectation that every new superintendent will show up with novel solutions, education cycles through scads of reforms at an alarming pace. This makes it tough to be sure that the proposed fix is a good match for the problem — or even that we know exactly what the problem is.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before leaping on some new program or practice, rethinkers first seek to define the problem they’re trying to solve. Anything else can do more harm than good, with the serial embrace of reflexive solutions turning into a convenient distraction from the real work at hand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I talk about distractions, I’m thinking of the district that moved to digital textbooks and a digital curriculum before ensuring that the devices would work as needed. The superintendent got cheered as an innovator, but students and teachers wound up worse off. Books and resources took forever to load, turning 10-minute assignments into marathon sessions. Kids found it tough to do homework on the bus or on the way to soccer since they couldn’t get reliable access to online assignments. And that’s all separate from the frustrations of teachers who struggled with glitchy portals and forgotten passwords. The heralded “solution” created more problems than it solved.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new SEL initiative might help if middle schoolers are disengaged, but probably not if their disinterest is due to confusing math instruction. Knowing whether an intervention will help requires knowing what the problem is. Which kids are struggling? Why? How do we know? Be skeptical of those who offer surefire solutions before getting those answers. Programs and policies should be the final step of rethinking, not the first.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/rickhess99\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61370 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg\" alt=\"Headshot of Rick Hess\" width=\"164\" height=\"230\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot.jpg 1500w\" sizes=\"(max-width: 164px) 100vw, 164px\">Frederick M. Hess\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a senior fellow and the director of Education Policy Studies at the American Enterprise Institute (AEI), where he works on K–12 and higher education issues. The author of Education Week’s popular blog “Rick Hess Straight Up,” Dr. Hess is also an executive editor of Education Next and a senior contributor to Forbes. He is the founder and chairman of AEI’s Conservative Education Reform Network. An educator, political scientist, and author, Dr. Hess has published in popular outlets including the New York Times, USA Today, the Wall Street Journal, and the Washington Post. Dr. Hess started his career as a high school social studies teacher and has since taught at colleges including Rice, Harvard, Georgetown, and the University of Virginia. His books include “The Great School Rethink,” “Spinning Wheels,” “Letters to a Young Education Reformer,” “Cage-Busting Leadership,” and “A Search for Common Ground.” Dr. Hess has an MA and a PhD in government, in addition to an MEd in teaching and curriculum, from Harvard University.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61369/3-principles-for-tackling-the-right-problems-in-education","authors":["4354"],"categories":["mindshift_192","mindshift_21491","mindshift_21579"],"tags":["mindshift_21027","mindshift_21403","mindshift_722","mindshift_962","mindshift_20598","mindshift_421","mindshift_199","mindshift_943","mindshift_21398"],"featImg":"mindshift_61378","label":"mindshift"},"mindshift_61319":{"type":"posts","id":"mindshift_61319","meta":{"index":"posts_1591205157","site":"mindshift","id":"61319","score":null,"sort":[1680602433000]},"guestAuthors":[],"slug":"a-tale-of-two-science-classrooms","title":"A tale of two science classrooms: How different approaches to participation shape learning","publishDate":1680602433,"format":"standard","headTitle":"A tale of two science classrooms: How different approaches to participation shape learning | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Stroupe, D. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/growing-and-sustaining-student-centered-science-cl\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Growing and Sustaining Student-Centered Science Classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (p. 1-5). \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching has always been a crucial and underappreciated profession across the world. Almost everyone spends some time in a school, and in those spaces, teachers play an important role in designing and facilitating opportunities for participation and learning. Many people fondly remember a favorite teacher and classroom or, conversely, might hope to forget a school that made them feel rejected. While society might collectively forget, those of us who spend time in schools know that teachers and administrators have a great responsibility as we shape the lives of children. By representing and upholding equitable communities and participatory structures that ensure powerful learning opportunities for children, especially those from marginalized communities, teachers and administrators can help change the world…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[Let’s peek]\u003c/span>\u003cspan style=\"font-weight: 400\"> into the classrooms of two teachers, who I will refer to as Teacher A and Teacher B. Both teachers graduated from the same teacher preparation program, and both taught life science in very diverse schools in the same district. However, Teacher A and Teacher B differed in how they chose to open up, or restrict, avenues for student talk and participation around knowledge in their science classrooms. Let’s look at an example from each class, both of which occurred at the beginning of the school year. As teachers and administrators, we know that the beginning of the school year is such an important time for building a foundation for a science community. For each example, imagine you are sitting in the room, as I was when I watched these lessons unfold, and immerse yourself in the sights and sounds of middle and high school science classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Teacher A’s classroom, students are learning about why identical twins look alike, and why differences might exist even with their similar DNA. Following the first lessons in which students share some initial ideas about why identical twins might look similar and begin to hear terms such as “dominant,” “recessive,” “trait,”, “allele,” Teacher A decides that students should complete Punnett squares to visualize how physical traits and alleles are related. If you need a quick refresher about Punnett squares, recall that a Punnett square provides a space for visualizing and writing potential allele combinations for one offspring given the parents’ alleles. A typical example usually includes a two-by-two table, with two alleles from one parent on the side of the table, and two alleles from another parent above the table.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this example, Teacher A demonstrated how to complete and interpret a Punnett square and asked students, in groups of two or three, to attempt three example squares as practice. After showing students how to correctly complete the squares, Teacher A wrote a new square on the whiteboard for students to attempt individually. As the murmurs of talk receded into individual pondering of the problem, a quiet student — one I had never heard speak in class before this moment — raised his hand. Tentatively, he asked, “Excuse me, Ms. [A]? I have a question. When we do Punnett squares, we also do examples with four kids. What if there are five kids? Where does the fifth kid go?”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s pause here, in this moment, to think about the layers of what the quiet student said. For some people, the focus might fall on science knowledge and the student’s “incorrect” idea about Punnett squares; after all, the cells in a Punnett square provide a space for people to record possible allele combinations for an individual, and do not represent multiple children. Others might be interested in the student deciding to share a question in the class. What prompted this student to speak at this time, when they had never previously spoken in class? Another layer is that the student might be speaking on behalf of other students in the class. After all, if one student thinks that Punnett Squares illustrate multiple children, how many other students have the same question?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Teacher A could have been considering any of those possibilities, their thinking remained invisible as they said back to the student: “That’s not how this works. We need to keep moving to finish the practice problems.” While this talk move (a talk move is a statement made by a teacher or student to open up or restrict future classroom talk) may seem routine to some teacher and administrators, from the perspective of this student, Teacher A’s words caused silence. Whenever I visited the classroom for the remainder of the school year, this student never spoke in class again — not to the teacher, other students, or administrators who entered the space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s move from Teacher A’s classroom to Teacher B’s classroom, just a few miles away. In Teacher B’s classroom, students were learning about evolution by asking “How did we get chihuahuas from wolves?” which a student asked Teacher B in the hallway after school early in the academic year. Before the class began, Teacher B told me that they wanted to make students feel like their ideas had value, and that, like scientists, ideas about the world could be put into the public plane of talk and analyzed by a larger community. For this lesson, Teacher B created a poster using a large piece of construction paper and wrote a title: “Our hypotheses: From Wolf to Woof.” After students had five minutes to discuss ideas in pairs, Teacher B announced that the whole class would now think together, given their discussions. To catalyze the conversation, Teacher B asked students to share ideas about why chihuahuas exist, especially if they look so different from wolves. Importantly, Teacher B told the class to share ideas, if possible, that they considered during conversations with peers. After several students offered hypotheses (“Maybe the DNA changed because of a mutation,” “Maybe a wolf had pups that were all really different in size”), a series of student comments occurred in quick succession:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 1:\u003c/strong> “Maybe mating with a rabbit would make a dog small.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> “Yeah, a rabbit would make a small baby, not a Great Dane.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> “What about the ankle biter? Maybe a wolf mated with a rabbit to make an ankle biter.” [The class started calling chihuahuas “ankle biters” as a joke.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Again, let’s pause here to consider the layers of complexity that arise \u003c/span>\u003cspan style=\"font-weight: 400\">simultaneously when these students shared ideas. Some teachers and administrators might worry about the students’ wrong ideas — we know that wolves and rabbits cannot create babies together. Other people might wonder about the students’ purpose in sharing ideas: Were they seeking attention, or purposefully trying to disrupt the class? Still others might be focused on Teacher B’s actions, questioning whether such a conversation is a productive use of class time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teacher B, however, recognized this moment as a point of departure from instruction that might limit students’ opportunities to engage in knowledge practices in a classroom. Here’s how the next minute of class unfolded:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> “Wait, why did you just joke that a rabbit mating with a wolf would make an ankle-biter dog as opposed to a Great Dane?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Maybe because . . . rabbits are small. And ankle biters are small.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> Oh, you feel my word. [Student 2 originally injected “ankle biter” into the science community.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> It’s become a class word now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Right. Rabbits have big ears. And ankle biters have ears that bend and look like rabbit ears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> So what are you really suggesting about where chihuahuas get their traits?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>MULTIPLE STUDENTS IN CLASS CALL OUT:\u003c/strong> From their parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students chimed into the discussion, the classroom talk exploded. Almost every student in the class raised their hand to contribute to the conversation, and by the end of class, three important ideas emerged: (1) parents must be close together to make babies (but all parents or just some species?, several students wondered); (2) Babies get traits from parents; (3) not all babies are identical to parents (some students wondered about animals that can clone themselves). Teacher B recorded these three ideas on the poster and told the students that their homework was to observe animals in the neighborhood to see if they all looked alike.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While these examples show a snapshot of the science communities found in the classrooms of Teacher A and Teacher B, there are three important features of the communities to highlight as a foundation for this book and our work as science teachers. First, how Teacher A and Teacher B opened up or constrained opportunities for student talk set the tone for the remainder of the school year. Students pay attention to teachers’ words and actions, and they notice how teachers respond to their ideas. Second, Teacher A and Teacher B sent different messages to students about what counts as a good statement to say out loud. By denying or valuing students’ statements, teachers demonstrate to students what words and ideas matter, and what words and ideas should remain silent. Third, Teacher A and Teacher B treated the purpose of participation differently. Teacher A wanted students to say correct answers and complete predetermined practice problems, while Teacher B helped students to shape the direction of knowledge production in the classroom by asking for multiple hypotheses, generating and using language to describe a phenomenon, and by encouraging and supporting students to share ideas. Each of these features sends visible and invisible messages to students about what knowledge matters, how knowledge should be invoked and used in a classroom, and who is allowed to share ideas and claims to knowledge in a classroom.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61321 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Stroupe-David.jpg\" alt=\"\" width=\"138\" height=\"165\">\u003cem>\u003ca href=\"https://education.msu.edu/people/Stroupe-David/\" target=\"_blank\" rel=\"noopener\">David Stroupe\u003c/a> is an associate professor of teacher education and science education, the associate director of STEM Teacher Education at the CREATE for STEM Institute, and the Director of Science and Society at State at Michigan State University. He has three overlapping areas of research interests anchored around ambitious and equitable teaching. First, he frames classrooms as science practice communities. Using lenses from Science, Technology, and Society (STS) and the History and Philosophy of Science (HPS), he examines how teachers and students disrupt epistemic injustice through the negotiation of power, knowledge, and epistemic agency. Second, he examines how beginning teachers learn from practice in and across their varied contexts. Third, he studies how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice. David has a background in biology and taught secondary life science for four years.\u003c/em>\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"The ways a teacher chooses to open up or constrain opportunities for student talk sets the tone for classroom engagement. David Stroupe explores two examples from science classes in an excerpt from his book, \"Growing and Sustaining Student-Centered Science Classrooms.\"","status":"publish","parent":0,"modified":1682642172,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1829},"headData":{"title":"A tale of two science classrooms: How different approaches to participation shape learning | KQED","description":"The ways a teacher chooses to open up or constrain opportunities for student talk sets the tone for classroom engagement.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A tale of two science classrooms: How different approaches to participation shape learning","datePublished":"2023-04-04T03:00:33-07:00","dateModified":"2023-04-27T17:36:12-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61319/a-tale-of-two-science-classrooms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Stroupe, D. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/growing-and-sustaining-student-centered-science-cl\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Growing and Sustaining Student-Centered Science Classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (p. 1-5). \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching has always been a crucial and underappreciated profession across the world. Almost everyone spends some time in a school, and in those spaces, teachers play an important role in designing and facilitating opportunities for participation and learning. Many people fondly remember a favorite teacher and classroom or, conversely, might hope to forget a school that made them feel rejected. While society might collectively forget, those of us who spend time in schools know that teachers and administrators have a great responsibility as we shape the lives of children. By representing and upholding equitable communities and participatory structures that ensure powerful learning opportunities for children, especially those from marginalized communities, teachers and administrators can help change the world…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[Let’s peek]\u003c/span>\u003cspan style=\"font-weight: 400\"> into the classrooms of two teachers, who I will refer to as Teacher A and Teacher B. Both teachers graduated from the same teacher preparation program, and both taught life science in very diverse schools in the same district. However, Teacher A and Teacher B differed in how they chose to open up, or restrict, avenues for student talk and participation around knowledge in their science classrooms. Let’s look at an example from each class, both of which occurred at the beginning of the school year. As teachers and administrators, we know that the beginning of the school year is such an important time for building a foundation for a science community. For each example, imagine you are sitting in the room, as I was when I watched these lessons unfold, and immerse yourself in the sights and sounds of middle and high school science classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Teacher A’s classroom, students are learning about why identical twins look alike, and why differences might exist even with their similar DNA. Following the first lessons in which students share some initial ideas about why identical twins might look similar and begin to hear terms such as “dominant,” “recessive,” “trait,”, “allele,” Teacher A decides that students should complete Punnett squares to visualize how physical traits and alleles are related. If you need a quick refresher about Punnett squares, recall that a Punnett square provides a space for visualizing and writing potential allele combinations for one offspring given the parents’ alleles. A typical example usually includes a two-by-two table, with two alleles from one parent on the side of the table, and two alleles from another parent above the table.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this example, Teacher A demonstrated how to complete and interpret a Punnett square and asked students, in groups of two or three, to attempt three example squares as practice. After showing students how to correctly complete the squares, Teacher A wrote a new square on the whiteboard for students to attempt individually. As the murmurs of talk receded into individual pondering of the problem, a quiet student — one I had never heard speak in class before this moment — raised his hand. Tentatively, he asked, “Excuse me, Ms. [A]? I have a question. When we do Punnett squares, we also do examples with four kids. What if there are five kids? Where does the fifth kid go?”\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\">Let’s pause here, in this moment, to think about the layers of what the quiet student said. For some people, the focus might fall on science knowledge and the student’s “incorrect” idea about Punnett squares; after all, the cells in a Punnett square provide a space for people to record possible allele combinations for an individual, and do not represent multiple children. Others might be interested in the student deciding to share a question in the class. What prompted this student to speak at this time, when they had never previously spoken in class? Another layer is that the student might be speaking on behalf of other students in the class. After all, if one student thinks that Punnett Squares illustrate multiple children, how many other students have the same question?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Teacher A could have been considering any of those possibilities, their thinking remained invisible as they said back to the student: “That’s not how this works. We need to keep moving to finish the practice problems.” While this talk move (a talk move is a statement made by a teacher or student to open up or restrict future classroom talk) may seem routine to some teacher and administrators, from the perspective of this student, Teacher A’s words caused silence. Whenever I visited the classroom for the remainder of the school year, this student never spoke in class again — not to the teacher, other students, or administrators who entered the space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s move from Teacher A’s classroom to Teacher B’s classroom, just a few miles away. In Teacher B’s classroom, students were learning about evolution by asking “How did we get chihuahuas from wolves?” which a student asked Teacher B in the hallway after school early in the academic year. Before the class began, Teacher B told me that they wanted to make students feel like their ideas had value, and that, like scientists, ideas about the world could be put into the public plane of talk and analyzed by a larger community. For this lesson, Teacher B created a poster using a large piece of construction paper and wrote a title: “Our hypotheses: From Wolf to Woof.” After students had five minutes to discuss ideas in pairs, Teacher B announced that the whole class would now think together, given their discussions. To catalyze the conversation, Teacher B asked students to share ideas about why chihuahuas exist, especially if they look so different from wolves. Importantly, Teacher B told the class to share ideas, if possible, that they considered during conversations with peers. After several students offered hypotheses (“Maybe the DNA changed because of a mutation,” “Maybe a wolf had pups that were all really different in size”), a series of student comments occurred in quick succession:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 1:\u003c/strong> “Maybe mating with a rabbit would make a dog small.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> “Yeah, a rabbit would make a small baby, not a Great Dane.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> “What about the ankle biter? Maybe a wolf mated with a rabbit to make an ankle biter.” [The class started calling chihuahuas “ankle biters” as a joke.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Again, let’s pause here to consider the layers of complexity that arise \u003c/span>\u003cspan style=\"font-weight: 400\">simultaneously when these students shared ideas. Some teachers and administrators might worry about the students’ wrong ideas — we know that wolves and rabbits cannot create babies together. Other people might wonder about the students’ purpose in sharing ideas: Were they seeking attention, or purposefully trying to disrupt the class? Still others might be focused on Teacher B’s actions, questioning whether such a conversation is a productive use of class time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teacher B, however, recognized this moment as a point of departure from instruction that might limit students’ opportunities to engage in knowledge practices in a classroom. Here’s how the next minute of class unfolded:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> “Wait, why did you just joke that a rabbit mating with a wolf would make an ankle-biter dog as opposed to a Great Dane?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Maybe because . . . rabbits are small. And ankle biters are small.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> Oh, you feel my word. [Student 2 originally injected “ankle biter” into the science community.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> It’s become a class word now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Right. Rabbits have big ears. And ankle biters have ears that bend and look like rabbit ears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> So what are you really suggesting about where chihuahuas get their traits?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>MULTIPLE STUDENTS IN CLASS CALL OUT:\u003c/strong> From their parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students chimed into the discussion, the classroom talk exploded. Almost every student in the class raised their hand to contribute to the conversation, and by the end of class, three important ideas emerged: (1) parents must be close together to make babies (but all parents or just some species?, several students wondered); (2) Babies get traits from parents; (3) not all babies are identical to parents (some students wondered about animals that can clone themselves). Teacher B recorded these three ideas on the poster and told the students that their homework was to observe animals in the neighborhood to see if they all looked alike.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While these examples show a snapshot of the science communities found in the classrooms of Teacher A and Teacher B, there are three important features of the communities to highlight as a foundation for this book and our work as science teachers. First, how Teacher A and Teacher B opened up or constrained opportunities for student talk set the tone for the remainder of the school year. Students pay attention to teachers’ words and actions, and they notice how teachers respond to their ideas. Second, Teacher A and Teacher B sent different messages to students about what counts as a good statement to say out loud. By denying or valuing students’ statements, teachers demonstrate to students what words and ideas matter, and what words and ideas should remain silent. Third, Teacher A and Teacher B treated the purpose of participation differently. Teacher A wanted students to say correct answers and complete predetermined practice problems, while Teacher B helped students to shape the direction of knowledge production in the classroom by asking for multiple hypotheses, generating and using language to describe a phenomenon, and by encouraging and supporting students to share ideas. Each of these features sends visible and invisible messages to students about what knowledge matters, how knowledge should be invoked and used in a classroom, and who is allowed to share ideas and claims to knowledge in a classroom.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61321 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Stroupe-David.jpg\" alt=\"\" width=\"138\" height=\"165\">\u003cem>\u003ca href=\"https://education.msu.edu/people/Stroupe-David/\" target=\"_blank\" rel=\"noopener\">David Stroupe\u003c/a> is an associate professor of teacher education and science education, the associate director of STEM Teacher Education at the CREATE for STEM Institute, and the Director of Science and Society at State at Michigan State University. He has three overlapping areas of research interests anchored around ambitious and equitable teaching. First, he frames classrooms as science practice communities. Using lenses from Science, Technology, and Society (STS) and the History and Philosophy of Science (HPS), he examines how teachers and students disrupt epistemic injustice through the negotiation of power, knowledge, and epistemic agency. Second, he examines how beginning teachers learn from practice in and across their varied contexts. Third, he studies how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice. David has a background in biology and taught secondary life science for four years.\u003c/em>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61319/a-tale-of-two-science-classrooms","authors":["4354"],"categories":["mindshift_21512","mindshift_21491","mindshift_20524","mindshift_193"],"tags":["mindshift_20786","mindshift_1028","mindshift_20701","mindshift_989","mindshift_20703","mindshift_551","mindshift_47","mindshift_21138","mindshift_391","mindshift_20616","mindshift_20852"],"featImg":"mindshift_61322","label":"mindshift"},"mindshift_60505":{"type":"posts","id":"mindshift_60505","meta":{"index":"posts_1591205157","site":"mindshift","id":"60505","score":null,"sort":[1680084030000]},"guestAuthors":[],"slug":"how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","title":"How science class can inspire students to explore inequities in their communities","publishDate":1680084030,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>From \u003ca href=\"https://www.stenhouse.com/content/teaching-racial-equity\" target=\"_blank\" rel=\"noopener noreferrer\">\"Teaching for Racial Equity\"\u003c/a> by Tonya B. Perry, Steven Zemelman and Katy Smith, © 2022, reproduced with permission of Stenhouse Publishers. \u003ca href=\"https://stenhouse.com\" target=\"_blank\" rel=\"noopener noreferrer\">www.stenhouse.com\u003c/a>. No reproduction without written permission from the publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-60817 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/RacialEquity-e1673631383993.jpg\" alt=\"\" width=\"250\" height=\"313\">Inquiring into racial inequity may seem easy enough in a social studies or English language arts classroom. But how do we do this for other content areas? Sure, there may be times when a teacher and class can pause from the regular curriculum to address a pressing issue that has arisen in the school or community, but we believe it is essential to incorporate racial criticality within the curriculum itself. Why? First, racism affects every aspect of American life and endeavor, so we must help students understand that. Second, developing criticality calls for knowledge and skills that are particular to each subject area. Planning a project to build criticality requires a series of key steps. An educator will need to:\u003c/p>\n\u003cul>\n\u003cli>Understand the racial issues in the school and community.\u003c/li>\n\u003cli>Consider the level of students’ knowledge, about both racial inequities and the relevant subject matter.\u003c/li>\n\u003cli>Identify a clear purpose — that is, specific goals and objectives: students’ learning, the dispositions that the teacher aims for — both toward learning the content and toward addressing racial inequity. This includes advancing students’ development of racial literacy, as \u003ca href=\"https://www.yolandasealeyruiz.com/racial-literacy-project\" target=\"_blank\" rel=\"noopener noreferrer\">Yolanda Sealey-Ruiz\u003c/a> has outlined. We must be aware, however, that fresh and unanticipated realizations can emerge anywhere in the inquiry process, so we should allow space and time for them when they pop up.\u003c/li>\n\u003cli>Identify required curriculum and content standards that the inquiry will address, to justify the inclusion of equity efforts for those who focus on curricular mandates.\u003c/li>\n\u003cli>Determine information, questions, concepts and skills to be introduced and explored.\u003c/li>\n\u003cli>Plan the activities the students will experience.\u003c/li>\n\u003cli>Create ways to challenge students to think critically about the issues presented by the material\u003c/li>\n\u003cli>Explore opportunities for meaningful student effort to use their new knowledge to act on the problem they have studied.\u003c/li>\n\u003cli>Develop high-level assessment of students’ learning.\u003c/li>\n\u003c/ul>\n\u003cp>Christopher McDaniel teaches in a neighborhood where many people, both students and adults, have not been given the opportunity to learn how scientific knowledge can address important inequities in their lives. So he welcomes his role as a teacher in helping his students discover the need and to engage in learning that will help them interrupt those inequities — and he designs inquiry units with this goal in mind. Clearly, in each subject area and with each student population, teachers will need to inquire with criticality themselves, to determine the specific connections between their subject matter and the racial issues that hover within it and are present in the surrounding community. Let’s follow Christopher’s use of the water crisis in Flint, Michigan (and Chicago and elsewhere) to promote students’ racial criticality through science concepts.\u003c/p>\n\u003ch2>Considering Students' Level of Knowledge and the Purpose for the Project\u003c/h2>\n\u003cp>Over time, Christopher has made a point of learning about the conditions and mindsets among his students and in the community where he has taught. He often walks around the neighborhood of the school at the end of the day, schmoozing with students he encounters. He regularly chats with students in the lunchroom as well, to inform his thinking about the students’ awareness and to learn about their interests. His understanding helps guide his teaching.\u003c/p>\n\u003cblockquote>\u003cp>It can be difficult to engage students in a high school science class. Many of my students don’t see any connection between their everyday lives and science. . . Establishing such a connection between the real world they live in and the science content I am teaching can make all the difference. I teach science in a predominantly Latinx community, and I try to infuse social and environmental justice into each of my courses. I provide my students with examples from their real world that show they need a basic understanding of the science to comprehend the things taking place around them every day. I want to give these students the tools they need to make thoughtful decisions about issues in their lives, particularly when scientific knowledge can help them understand those issues.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher begins the inquiry with a bell-ringer jot to stir students’ thinking about the underlying concept of environmental justice that will be explored in the unit, asking them to think about the meaning of each of the two words, environmental and justice. This prepares them to start considering the role chemistry may play in understanding a larger problem that impacts their lives. Then comes some provocative information.\u003c/p>\n\u003cblockquote>\u003cp>At the beginning of every school year I show students in my chemistry classes an excerpt of the PBS NOVA special \u003ca href=\"https://www.pbs.org/video/poisoned-water-jhhegn/\" target=\"_blank\" rel=\"noopener noreferrer\">“Poisoned Water”\u003c/a>, a documentary about the Flint water crisis, the vehicle I use to introduce my students to environmental racism. Initially, I only show two minutes of the video, but I show it twice, so the information can begin to sink in. Those first two minutes alone make clear that the crisis is connected with race, poverty, the loss of auto industry jobs and the science of the lead poisoning that especially affects children. I ask them to take notes and write down any key terms or concepts they can pick up from the video.\u003c/p>\n\u003cp>Many of the students have very little information about what happened in Flint but are at an age when they are beginning to question authority and starting to see the inequities present in different aspects of their lives. This immediately makes a connection for them. They see children their age and younger from neighborhoods similar to theirs being taken advantage of by people in power, and they learn how the children are dealing with life-threatening illness due to lead in the drinking water that came from the faucets in their own homes. Most of the students immediately engage with this video, and it becomes a topic of serious discussion. We do a quick think pair-share about the video, and the students create discussion boards listing the things they think they need to learn to better understand the chemistry behind what happened in Flint.\u003c/p>\u003c/blockquote>\n\u003ch2>Connecting to Required Curriculum\u003c/h2>\n\u003cp>Christopher never loses sight of his role as a science teacher. But it’s not difficult to connect the science he is expected to teach with the social problems he knows the students will care deeply about. It is no surprise to Christopher that the items on the students’ discussion boards match his list of content standards. As the students write and then examine their lists, they are hooked: they want to know the science so that they can get answers to their own questions. Then Christopher asks students to identify various resources around the room that they think will inform them about the topics on their lists, which in turn leads to Christopher’s chemistry lessons. For example, when a student points to the periodic table on the wall, Christopher explains how it works, and helps students notice patterns among the various element groups and ways they can interact with one another. He points out that it’s the bonding of lead with chlorine in the water that had previously formed a protective coating in the old lead pipes in Flint homes.\u003c/p>\n\u003cblockquote>\u003cp>Most of the discussion boards include the same key terms, including lead, water and chlorine. These are the terms the students find themselves wanting to learn more about. So I use their interest in understanding more about what happened in Flint to engage them in a unit on the concepts of periodicity and bonding, one of the units I need to teach. These properties give the students a basic understanding of the chemistry behind the Flint water crisis.\u003c/p>\u003c/blockquote>\n\u003ch2>Digging Deeper\u003c/h2>\n\u003cp>Next, students read the news article “Brain-Damaging Lead Found in Tap Water in Hundreds of Homes Tested Across Chicago, Results Show,” from the Chicago Tribune. This not only raises awareness — spikes indignation, actually — but provides an occasion for a reading lesson in which Christopher helps students employ a variety of reading strategies to get the most from their effort and then to discuss it in small groups.\u003c/p>\n\u003cblockquote>\u003cp>The students read and annotate this article in class. We then engage in a “domino reporter” activity in which students share how they felt with their discussion group and then summarize their group’s conversations with the class. The students are outraged and immediately begin questioning the quality of water in their own neighborhood. They want to know whether their neighborhood was affected and how they can determine whether the water supply in their own homes is safe or not. I tell them about a Chicago Public Schools study on the lead levels in each of the water sources inside of \u003ca href=\"https://cps.edu/Pages/WaterQualityTesting.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">every public school in Chicago\u003c/a>. They can go online and look at the lead levels of each water fountain and sink in every school in the entire city.\u003c/p>\n\u003cp>Since the final project for the class is to research an environmental issue and create a poster about it, many of the students do comparison studies of lead levels in schools based on various socioeconomic factors such as race, ethnicity, income, and industrialization. In many of my classes, the students are interested in testing the quality of water in their homes and actually go home and discuss this issue with their parents. Since they have learned from the article that the city offers testing kits for Chicagoans to test their water, the students use our classroom computers to order testing kits for themselves.\u003c/p>\u003c/blockquote>\n\u003cp>To help students learn about more organized activist interrupters of environmental racism, Christopher invites representatives from the Little Village Environmental Justice Organization (LVEJO) to speak to the class.\u003c/p>\n\u003cblockquote>\u003cp>The LVEJO has effectively addressed environmental problems in Chicago’s Mexican American neighborhood called Little Village (La Villita). Organization staffers visit the class and talk to students about the amount of pollution in the community created by the large industrial sites in the neighborhood. They show the students maps of Chicago that illustrate how most industrial areas are located in neighborhoods where African American and Latinx people live. For a lot of my students, this is their first time hearing about any type of environmental racism. It is also the first time they have heard of community organizations standing up and fighting for racial equity and equality and making a difference. This empowers a lot of students to action in this community. LVEJO has enlisted high school students to go out into the community and map industrial areas that are not being properly regulated by the City of Chicago. They have set up checkpoints in the community to count the number of diesel trucks in certain residential areas over time. This organization is essential to helping me engage my students so we can have real discussions about what science looks like in their community.\u003c/p>\u003c/blockquote>\n\u003cp>Finally, Christopher takes one more step to challenge students’ criticality, posing a moral and financial question to push them beyond their indignation over the water problem to consider their own future roles in solving such problems.\u003c/p>\n\u003cblockquote>\u003cp>Going further, I ask students to look deeper into the root of the problem with the water in Chicago by posing a challenging moral issue. They read that a lead service line links each home to the main water line located under the street. Changing this service line is necessary if an owner wants to reduce the lead level in the water entering the home. The cost of this replacement is incurred by the homeowner. The students often talk about graduating from college and coming back to the community and buying property. So I initiate a discussion about the duty of a person who owns a residential property in a neighborhood like theirs. I ask them whether, as a property owner, they would feel ethically, morally, or financially responsible for replacing that service line, even if their tenants were unaware of the problem with lead in the drinking water. It could possibly take years to recover the money spent to replace the line. They are asked to consider how they would treat their uninformed and unaware tenants, who could be some of the students they currently go to school with, or neighbors who currently live beside them. Will these more informed owners replace the service line for them? As you can imagine, some hot disagreement erupts on the question. This is just the kind of independent application of science knowledge to real-life concerns that I want my students to think about.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher keeps the assessment process purposeful, requiring students to complete a final project and poster on an additional environmental problem, along with an in-depth exit slip as a wrap-up to help both teacher and students evaluate their learning. Equally important, as Christopher has described, he is able to directly observe students’ thinking and actions to investigate the purity of the water in their own homes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Christopher McDaniel’s Flint water crisis unit is specifically designed to build the critical consciousness of students living in the neighborhood served by his school. Meanwhile, in locations with few families of color, or in places where the destructive side of racist conditions isn’t overtly visible, advancing criticality and racial literacy is equally important. Students there may be relatively unaware of the racial inequities that are actually benefiting them, but they can learn to interrupt stereotyping and racist behaviors often learned from parents and peers.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60511 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg\" alt=\"Environmental headshot of Dr. Tonya Perry, PhD (Professor, Curriculum and Instruction), 2020.\" width=\"163\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1020x1277.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-768x962.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1227x1536.jpg 1227w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo.jpg 1500w\" sizes=\"(max-width: 163px) 100vw, 163px\">\u003ca href=\"https://twitter.com/tperry5280\" target=\"_blank\" rel=\"noopener noreferrer\">Tonya B. Perry\u003c/a> is a professor of secondary English education and serves as the executive director for GEAR UP Alabama and the Red Mountain Writing Project at the University of Alabama at Birmingham. In her roles, she works for equity, focusing on civically and justice-engaged teaching, service and scholarship.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60512 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">\u003ca href=\"https://twitter.com/StevenZemelman\" target=\"_blank\" rel=\"noopener noreferrer\">Steven Zemelman\u003c/a> is a visiting scholar at Northeastern Illinois University and a founding director of the Illinois Writing Project. He’s helped start innovative small schools and promotes student civic engagement and restorative justice in Chicago. His most recent book is From Inquiry to Action.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60513 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"174\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">Katy Smith\u003c/strong> is a professor and department chair at Northeastern Illinois University, where she co-directs the Illinois Writing Project. She has dedicated her career to developing and enacting equitable classroom practices, first as a high school teacher and now as a teacher educator.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"How do teachers explore race and equity in STEM subjects? “Teaching for Racial Equity” authors highlight a classroom project that focuses on environmental justice and the Flint water crisis.","status":"publish","parent":0,"modified":1680065656,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":2414},"headData":{"title":"How science class can inspire students to explore inequities in their communities | KQED","description":"How do teachers explore race and equity in STEM subjects? A unit exploring the Flint water crisis provides an example.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How science class can inspire students to explore inequities in their communities","datePublished":"2023-03-29T03:00:30-07:00","dateModified":"2023-03-28T21:54:16-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60505/how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>From \u003ca href=\"https://www.stenhouse.com/content/teaching-racial-equity\" target=\"_blank\" rel=\"noopener noreferrer\">\"Teaching for Racial Equity\"\u003c/a> by Tonya B. Perry, Steven Zemelman and Katy Smith, © 2022, reproduced with permission of Stenhouse Publishers. \u003ca href=\"https://stenhouse.com\" target=\"_blank\" rel=\"noopener noreferrer\">www.stenhouse.com\u003c/a>. No reproduction without written permission from the publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-60817 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/RacialEquity-e1673631383993.jpg\" alt=\"\" width=\"250\" height=\"313\">Inquiring into racial inequity may seem easy enough in a social studies or English language arts classroom. But how do we do this for other content areas? Sure, there may be times when a teacher and class can pause from the regular curriculum to address a pressing issue that has arisen in the school or community, but we believe it is essential to incorporate racial criticality within the curriculum itself. Why? First, racism affects every aspect of American life and endeavor, so we must help students understand that. Second, developing criticality calls for knowledge and skills that are particular to each subject area. Planning a project to build criticality requires a series of key steps. An educator will need to:\u003c/p>\n\u003cul>\n\u003cli>Understand the racial issues in the school and community.\u003c/li>\n\u003cli>Consider the level of students’ knowledge, about both racial inequities and the relevant subject matter.\u003c/li>\n\u003cli>Identify a clear purpose — that is, specific goals and objectives: students’ learning, the dispositions that the teacher aims for — both toward learning the content and toward addressing racial inequity. This includes advancing students’ development of racial literacy, as \u003ca href=\"https://www.yolandasealeyruiz.com/racial-literacy-project\" target=\"_blank\" rel=\"noopener noreferrer\">Yolanda Sealey-Ruiz\u003c/a> has outlined. We must be aware, however, that fresh and unanticipated realizations can emerge anywhere in the inquiry process, so we should allow space and time for them when they pop up.\u003c/li>\n\u003cli>Identify required curriculum and content standards that the inquiry will address, to justify the inclusion of equity efforts for those who focus on curricular mandates.\u003c/li>\n\u003cli>Determine information, questions, concepts and skills to be introduced and explored.\u003c/li>\n\u003cli>Plan the activities the students will experience.\u003c/li>\n\u003cli>Create ways to challenge students to think critically about the issues presented by the material\u003c/li>\n\u003cli>Explore opportunities for meaningful student effort to use their new knowledge to act on the problem they have studied.\u003c/li>\n\u003cli>Develop high-level assessment of students’ learning.\u003c/li>\n\u003c/ul>\n\u003cp>Christopher McDaniel teaches in a neighborhood where many people, both students and adults, have not been given the opportunity to learn how scientific knowledge can address important inequities in their lives. So he welcomes his role as a teacher in helping his students discover the need and to engage in learning that will help them interrupt those inequities — and he designs inquiry units with this goal in mind. Clearly, in each subject area and with each student population, teachers will need to inquire with criticality themselves, to determine the specific connections between their subject matter and the racial issues that hover within it and are present in the surrounding community. Let’s follow Christopher’s use of the water crisis in Flint, Michigan (and Chicago and elsewhere) to promote students’ racial criticality through science concepts.\u003c/p>\n\u003ch2>Considering Students' Level of Knowledge and the Purpose for the Project\u003c/h2>\n\u003cp>Over time, Christopher has made a point of learning about the conditions and mindsets among his students and in the community where he has taught. He often walks around the neighborhood of the school at the end of the day, schmoozing with students he encounters. He regularly chats with students in the lunchroom as well, to inform his thinking about the students’ awareness and to learn about their interests. His understanding helps guide his teaching.\u003c/p>\n\u003cblockquote>\u003cp>It can be difficult to engage students in a high school science class. Many of my students don’t see any connection between their everyday lives and science. . . Establishing such a connection between the real world they live in and the science content I am teaching can make all the difference. I teach science in a predominantly Latinx community, and I try to infuse social and environmental justice into each of my courses. I provide my students with examples from their real world that show they need a basic understanding of the science to comprehend the things taking place around them every day. I want to give these students the tools they need to make thoughtful decisions about issues in their lives, particularly when scientific knowledge can help them understand those issues.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher begins the inquiry with a bell-ringer jot to stir students’ thinking about the underlying concept of environmental justice that will be explored in the unit, asking them to think about the meaning of each of the two words, environmental and justice. This prepares them to start considering the role chemistry may play in understanding a larger problem that impacts their lives. Then comes some provocative information.\u003c/p>\n\u003cblockquote>\u003cp>At the beginning of every school year I show students in my chemistry classes an excerpt of the PBS NOVA special \u003ca href=\"https://www.pbs.org/video/poisoned-water-jhhegn/\" target=\"_blank\" rel=\"noopener noreferrer\">“Poisoned Water”\u003c/a>, a documentary about the Flint water crisis, the vehicle I use to introduce my students to environmental racism. Initially, I only show two minutes of the video, but I show it twice, so the information can begin to sink in. Those first two minutes alone make clear that the crisis is connected with race, poverty, the loss of auto industry jobs and the science of the lead poisoning that especially affects children. I ask them to take notes and write down any key terms or concepts they can pick up from the video.\u003c/p>\n\u003cp>Many of the students have very little information about what happened in Flint but are at an age when they are beginning to question authority and starting to see the inequities present in different aspects of their lives. This immediately makes a connection for them. They see children their age and younger from neighborhoods similar to theirs being taken advantage of by people in power, and they learn how the children are dealing with life-threatening illness due to lead in the drinking water that came from the faucets in their own homes. Most of the students immediately engage with this video, and it becomes a topic of serious discussion. We do a quick think pair-share about the video, and the students create discussion boards listing the things they think they need to learn to better understand the chemistry behind what happened in Flint.\u003c/p>\u003c/blockquote>\n\u003ch2>Connecting to Required Curriculum\u003c/h2>\n\u003cp>Christopher never loses sight of his role as a science teacher. But it’s not difficult to connect the science he is expected to teach with the social problems he knows the students will care deeply about. It is no surprise to Christopher that the items on the students’ discussion boards match his list of content standards. As the students write and then examine their lists, they are hooked: they want to know the science so that they can get answers to their own questions. Then Christopher asks students to identify various resources around the room that they think will inform them about the topics on their lists, which in turn leads to Christopher’s chemistry lessons. For example, when a student points to the periodic table on the wall, Christopher explains how it works, and helps students notice patterns among the various element groups and ways they can interact with one another. He points out that it’s the bonding of lead with chlorine in the water that had previously formed a protective coating in the old lead pipes in Flint homes.\u003c/p>\n\u003cblockquote>\u003cp>Most of the discussion boards include the same key terms, including lead, water and chlorine. These are the terms the students find themselves wanting to learn more about. So I use their interest in understanding more about what happened in Flint to engage them in a unit on the concepts of periodicity and bonding, one of the units I need to teach. These properties give the students a basic understanding of the chemistry behind the Flint water crisis.\u003c/p>\u003c/blockquote>\n\u003ch2>Digging Deeper\u003c/h2>\n\u003cp>Next, students read the news article “Brain-Damaging Lead Found in Tap Water in Hundreds of Homes Tested Across Chicago, Results Show,” from the Chicago Tribune. This not only raises awareness — spikes indignation, actually — but provides an occasion for a reading lesson in which Christopher helps students employ a variety of reading strategies to get the most from their effort and then to discuss it in small groups.\u003c/p>\n\u003cblockquote>\u003cp>The students read and annotate this article in class. We then engage in a “domino reporter” activity in which students share how they felt with their discussion group and then summarize their group’s conversations with the class. The students are outraged and immediately begin questioning the quality of water in their own neighborhood. They want to know whether their neighborhood was affected and how they can determine whether the water supply in their own homes is safe or not. I tell them about a Chicago Public Schools study on the lead levels in each of the water sources inside of \u003ca href=\"https://cps.edu/Pages/WaterQualityTesting.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">every public school in Chicago\u003c/a>. They can go online and look at the lead levels of each water fountain and sink in every school in the entire city.\u003c/p>\n\u003cp>Since the final project for the class is to research an environmental issue and create a poster about it, many of the students do comparison studies of lead levels in schools based on various socioeconomic factors such as race, ethnicity, income, and industrialization. In many of my classes, the students are interested in testing the quality of water in their homes and actually go home and discuss this issue with their parents. Since they have learned from the article that the city offers testing kits for Chicagoans to test their water, the students use our classroom computers to order testing kits for themselves.\u003c/p>\u003c/blockquote>\n\u003cp>To help students learn about more organized activist interrupters of environmental racism, Christopher invites representatives from the Little Village Environmental Justice Organization (LVEJO) to speak to the class.\u003c/p>\n\u003cblockquote>\u003cp>The LVEJO has effectively addressed environmental problems in Chicago’s Mexican American neighborhood called Little Village (La Villita). Organization staffers visit the class and talk to students about the amount of pollution in the community created by the large industrial sites in the neighborhood. They show the students maps of Chicago that illustrate how most industrial areas are located in neighborhoods where African American and Latinx people live. For a lot of my students, this is their first time hearing about any type of environmental racism. It is also the first time they have heard of community organizations standing up and fighting for racial equity and equality and making a difference. This empowers a lot of students to action in this community. LVEJO has enlisted high school students to go out into the community and map industrial areas that are not being properly regulated by the City of Chicago. They have set up checkpoints in the community to count the number of diesel trucks in certain residential areas over time. This organization is essential to helping me engage my students so we can have real discussions about what science looks like in their community.\u003c/p>\u003c/blockquote>\n\u003cp>Finally, Christopher takes one more step to challenge students’ criticality, posing a moral and financial question to push them beyond their indignation over the water problem to consider their own future roles in solving such problems.\u003c/p>\n\u003cblockquote>\u003cp>Going further, I ask students to look deeper into the root of the problem with the water in Chicago by posing a challenging moral issue. They read that a lead service line links each home to the main water line located under the street. Changing this service line is necessary if an owner wants to reduce the lead level in the water entering the home. The cost of this replacement is incurred by the homeowner. The students often talk about graduating from college and coming back to the community and buying property. So I initiate a discussion about the duty of a person who owns a residential property in a neighborhood like theirs. I ask them whether, as a property owner, they would feel ethically, morally, or financially responsible for replacing that service line, even if their tenants were unaware of the problem with lead in the drinking water. It could possibly take years to recover the money spent to replace the line. They are asked to consider how they would treat their uninformed and unaware tenants, who could be some of the students they currently go to school with, or neighbors who currently live beside them. Will these more informed owners replace the service line for them? As you can imagine, some hot disagreement erupts on the question. This is just the kind of independent application of science knowledge to real-life concerns that I want my students to think about.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher keeps the assessment process purposeful, requiring students to complete a final project and poster on an additional environmental problem, along with an in-depth exit slip as a wrap-up to help both teacher and students evaluate their learning. Equally important, as Christopher has described, he is able to directly observe students’ thinking and actions to investigate the purity of the water in their own homes.\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>Christopher McDaniel’s Flint water crisis unit is specifically designed to build the critical consciousness of students living in the neighborhood served by his school. Meanwhile, in locations with few families of color, or in places where the destructive side of racist conditions isn’t overtly visible, advancing criticality and racial literacy is equally important. Students there may be relatively unaware of the racial inequities that are actually benefiting them, but they can learn to interrupt stereotyping and racist behaviors often learned from parents and peers.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60511 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg\" alt=\"Environmental headshot of Dr. Tonya Perry, PhD (Professor, Curriculum and Instruction), 2020.\" width=\"163\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1020x1277.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-768x962.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1227x1536.jpg 1227w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo.jpg 1500w\" sizes=\"(max-width: 163px) 100vw, 163px\">\u003ca href=\"https://twitter.com/tperry5280\" target=\"_blank\" rel=\"noopener noreferrer\">Tonya B. Perry\u003c/a> is a professor of secondary English education and serves as the executive director for GEAR UP Alabama and the Red Mountain Writing Project at the University of Alabama at Birmingham. In her roles, she works for equity, focusing on civically and justice-engaged teaching, service and scholarship.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60512 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">\u003ca href=\"https://twitter.com/StevenZemelman\" target=\"_blank\" rel=\"noopener noreferrer\">Steven Zemelman\u003c/a> is a visiting scholar at Northeastern Illinois University and a founding director of the Illinois Writing Project. He’s helped start innovative small schools and promotes student civic engagement and restorative justice in Chicago. His most recent book is From Inquiry to Action.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60513 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"174\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">Katy Smith\u003c/strong> is a professor and department chair at Northeastern Illinois University, where she co-directs the Illinois Writing Project. She has dedicated her career to developing and enacting equitable classroom practices, first as a high school teacher and now as a teacher educator.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60505/how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","authors":["4354"],"categories":["mindshift_21357","mindshift_21491"],"tags":["mindshift_21322","mindshift_843","mindshift_21059","mindshift_20701","mindshift_146","mindshift_797","mindshift_256","mindshift_551","mindshift_47","mindshift_20616"],"featImg":"mindshift_60506","label":"mindshift"},"mindshift_60436":{"type":"posts","id":"mindshift_60436","meta":{"index":"posts_1591205157","site":"mindshift","id":"60436","score":null,"sort":[1678845043000]},"guestAuthors":[],"slug":"when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family","title":"When parents practice good screen habits, it rubs off on the whole family","publishDate":1678845043,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from “\u003ca href=\"https://www.penguinrandomhouse.com/books/647334/generation-sleepless-by-heather-turgeon-mft-and-julie-wright-mft-foreword-by-daniel-j-siegel/\" target=\"_blank\" rel=\"noopener noreferrer\">Generation Sleepless”\u003c/a> (Penguin, 2022) by Heather Turgeon and Julie Wright.\u003c/em>\u003c/p>\n\u003cp>Little kids and teenagers model their behaviors (often subconsciously) after their parents, so if your phone is an appendage and your attention is continually drawn to it, this behavior pattern is more likely to be adopted by your kids. When you practice basic boundaries and good screen habits, this also rubs off on the whole family. Not only that, it signifies to your teen that your own sleep and well-being are a priority.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60810 size-thumbnail alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/gen-sleepless-160x242.png\" alt=\"\" width=\"160\" height=\"242\">Parents have room for improvement in this arena: the majority of parents say they sleep with a mobile device next to their bed, and about 1 in 4 say they wake up to check their phone in the night. If you ask children about their parents’ screen behaviors, many will express disdain for the phone and say their mom or dad is always on it, and it’s hard to get their attention. Half of adolescents say their parent or caregiver is distracted by their cell phone when they’re trying to have a conversation with them.\u003c/p>\n\u003cp>Most parents are aware that babies and little kids need our attention, but we don’t appreciate how much teenagers do, too. They pick up on signs of distraction, like when our eyes are glued to a screen, when it takes many attempts to get our attention, or when we pick up our phones in every down moment as if the device is more interesting than the moment in front of us. It’s a huge relief to kids when we watch and listen. It makes them feel seen, validated, and understood. This is not just something we save for a big moment of “Hey, Mom, I need to talk to you.” Rather, teens pick up on our nuanced distraction all the time. In addition, if you regularly talk, text, and type in designations on your phone while you’re driving, your teen won’t take you seriously when you tell him how dangerous distracted driving is.\u003c/p>\n\u003cp>The irony is that parents are much more likely to turn to their phone when a child is acting out or a teen is non-responsive or withdrawn, creating a further breakdown in communication when they need us most. In these difficult moments, it’s easier to retreat to our corners and not to deal with what’s going on under the surface. It makes perfect sense that our instinct is to distract ourselves from the reality of how hard these moments can feel, but as we grow the habit of escaping to our screens, we get rustier and rustier at effective communication with our kids. By not giving up and turning to your own devices, you are refusing to be influenced by a force, created by technology, that is carrying you further and further from your teen.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The antidote to this powerful pull of technology is two-fold. One, healthy screen habits, and two, the broader family elements that lead to greater well-being, connection, and sleep. We think of these elements like daily vitamin doses that keep everyone F-O-N-D of each other:\u003c/p>\n\u003cp>\u003cstrong>Family rituals:\u003c/strong> Teenagers grow more independent, but they continue to need the primary attachment to family. As kids get older, it’s important to protect the rituals of dinner together, movie night, Sunday morning hikes or throwing a baseball, bedtime routines, and so forth. Rituals are different from spontaneous times together, which are important too, because they are predictable and lead to a feeling of belonging and security. Too often we see families grow disconnected from each other while living under the same roof, and this is accentuated by electronic media. Research has found that kids who spent more time on non-screen activities, like in-person social interactions, sports or exercise, print media, and attending religious services, were less likely to have mental health issues. These real-world routines and rituals have clear benefits and help our kids grow a healthy sense of self, purpose, and connection to our family and community.\u003c/p>\n\u003cp>\u003cstrong>Open play:\u003c/strong> Play is an intrinsic human drive and it’s essential to the brain. \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\" target=\"_blank\" rel=\"noopener noreferrer\">Through play, kids learn to solve problems, stretch creativity, sustain attention, and feel joy, satisfaction, and accomplishment\u003c/a>. The trouble is that play (of the non-digital variety) can easily disappear as kids get older. Most people know that \u003ca href=\"https://www.kqed.org/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like\" target=\"_blank\" rel=\"noopener noreferrer\">little kids need to play\u003c/a>, but as they mature, \u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\" target=\"_blank\" rel=\"noopener noreferrer\">we respect this need less and less\u003c/a>. Psychologist Stuart Brown has researched play for decades, finding many connections between play (at all ages) and our happiness and fulfillment as individuals, resilience, flexibility and connection to each other as social beings. And says, “Nothing lights up the brain like play,” says Brown. What constitutes play is that it’s done for enjoyment and exploration (not necessarily an organized sport). Building a model robot, finding random materials to make a hangout spot, climbing a hill and rolling down, or just riding bikes around the neighborhood are examples. “The opposite of play is not work,” says Brown. “It’s depression.” Play is a component of happiness and it leads our kids, teens, and us as adults to feel better regulated, connected, and healthier — it’s basically an antidepressant, and should be protected as kids get older. Play — especially outdoors — improves our sleep. What’s amazing is how natural the drive is to play, so promoting it does not have to be fancy at all. All you need is the opportunity for play: time and space away from screens. When kids are together, without screens, they play together instinctively (as they get older, they just need a little warm up time). Don’t worry about the complaints of being bored or the resistance to getting outside. With time, the drive to play takes over.\u003c/p>\n\u003cp>\u003cstrong>Nature:\u003c/strong> Being in nature has been found to lower levels of stress hormones (which also helps us sleep), increase cognitive abilities, and improve mood. One study found that gardening for thirty minutes significantly reduced stress chemicals, even more than reading for the same amount of time. Another found that walking in nature reduced activity in the part of the brain responsible for rumination (continuously thinking about something that bothers you). Sunlight early in the day stimulates the brain to become alert, increases mood-improving neurochemicals, and deepens our sleep in the forthcoming night.\u003c/p>\n\u003cp>\u003cstrong>Downtime:\u003c/strong> If every moment of your day is accounted for, there is no opportunity to become bored, have a new idea or a spontaneous experience that isn’t pre-scripted. Downtime is easily squeezed by busy family life, but we find it helps everyone feel better when there’s some downtime built into each week. It sounds counterintuitive to schedule downtime, but that’s what most families need to do, and it works well.\u003c/p>\n\u003cp>The combination of healthy screen habits and F-O-N-D family elements improves sleep by feeding family connection, fun, and meaning, as well as keeping us in control of our devices, so we can enjoy their benefits, and then put them away.\u003c/p>\n\u003cfigure id=\"attachment_60437\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60437 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos-160x114.jpeg\" alt=\"\" width=\"160\" height=\"114\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos-160x114.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos.jpeg 640w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">\"Generation Sleepless\" authors Heather Turgeon and Julie Wright\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.thehappysleeper.com/\">Heather Turgeon and Julie Wright\u003c/a> are psychotherapists, sleep specialists and authors of the popular parenting books, \"The Happy Sleeper\" and \"Now Say This.\" Their work has appeared in The New York Times, The Wall Street Journal, The Atlantic, The Washington Post and on several NPR shows. Turgeon lives in Los Angeles and has a (well-rested) tween and teen. Wright is the creator of one of LA’s best known parenting programs, The Wright Mommy and Me. She lives in New York City and has a young adult son.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Sleep therapists Heather Turgeon and Julie Wright offer strategies caregivers can use to shape family practices around phones, social media, and screen time.","status":"publish","parent":0,"modified":1678987452,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1318},"headData":{"title":"When parents practice good screen habits, it rubs off on the whole family | KQED","description":"Sleep therapists Heather Turgeon and Julie Wright offer strategies caregivers can use to shape family practices around phones, social media, and screen time.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"When parents practice good screen habits, it rubs off on the whole family","datePublished":"2023-03-14T18:50:43-07:00","dateModified":"2023-03-16T10:24:12-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from “\u003ca href=\"https://www.penguinrandomhouse.com/books/647334/generation-sleepless-by-heather-turgeon-mft-and-julie-wright-mft-foreword-by-daniel-j-siegel/\" target=\"_blank\" rel=\"noopener noreferrer\">Generation Sleepless”\u003c/a> (Penguin, 2022) by Heather Turgeon and Julie Wright.\u003c/em>\u003c/p>\n\u003cp>Little kids and teenagers model their behaviors (often subconsciously) after their parents, so if your phone is an appendage and your attention is continually drawn to it, this behavior pattern is more likely to be adopted by your kids. When you practice basic boundaries and good screen habits, this also rubs off on the whole family. Not only that, it signifies to your teen that your own sleep and well-being are a priority.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60810 size-thumbnail alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/gen-sleepless-160x242.png\" alt=\"\" width=\"160\" height=\"242\">Parents have room for improvement in this arena: the majority of parents say they sleep with a mobile device next to their bed, and about 1 in 4 say they wake up to check their phone in the night. If you ask children about their parents’ screen behaviors, many will express disdain for the phone and say their mom or dad is always on it, and it’s hard to get their attention. Half of adolescents say their parent or caregiver is distracted by their cell phone when they’re trying to have a conversation with them.\u003c/p>\n\u003cp>Most parents are aware that babies and little kids need our attention, but we don’t appreciate how much teenagers do, too. They pick up on signs of distraction, like when our eyes are glued to a screen, when it takes many attempts to get our attention, or when we pick up our phones in every down moment as if the device is more interesting than the moment in front of us. It’s a huge relief to kids when we watch and listen. It makes them feel seen, validated, and understood. This is not just something we save for a big moment of “Hey, Mom, I need to talk to you.” Rather, teens pick up on our nuanced distraction all the time. In addition, if you regularly talk, text, and type in designations on your phone while you’re driving, your teen won’t take you seriously when you tell him how dangerous distracted driving is.\u003c/p>\n\u003cp>The irony is that parents are much more likely to turn to their phone when a child is acting out or a teen is non-responsive or withdrawn, creating a further breakdown in communication when they need us most. In these difficult moments, it’s easier to retreat to our corners and not to deal with what’s going on under the surface. It makes perfect sense that our instinct is to distract ourselves from the reality of how hard these moments can feel, but as we grow the habit of escaping to our screens, we get rustier and rustier at effective communication with our kids. By not giving up and turning to your own devices, you are refusing to be influenced by a force, created by technology, that is carrying you further and further from your teen.\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 antidote to this powerful pull of technology is two-fold. One, healthy screen habits, and two, the broader family elements that lead to greater well-being, connection, and sleep. We think of these elements like daily vitamin doses that keep everyone F-O-N-D of each other:\u003c/p>\n\u003cp>\u003cstrong>Family rituals:\u003c/strong> Teenagers grow more independent, but they continue to need the primary attachment to family. As kids get older, it’s important to protect the rituals of dinner together, movie night, Sunday morning hikes or throwing a baseball, bedtime routines, and so forth. Rituals are different from spontaneous times together, which are important too, because they are predictable and lead to a feeling of belonging and security. Too often we see families grow disconnected from each other while living under the same roof, and this is accentuated by electronic media. Research has found that kids who spent more time on non-screen activities, like in-person social interactions, sports or exercise, print media, and attending religious services, were less likely to have mental health issues. These real-world routines and rituals have clear benefits and help our kids grow a healthy sense of self, purpose, and connection to our family and community.\u003c/p>\n\u003cp>\u003cstrong>Open play:\u003c/strong> Play is an intrinsic human drive and it’s essential to the brain. \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\" target=\"_blank\" rel=\"noopener noreferrer\">Through play, kids learn to solve problems, stretch creativity, sustain attention, and feel joy, satisfaction, and accomplishment\u003c/a>. The trouble is that play (of the non-digital variety) can easily disappear as kids get older. Most people know that \u003ca href=\"https://www.kqed.org/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like\" target=\"_blank\" rel=\"noopener noreferrer\">little kids need to play\u003c/a>, but as they mature, \u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\" target=\"_blank\" rel=\"noopener noreferrer\">we respect this need less and less\u003c/a>. Psychologist Stuart Brown has researched play for decades, finding many connections between play (at all ages) and our happiness and fulfillment as individuals, resilience, flexibility and connection to each other as social beings. And says, “Nothing lights up the brain like play,” says Brown. What constitutes play is that it’s done for enjoyment and exploration (not necessarily an organized sport). Building a model robot, finding random materials to make a hangout spot, climbing a hill and rolling down, or just riding bikes around the neighborhood are examples. “The opposite of play is not work,” says Brown. “It’s depression.” Play is a component of happiness and it leads our kids, teens, and us as adults to feel better regulated, connected, and healthier — it’s basically an antidepressant, and should be protected as kids get older. Play — especially outdoors — improves our sleep. What’s amazing is how natural the drive is to play, so promoting it does not have to be fancy at all. All you need is the opportunity for play: time and space away from screens. When kids are together, without screens, they play together instinctively (as they get older, they just need a little warm up time). Don’t worry about the complaints of being bored or the resistance to getting outside. With time, the drive to play takes over.\u003c/p>\n\u003cp>\u003cstrong>Nature:\u003c/strong> Being in nature has been found to lower levels of stress hormones (which also helps us sleep), increase cognitive abilities, and improve mood. One study found that gardening for thirty minutes significantly reduced stress chemicals, even more than reading for the same amount of time. Another found that walking in nature reduced activity in the part of the brain responsible for rumination (continuously thinking about something that bothers you). Sunlight early in the day stimulates the brain to become alert, increases mood-improving neurochemicals, and deepens our sleep in the forthcoming night.\u003c/p>\n\u003cp>\u003cstrong>Downtime:\u003c/strong> If every moment of your day is accounted for, there is no opportunity to become bored, have a new idea or a spontaneous experience that isn’t pre-scripted. Downtime is easily squeezed by busy family life, but we find it helps everyone feel better when there’s some downtime built into each week. It sounds counterintuitive to schedule downtime, but that’s what most families need to do, and it works well.\u003c/p>\n\u003cp>The combination of healthy screen habits and F-O-N-D family elements improves sleep by feeding family connection, fun, and meaning, as well as keeping us in control of our devices, so we can enjoy their benefits, and then put them away.\u003c/p>\n\u003cfigure id=\"attachment_60437\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60437 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos-160x114.jpeg\" alt=\"\" width=\"160\" height=\"114\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos-160x114.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos.jpeg 640w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">\"Generation Sleepless\" authors Heather Turgeon and Julie Wright\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.thehappysleeper.com/\">Heather Turgeon and Julie Wright\u003c/a> are psychotherapists, sleep specialists and authors of the popular parenting books, \"The Happy Sleeper\" and \"Now Say This.\" Their work has appeared in The New York Times, The Wall Street Journal, The Atlantic, The Washington Post and on several NPR shows. Turgeon lives in Los Angeles and has a (well-rested) tween and teen. Wright is the creator of one of LA’s best known parenting programs, The Wright Mommy and Me. She lives in New York City and has a young adult son.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family","authors":["4354"],"categories":["mindshift_21445","mindshift_21491","mindshift_21385"],"tags":["mindshift_866","mindshift_21230","mindshift_20568","mindshift_21116","mindshift_498","mindshift_20816","mindshift_991","mindshift_21373","mindshift_166"],"featImg":"mindshift_60440","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. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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