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On campus, the sound that directs students is the school bell, which can be heard twice a day or sometimes as much as twice an hour.\u003c/p>\n\u003cp>But during remote learning, students didn’t have that buzzer at home. So when students returned to school buildings, some administrators decided to leave them off entirely. This might seem groundbreaking, but not having a bell isn’t a \u003ca href=\"https://edsource.org/2017/saved-by-the-peace-and-quiet-at-a-growing-number-of-california-schools/587211#:~:text=California%20schools%20aren't%20alone,class%20without%20high%2Ddecibel%20reminders.\">new phenomenon\u003c/a>. Most of these no-bell schools cite the same reasoning: using bells to move students from place to place has its roots in factories or the school-to-prison pipeline. But it’s false, according to \u003ca href=\"http://cv.audreywatters.com/\">ed tech journalist Audrey Watters\u003c/a>.\u003c/p>\n\u003cp>“People often say that school bells were used to sort of train students to become docile factory workers and that the ringing of the bell is Pavlovian, and it’s part of this larger effort to train students in particular ways,” she said. “And that’s simply not true. That is historically inaccurate. It’s a gross oversimplification.”\u003c/p>\n\u003cp>In fact, the first western school bells can be traced back to churches that often doubled as one-room schoolhouses, said Watters. Teachers would keep an eye on the time and reach for a hand bell that they would ring to tell students that class was about to start.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-59619 aligncenter\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-800x533.jpg\" alt=\"Teacher in front of blackboard holding a school bell\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Once schools grew from single rooms to multi-room school buildings, automatic bells became more common as students moved from the playground to math instruction to arts class. “This was really the first time that a bell was used to coordinate student movement,” said Watters.\u003c/p>\n\u003cp>Stories connecting the school bell to prisons persist for a reason: it feels true because schools, with their rows of desks and zero-tolerance policies, sometimes fall short of loftier ideals about education, said Watters.\u003c/p>\n\u003cp>“You can tell a lot about what a person thinks about school by how they describe the history and the functioning of the school bell today,” she said.\u003c/p>\n\u003cp>Despite their role as an educational Rorschach test, bells are actually worth reconsidering for different reasons, such as the brain.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58835/how-the-difference-between-sound-and-noise-can-influence-our-ability-to-learn\">Sounds are a “tremendously important part of how we connect with the world\u003c/a>,” according to auditory researcher Nina Kraus, author of “Of Sound Mind.” She said most people don’t think about the effect of sound on learning because it’s invisible.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8589991528\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Even the sounds that get “tuned out” like the beeps from the delivery van backing up outside or the hum from a neighbor’s vacuuming take a toll on concentration. For example, \u003ca href=\"https://psycnet.apa.org/record/1976-21562-001\">in one study\u003c/a>, kids attending New York City public schools had significantly different reading scores depending on whether they were in a classroom facing busy train tracks or learning in another classroom that was shielded from the noise. Kids in the noisier classroom lagged three to 11 months behind in reading levels.\u003c/p>\n\u003cp>“We should be thinking about these things because they affect the way we feel,” said Kraus about the noise that surrounds us. “They affect our psychological health in terms of how safe we feel.”\u003c/p>\n\u003ch3>How teachers implement no-bell classrooms\u003c/h3>\n\u003cp>After returning to in-person learning, \u003ca href=\"https://chs-mdusd-ca.schoolloop.com/\">Concord High School\u003c/a> decided to start their school year without the school bell. “It seemed like coming off of the pandemic and distance learning was a good time to see what happens when we give kids this autonomy and tell them, ‘OK, we trust that you can be responsible for this,’” Concord High School English teacher Becca Dell told me. Concord saw no-bell policies as one way of getting students ready for real-world jobs and college.\u003c/p>\n\u003cfigure id=\"attachment_59628\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-59628\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/concord-high-800x662.png\" alt=\"sign that says Concord High\" width=\"800\" height=\"662\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/concord-high-800x662.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/concord-high-160x132.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/concord-high-768x635.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/concord-high.png 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Concord High School in Concord, CA (Courtesy of Becca Dell)\u003c/figcaption>\u003c/figure>\n\u003cp>The school is on a block schedule, so most days students have three classes with a five-minute passing period. Even with a simpler schedule, not having the bell was an adjustment for students. At first, teachers had to let students know when it was time to get moving during their passing periods.\u003c/p>\n\u003cp>“But I think as it’s gone on, it hasn’t really been an issue. There are the same little pockets of kids being late to class, but that’s always a thing,” said Dell, noting that this was an issue even before the no-bell change. “There are kids being let out early from class, but that’s always a thing.”\u003c/p>\n\u003cp>It took teachers time to get used to no bells too.\u003c/p>\n\u003cp>“The pushback from some teachers is that it feels like there are more kids who are tardy or that aren’t coming to class,” said Dell. But the school’s data showed this wasn’t the case.\u003c/p>\n\u003cp>One adjustment to not having a buzzer to launch instruction is that teachers had to rethink how they start class. Teachers at Concord High started using a grounding activity as a buffer to start and end each class as students were rolling in and out, which has created more structure for nurturing classroom relationships. For example, a class may start with a quick-write journal entry or a similar writing warm up. Dell likes to end her class by getting in a circle and having students share one of the three As: an appreciation, apology or aha moment.\u003c/p>\n\u003cp>Without the bells, Becca found that the classes were a little more flexible with more time to finish up a train of thought and connect with her students. “I think not having the loudness of the bells starting and ending class makes it feel less robotic and more free flowing, even though there are still [class periods] it just makes it feel more natural,” she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"School bells provide structure, but ditching the buzzer may lead to better classroom relationships and more student agency.","status":"publish","parent":0,"modified":1700528903,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1055},"headData":{"title":"Students can get to class without bells, but schools need to adapt | KQED","description":"School bells provide structure, but ditching the buzzer may lead to better classroom relationships and more student agency.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"School bells provide structure, but ditching the buzzer may lead to better classroom relationships and more student agency."},"audioUrl":"https://dcs.megaphone.fm/KQINC8589991528.mp3?key=4b033e708927cde4cc2353b11d3988c5","excludeFromSiteSearch":"Include","path":"/mindshift/59617/students-can-get-to-class-without-bells-but-schools-need-to-adapt","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>From phones and apps, to microwaves and doorbells, there are all kinds of chimes and alarms that tell people where to put their attention. On campus, the sound that directs students is the school bell, which can be heard twice a day or sometimes as much as twice an hour.\u003c/p>\n\u003cp>But during remote learning, students didn’t have that buzzer at home. So when students returned to school buildings, some administrators decided to leave them off entirely. This might seem groundbreaking, but not having a bell isn’t a \u003ca href=\"https://edsource.org/2017/saved-by-the-peace-and-quiet-at-a-growing-number-of-california-schools/587211#:~:text=California%20schools%20aren't%20alone,class%20without%20high%2Ddecibel%20reminders.\">new phenomenon\u003c/a>. Most of these no-bell schools cite the same reasoning: using bells to move students from place to place has its roots in factories or the school-to-prison pipeline. But it’s false, according to \u003ca href=\"http://cv.audreywatters.com/\">ed tech journalist Audrey Watters\u003c/a>.\u003c/p>\n\u003cp>“People often say that school bells were used to sort of train students to become docile factory workers and that the ringing of the bell is Pavlovian, and it’s part of this larger effort to train students in particular ways,” she said. “And that’s simply not true. That is historically inaccurate. It’s a gross oversimplification.”\u003c/p>\n\u003cp>In fact, the first western school bells can be traced back to churches that often doubled as one-room schoolhouses, said Watters. Teachers would keep an eye on the time and reach for a hand bell that they would ring to tell students that class was about to start.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-59619 aligncenter\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-800x533.jpg\" alt=\"Teacher in front of blackboard holding a school bell\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\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>Once schools grew from single rooms to multi-room school buildings, automatic bells became more common as students moved from the playground to math instruction to arts class. “This was really the first time that a bell was used to coordinate student movement,” said Watters.\u003c/p>\n\u003cp>Stories connecting the school bell to prisons persist for a reason: it feels true because schools, with their rows of desks and zero-tolerance policies, sometimes fall short of loftier ideals about education, said Watters.\u003c/p>\n\u003cp>“You can tell a lot about what a person thinks about school by how they describe the history and the functioning of the school bell today,” she said.\u003c/p>\n\u003cp>Despite their role as an educational Rorschach test, bells are actually worth reconsidering for different reasons, such as the brain.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58835/how-the-difference-between-sound-and-noise-can-influence-our-ability-to-learn\">Sounds are a “tremendously important part of how we connect with the world\u003c/a>,” according to auditory researcher Nina Kraus, author of “Of Sound Mind.” She said most people don’t think about the effect of sound on learning because it’s invisible.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8589991528\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Even the sounds that get “tuned out” like the beeps from the delivery van backing up outside or the hum from a neighbor’s vacuuming take a toll on concentration. For example, \u003ca href=\"https://psycnet.apa.org/record/1976-21562-001\">in one study\u003c/a>, kids attending New York City public schools had significantly different reading scores depending on whether they were in a classroom facing busy train tracks or learning in another classroom that was shielded from the noise. Kids in the noisier classroom lagged three to 11 months behind in reading levels.\u003c/p>\n\u003cp>“We should be thinking about these things because they affect the way we feel,” said Kraus about the noise that surrounds us. “They affect our psychological health in terms of how safe we feel.”\u003c/p>\n\u003ch3>How teachers implement no-bell classrooms\u003c/h3>\n\u003cp>After returning to in-person learning, \u003ca href=\"https://chs-mdusd-ca.schoolloop.com/\">Concord High School\u003c/a> decided to start their school year without the school bell. “It seemed like coming off of the pandemic and distance learning was a good time to see what happens when we give kids this autonomy and tell them, ‘OK, we trust that you can be responsible for this,’” Concord High School English teacher Becca Dell told me. Concord saw no-bell policies as one way of getting students ready for real-world jobs and college.\u003c/p>\n\u003cfigure id=\"attachment_59628\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-59628\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/concord-high-800x662.png\" alt=\"sign that says Concord High\" width=\"800\" height=\"662\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/concord-high-800x662.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/concord-high-160x132.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/concord-high-768x635.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/concord-high.png 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Concord High School in Concord, CA (Courtesy of Becca Dell)\u003c/figcaption>\u003c/figure>\n\u003cp>The school is on a block schedule, so most days students have three classes with a five-minute passing period. Even with a simpler schedule, not having the bell was an adjustment for students. At first, teachers had to let students know when it was time to get moving during their passing periods.\u003c/p>\n\u003cp>“But I think as it’s gone on, it hasn’t really been an issue. There are the same little pockets of kids being late to class, but that’s always a thing,” said Dell, noting that this was an issue even before the no-bell change. “There are kids being let out early from class, but that’s always a thing.”\u003c/p>\n\u003cp>It took teachers time to get used to no bells too.\u003c/p>\n\u003cp>“The pushback from some teachers is that it feels like there are more kids who are tardy or that aren’t coming to class,” said Dell. But the school’s data showed this wasn’t the case.\u003c/p>\n\u003cp>One adjustment to not having a buzzer to launch instruction is that teachers had to rethink how they start class. Teachers at Concord High started using a grounding activity as a buffer to start and end each class as students were rolling in and out, which has created more structure for nurturing classroom relationships. For example, a class may start with a quick-write journal entry or a similar writing warm up. Dell likes to end her class by getting in a circle and having students share one of the three As: an appreciation, apology or aha moment.\u003c/p>\n\u003cp>Without the bells, Becca found that the classes were a little more flexible with more time to finish up a train of thought and connect with her students. “I think not having the loudness of the bells starting and ending class makes it feel less robotic and more free flowing, even though there are still [class periods] it just makes it feel more natural,” she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59617/students-can-get-to-class-without-bells-but-schools-need-to-adapt","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_20984","mindshift_21052","mindshift_21294","mindshift_21454","mindshift_21213","mindshift_21395","mindshift_20719"],"featImg":"mindshift_59621","label":"mindshift_21847"},"mindshift_59104":{"type":"posts","id":"mindshift_59104","meta":{"index":"posts_1591205157","site":"mindshift","id":"59104","score":null,"sort":[1653375872000]},"guestAuthors":[],"slug":"identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish","title":"Identity, mastery, belonging and efficacy: Four ways student agency can flourish","publishDate":1653375872,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Copyright © 2021 by Shane Safir. All rights reserved. Reprinted from \"\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation\u003c/a>,\" by Shane Safir and Jamila Dugan. Corwin Press, Inc., www.Corwin.com. \u003c/em>\u003c/p>\n\u003ch4>\u003cstrong>By Shane Safir and Jamila Dugan \u003c/strong>\u003c/h4>\n\u003cp>The BALMA project was a social experiment where three teachers—one white (Shane), one Afro-Cuban (Lisa), and one Filipino (my teaching partner, Rex de Guia)—linked arms to pull back the curtain on educational inequity and empower our students as changemakers. Through this experience, our students developed college literacy and critical thinking skills; wrote incisive essays about the opportunity gaps they were witnessing, drawing on the work of James Baldwin, Paolo Freire and bell hooks; and created reflective art pieces about who society was molding them to be versus who they wanted to become. As they developed collective efficacy, they designed and led a community forum with over two hundred people from San Francisco and Marin counties to share their findings and attended school board meetings to demand structural change.\u003c/p>\n\u003cp>In short, they developed a profound sense of agency by connecting to each other and to something larger than themselves. Each of the examples above—essays, reflections, public speaking, community advocacy—provided us, their teachers, with rich street data on learning. None of them could have been captured in a “metric.”\u003c/p>\n\u003cp>\u003cimg class=\"alignnone wp-image-59112 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-800x490.jpg\" alt=\"\" width=\"800\" height=\"490\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-800x490.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-160x98.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-768x470.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689.jpg 1000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>If we are serious about creating equitable school systems, we need to stop measuring children on norm-referenced tests and start measuring what matters: student agency. \u003cstrong>Agency \u003c/strong>is the idea that people have the capacity to take action, craft and carry out plans, and make informed decisions based on a growing base of knowledge. In the social ecology of the classroom, agency is about connection to self, peers, adults, the community beyond the classroom, and ultimately the world. Agency doesn’t emerge in a vacuum, nor does it flourish in a traditional classroom where the teacher is positioned as a content expert dishing out knowledge. It emerges in a learning space where power is distributed, knowledge is democratized, diverse perspectives are welcomed, and children are intellectually and emotionally nourished.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Let’s think about agency in relationship to four domains: identity, mastery, belonging, and efficacy. To experience agency, you must first feel that your core \u003cstrong>identity\u003c/strong>—your ways of being, learning, and knowing in the world—is valued. Tunison (2007) notes that “lack of identity, lack of voice, and low self-esteem” can damage the \u003cstrong>learning spirit\u003c/strong>—an Indigenous concept that spirits travel with individuals and guide their learning, providing inspiration and the unrealized potential to be who we are. Author and founder of the abolitionist teaching movement Bettina Love defines \u003cstrong>spirit murdering \u003c/strong>in schools as “the denial of inclusion, protection, safety, nurturance, and acceptance because of fixed, yet fluid and moldable, structures of racism” (Love, 2013).\u003c/p>\n\u003cp>The second component of agency is \u003cstrong>mastery\u003c/strong>, framed as the ability to build knowledge and demonstrate understanding as a learner. To experience mastery, students must be able to show what they know in nontraditional ways. Pencil-and-paper tests not only trigger acute anxiety for many learners, they also lack the nuance and texture of street data. In reality, they are micro-versions of standardized tests that function like satellite data inside the classroom. \u003cem>Why did the student solve the problem the way they did? How were they feeling when they took the test? What happened earlier that day or morning that may have impacted their performance? \u003c/em>With traditional assessments, we are left guessing. Project-based learning, performance assessment, and discussion-based classrooms, on the other hand, create an infrastructure for students to explore, construct, reflect on, and publicly demonstrate knowledge. Students become agents in their own learning rather than consumers of curriculum. For example, when our BALMA students presented their findings to a community forum of two hundred people, they enjoyed an authentic audience to share their learning with. This held them accountable and raised the stakes on their work in the best possible way.\u003c/p>\n\u003cp>At my second teaching job in Oakland, California, I was asked to create a graduate capstone project for seniors. I was teaching ninth and twelfth graders, almost exclusively Black, Latinx, Southeast Asian, and first generation to college students. My seniors would be the first class to present and defend their capstones to a committee of teachers, peers, and community members. I vividly recall Alberto—a young man who had left behind a life of stealing, stripping, and reselling Honda vehicles to become a budding scholar—presenting his capstone in a beautiful \u003cem>guayabera \u003c/em>shirt, translating each part into Spanish for his proud mamá. I was Alberto’s advisor and English teacher, so I had the privilege to coach him through the process. He had meticulously prepared, did a fantastic job, and when the committee announced that he had passed his capstone, he broke down in tears. Why? He felt an overwhelming sense of agency in having shared his knowledge publicly in ways that honored his family, heritage, and language. What test could possibly capture that?\u003c/p>\n\u003cp>The third component of mastery is \u003cstrong>belonging\u003c/strong>, which is encapsulated in the statement, “I see myself, and I am seen and loved here.” Belonging emerges in a classroom characterized by deep and caring relationships. Author Zaretta Hammond frames relationships as the onramp to learning, particularly for marginalized students who may have little reason to trust their educators (Hammond, 2014). Herb Kohl describes the phenomenon of “willed \u003cem>not \u003c/em>learning,” whereby students resist being intellectually vulnerable in the face of teachers who don’t authentically care about them (Kohl, 1995). Deep learning can only happen in a classroom where a child feels a sense of belonging.\u003c/p>\n\u003cp>\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">\u003cimg class=\"alignright wp-image-59428\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data.jpeg\" alt=\"\" width=\"200\" height=\"286\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data.jpeg 490w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data-160x229.jpeg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Despite piles of research on the importance of relationships and connectedness to the neuroscience of learning, many Black and brown students experience an acute \u003cem>lack \u003c/em>of belonging when they enter their school buildings. According to Californians for Justice, a youth organizing group, one out of every three California students cannot identify a single caring adult on campus. I have worked with districts where that number rose to 50 percent. Meanwhile, 30 percent of African American students and 22 percent of Latinx students in California enter high school only to drop out before graduating, a data point replicated in high-poverty regions across the nation. We have a crisis of alienation in our schools, driven at the highest levels by the insidious messages of satellite data, in effect: “You are not achieving on these measures; therefore, we have to fix you with interventions.\u003c/p>\n\u003cp>By extension, you don’t really \u003cem>belong \u003c/em>to this academic community. You are a problem to be solved, a gap to be filled.” It hurts my heart to write those words because I know that so many young people experience school this way.\u003c/p>\n\u003cp>Fostering a sense of belonging does not mean plastering our classrooms and school walls with ethnically diverse posters and inspirational sayings or celebrating “diversity days”—the so-called Heroes and Holidays approach (Lee, Menkart, & Okazawa-Rey, 1998). Rather, it demands rigorous attention to systemic racism, school and classroom cultures, and the micro-interactions that characterize a student’s passage through the school day. This is why shadowing a student delivers such powerful street data: It gives us a ground-level view of the ways in which children are included, excluded, marginalized, or just plain invisible in their learning environments.\u003c/p>\n\u003cp>Finally, agency is about nourishing students’ sense of \u003cstrong>efficacy\u003c/strong>—a feeling that “I can make a difference here.” Collective \u003cem>teacher \u003c/em>efficacy, the shared belief among teachers in their ability to positively affect students, has emerged in John Hattie’s research as the number one influence on student learning (Hattie, 2008). For our purposes of assessing student agency, efficacy means the learner’s ability to set an intention and produce a desired result, and it is absolutely critical to healing from and transforming oppression. Scholar Shawn Ginwright describes the importance of helping young people take “loving action, by collectively responding to political decisions and practices that can exacerbate trauma” (Ginwright, 2018). Taking action via project-based learning, peer surveys, organizing a walkout, or building a resource for your community vests students with a sense of power and control over their lives, which research has shown is one of the most significant factors in restoring well-being for marginalized groups.\u003c/p>\n\u003cfigure id=\"attachment_59114\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-59114\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-800x812.jpg\" alt=\"\" width=\"200\" height=\"203\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-800x812.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-160x162.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-768x780.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20.jpg 1000w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Shane Safir (Courtesy of Corwin Press, Inc.)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Shane Safir provides equity-centered leadership coaching, systems transformation support, and professional learning for schools, districts, and organizations across the U.S. and Canada. After teaching in San \u003c/em>\u003cem>Francisco and Oakland, California and engaging in community organizing to launch a new public high school, Shane became the founding principal of June Jordan School for Equity. You can follow her on Twitter at\u003c/em>\u003cem>\u003ca href=\"https://twitter.com/ShaneSafir?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\"> @ShaneSafir\u003c/a>.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_59113\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-59113\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-800x982.jpg\" alt=\"\" width=\"200\" height=\"245\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-800x982.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-160x196.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-768x942.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21.jpg 1000w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Jamila Dugan (Courtesy of Corwin Press, Inc.)\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Jamila Dugan is a leadership coach, learning facilitator, and researcher. \u003c/em>\u003cem>She began her career as a teacher in Washington D.C.\u003c/em>\u003cem> After being nominated for Teacher of the Year, \u003c/em>\u003cem>she later served as a coach for new teachers in Oakland, California. As a school administrator, Jamila championed equity-centered student \u003c/em>\u003cem>services, parent empowerment, and co-led the development of the first public Mandarin immersion middle school in \u003c/em>\u003cem>the Bay Area. You can follow her on Twitter at \u003ca href=\"https://twitter.com/jamiladugan\">@JamilaDugan. \u003c/a>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In their book, \"Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation,\" Shane Safir and Jamila Dugan recommend teaching techniques like project-based learning, performance assessment, and discussion to improve student agency and learning outcomes.","status":"publish","parent":0,"modified":1655411625,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1590},"headData":{"title":"Identity, mastery, belonging and efficacy: Four ways student agency can flourish - MindShift","description":"In their book, ‘Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation,’ Shane Safir and Jamila Dugan recommend teaching techniques like project-based learning, performance assessment, and discussion to improve student agency and learning outcomes.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59104 https://ww2.kqed.org/mindshift/?p=59104","disqusUrl":"https://ww2.kqed.org/mindshift/2022/05/24/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish/","disqusTitle":"Identity, mastery, belonging and efficacy: Four ways student agency can flourish","excludeFromSiteSearch":"Include","path":"/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Copyright © 2021 by Shane Safir. All rights reserved. Reprinted from \"\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation\u003c/a>,\" by Shane Safir and Jamila Dugan. Corwin Press, Inc., www.Corwin.com. \u003c/em>\u003c/p>\n\u003ch4>\u003cstrong>By Shane Safir and Jamila Dugan \u003c/strong>\u003c/h4>\n\u003cp>The BALMA project was a social experiment where three teachers—one white (Shane), one Afro-Cuban (Lisa), and one Filipino (my teaching partner, Rex de Guia)—linked arms to pull back the curtain on educational inequity and empower our students as changemakers. Through this experience, our students developed college literacy and critical thinking skills; wrote incisive essays about the opportunity gaps they were witnessing, drawing on the work of James Baldwin, Paolo Freire and bell hooks; and created reflective art pieces about who society was molding them to be versus who they wanted to become. As they developed collective efficacy, they designed and led a community forum with over two hundred people from San Francisco and Marin counties to share their findings and attended school board meetings to demand structural change.\u003c/p>\n\u003cp>In short, they developed a profound sense of agency by connecting to each other and to something larger than themselves. Each of the examples above—essays, reflections, public speaking, community advocacy—provided us, their teachers, with rich street data on learning. None of them could have been captured in a “metric.”\u003c/p>\n\u003cp>\u003cimg class=\"alignnone wp-image-59112 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-800x490.jpg\" alt=\"\" width=\"800\" height=\"490\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-800x490.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-160x98.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-768x470.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689.jpg 1000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>If we are serious about creating equitable school systems, we need to stop measuring children on norm-referenced tests and start measuring what matters: student agency. \u003cstrong>Agency \u003c/strong>is the idea that people have the capacity to take action, craft and carry out plans, and make informed decisions based on a growing base of knowledge. In the social ecology of the classroom, agency is about connection to self, peers, adults, the community beyond the classroom, and ultimately the world. Agency doesn’t emerge in a vacuum, nor does it flourish in a traditional classroom where the teacher is positioned as a content expert dishing out knowledge. It emerges in a learning space where power is distributed, knowledge is democratized, diverse perspectives are welcomed, and children are intellectually and emotionally nourished.\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>Let’s think about agency in relationship to four domains: identity, mastery, belonging, and efficacy. To experience agency, you must first feel that your core \u003cstrong>identity\u003c/strong>—your ways of being, learning, and knowing in the world—is valued. Tunison (2007) notes that “lack of identity, lack of voice, and low self-esteem” can damage the \u003cstrong>learning spirit\u003c/strong>—an Indigenous concept that spirits travel with individuals and guide their learning, providing inspiration and the unrealized potential to be who we are. Author and founder of the abolitionist teaching movement Bettina Love defines \u003cstrong>spirit murdering \u003c/strong>in schools as “the denial of inclusion, protection, safety, nurturance, and acceptance because of fixed, yet fluid and moldable, structures of racism” (Love, 2013).\u003c/p>\n\u003cp>The second component of agency is \u003cstrong>mastery\u003c/strong>, framed as the ability to build knowledge and demonstrate understanding as a learner. To experience mastery, students must be able to show what they know in nontraditional ways. Pencil-and-paper tests not only trigger acute anxiety for many learners, they also lack the nuance and texture of street data. In reality, they are micro-versions of standardized tests that function like satellite data inside the classroom. \u003cem>Why did the student solve the problem the way they did? How were they feeling when they took the test? What happened earlier that day or morning that may have impacted their performance? \u003c/em>With traditional assessments, we are left guessing. Project-based learning, performance assessment, and discussion-based classrooms, on the other hand, create an infrastructure for students to explore, construct, reflect on, and publicly demonstrate knowledge. Students become agents in their own learning rather than consumers of curriculum. For example, when our BALMA students presented their findings to a community forum of two hundred people, they enjoyed an authentic audience to share their learning with. This held them accountable and raised the stakes on their work in the best possible way.\u003c/p>\n\u003cp>At my second teaching job in Oakland, California, I was asked to create a graduate capstone project for seniors. I was teaching ninth and twelfth graders, almost exclusively Black, Latinx, Southeast Asian, and first generation to college students. My seniors would be the first class to present and defend their capstones to a committee of teachers, peers, and community members. I vividly recall Alberto—a young man who had left behind a life of stealing, stripping, and reselling Honda vehicles to become a budding scholar—presenting his capstone in a beautiful \u003cem>guayabera \u003c/em>shirt, translating each part into Spanish for his proud mamá. I was Alberto’s advisor and English teacher, so I had the privilege to coach him through the process. He had meticulously prepared, did a fantastic job, and when the committee announced that he had passed his capstone, he broke down in tears. Why? He felt an overwhelming sense of agency in having shared his knowledge publicly in ways that honored his family, heritage, and language. What test could possibly capture that?\u003c/p>\n\u003cp>The third component of mastery is \u003cstrong>belonging\u003c/strong>, which is encapsulated in the statement, “I see myself, and I am seen and loved here.” Belonging emerges in a classroom characterized by deep and caring relationships. Author Zaretta Hammond frames relationships as the onramp to learning, particularly for marginalized students who may have little reason to trust their educators (Hammond, 2014). Herb Kohl describes the phenomenon of “willed \u003cem>not \u003c/em>learning,” whereby students resist being intellectually vulnerable in the face of teachers who don’t authentically care about them (Kohl, 1995). Deep learning can only happen in a classroom where a child feels a sense of belonging.\u003c/p>\n\u003cp>\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">\u003cimg class=\"alignright wp-image-59428\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data.jpeg\" alt=\"\" width=\"200\" height=\"286\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data.jpeg 490w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data-160x229.jpeg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Despite piles of research on the importance of relationships and connectedness to the neuroscience of learning, many Black and brown students experience an acute \u003cem>lack \u003c/em>of belonging when they enter their school buildings. According to Californians for Justice, a youth organizing group, one out of every three California students cannot identify a single caring adult on campus. I have worked with districts where that number rose to 50 percent. Meanwhile, 30 percent of African American students and 22 percent of Latinx students in California enter high school only to drop out before graduating, a data point replicated in high-poverty regions across the nation. We have a crisis of alienation in our schools, driven at the highest levels by the insidious messages of satellite data, in effect: “You are not achieving on these measures; therefore, we have to fix you with interventions.\u003c/p>\n\u003cp>By extension, you don’t really \u003cem>belong \u003c/em>to this academic community. You are a problem to be solved, a gap to be filled.” It hurts my heart to write those words because I know that so many young people experience school this way.\u003c/p>\n\u003cp>Fostering a sense of belonging does not mean plastering our classrooms and school walls with ethnically diverse posters and inspirational sayings or celebrating “diversity days”—the so-called Heroes and Holidays approach (Lee, Menkart, & Okazawa-Rey, 1998). Rather, it demands rigorous attention to systemic racism, school and classroom cultures, and the micro-interactions that characterize a student’s passage through the school day. This is why shadowing a student delivers such powerful street data: It gives us a ground-level view of the ways in which children are included, excluded, marginalized, or just plain invisible in their learning environments.\u003c/p>\n\u003cp>Finally, agency is about nourishing students’ sense of \u003cstrong>efficacy\u003c/strong>—a feeling that “I can make a difference here.” Collective \u003cem>teacher \u003c/em>efficacy, the shared belief among teachers in their ability to positively affect students, has emerged in John Hattie’s research as the number one influence on student learning (Hattie, 2008). For our purposes of assessing student agency, efficacy means the learner’s ability to set an intention and produce a desired result, and it is absolutely critical to healing from and transforming oppression. Scholar Shawn Ginwright describes the importance of helping young people take “loving action, by collectively responding to political decisions and practices that can exacerbate trauma” (Ginwright, 2018). Taking action via project-based learning, peer surveys, organizing a walkout, or building a resource for your community vests students with a sense of power and control over their lives, which research has shown is one of the most significant factors in restoring well-being for marginalized groups.\u003c/p>\n\u003cfigure id=\"attachment_59114\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-59114\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-800x812.jpg\" alt=\"\" width=\"200\" height=\"203\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-800x812.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-160x162.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-768x780.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20.jpg 1000w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Shane Safir (Courtesy of Corwin Press, Inc.)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Shane Safir provides equity-centered leadership coaching, systems transformation support, and professional learning for schools, districts, and organizations across the U.S. and Canada. After teaching in San \u003c/em>\u003cem>Francisco and Oakland, California and engaging in community organizing to launch a new public high school, Shane became the founding principal of June Jordan School for Equity. You can follow her on Twitter at\u003c/em>\u003cem>\u003ca href=\"https://twitter.com/ShaneSafir?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\"> @ShaneSafir\u003c/a>.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_59113\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-59113\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-800x982.jpg\" alt=\"\" width=\"200\" height=\"245\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-800x982.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-160x196.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-768x942.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21.jpg 1000w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Jamila Dugan (Courtesy of Corwin Press, Inc.)\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>Jamila Dugan is a leadership coach, learning facilitator, and researcher. \u003c/em>\u003cem>She began her career as a teacher in Washington D.C.\u003c/em>\u003cem> After being nominated for Teacher of the Year, \u003c/em>\u003cem>she later served as a coach for new teachers in Oakland, California. As a school administrator, Jamila championed equity-centered student \u003c/em>\u003cem>services, parent empowerment, and co-led the development of the first public Mandarin immersion middle school in \u003c/em>\u003cem>the Bay Area. You can follow her on Twitter at \u003ca href=\"https://twitter.com/jamiladugan\">@JamilaDugan. \u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21428","mindshift_20984","mindshift_108","mindshift_21250","mindshift_21126","mindshift_21015","mindshift_873","mindshift_256","mindshift_21213","mindshift_21395"],"featImg":"mindshift_59117","label":"mindshift"},"mindshift_59008":{"type":"posts","id":"mindshift_59008","meta":{"index":"posts_1591205157","site":"mindshift","id":"59008","score":null,"sort":[1644304833000]},"guestAuthors":[],"slug":"5-strategies-for-developing-a-school-wide-culture-of-healing","title":"5 Strategies for developing a school-wide culture of healing","publishDate":1644304833,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">If a child goes to the doctor because they have a tummy ache and they throw up on their doctor, the doctor doesn’t say, “This kid needs discipline!” The doctor asks questions. “What did they eat? Do they have a fever? They get curious about what's toxic in that child's system so that they can most appropriately treat it,” said Dr. Shawn Ginwright, founder of\u003c/span>\u003ca href=\"https://flourishagenda.com/\">\u003cspan style=\"font-weight: 400\"> Flourish Agenda\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and professor of education at San Francisco State University. The same goes for when children who have experienced trauma act out. “They emotionally throw up on teachers,” he said. “That means schools need to have a wider array of tools.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Social-emotional learning practices are just some of the tools making their way into more classrooms to help students manage trauma and relationships during pandemic schooling. Even so, the general understanding of trauma – and therefore the responses to trauma – is often limited. “While the term ‘trauma-informed care’ is important, it is incomplete,” \u003c/span>\u003ca href=\"https://ginwright.medium.com/the-future-of-healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c\">\u003cspan style=\"font-weight: 400\">wrote Ginwright.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> One of its shortcomings is that it leads people to think of trauma as only an individual experience instead of thinking about it in terms of systems or contexts. “We need to have a broader perspective of how the environment – where young people live and play – can be traumatizing,” said Ginwright. Another way many trauma-informed models fall short is that they are often deficit-based and focus on what is going wrong in a child’s life rather than looking at areas of possibility. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To respond to the broader conditions of trauma, Ginwright developed healing-centered engagement (HCE), a strength-based social-emotional learning strategy for educators and caregivers. A healing-centered approach to addressing trauma requires a shift from asking a person, “What happened to you?” and instead asks, “What’s right with you?” Based on Ginwright’s research with young people and families for over 30 years in the San Francisco Bay Area, the healing-centered engagement model builds on trauma-informed care by focusing on development across five key principles: culture, agency, relationships, meaning and aspirations. \u003c/span>\u003c/p>\n\u003ch2>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg\">\u003cimg class=\"alignnone size-medium wp-image-59011\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg\" alt=\"\" width=\"800\" height=\"993\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-1020x1266.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-160x199.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-768x954.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-1237x1536.jpg 1237w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-1649x2048.jpg 1649w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg 1668w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/h2>\n\u003ch2>\u003cb>Culture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">R\u003c/span>\u003cspan style=\"font-weight: 400\">acism, classism and discrimination based on sexual orientation and immigration status can be stressors for\u003c/span>\u003cspan style=\"font-weight: 400\"> young people and their families. “[Identity] is oftentimes the first area of harm that young people experience,” Ginwright said. However, healing-centered engagement focuses on culture and identity as pathways to healing. “We need to engage in restorative conversations about various types of identities that young people bring into our community programs or schools,” said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, many students of color are told that they need to work twice as hard as their white peers, which may lead to stress, shame and anxiety. Instead of reinforcing the idea that students of color can’t be their authentic selves, schools may find it helpful to explore self reflection as a healing practice. They can set aside time for students to answer questions like, “How has your connection to a community or identity helped you through a hard time?” or “What are some healing practices rooted in an identity or community you belong to?” Strengthening introspection not only fosters healing, but leads to better decision making abilities and healthier relationships, said Ginwright.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Agency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Focusing on agency, youth voice and specific actions develops students' ability to respond to traumatic environments. “Research shows that when we engage in action or some form of improving a problem, we find that action in and of itself facilitates a sense of well-being,” said Ginwright. Whether it's making meaningful changes in their neighborhood or school, agency cultivates a sense of purpose and collective engagement. “We can act and respond in productive and collective ways to improve the environment where we live, work and play,” said Ginwright. “It provides us with a sense of control over what may be perceived as an uncontrollable situation.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When supporting students, Ginwright encourages educators to ask themselves, “How do we create strategies that allow for our young people to move out of trauma and into transformation?” For instance, ongoing systemic racism compounded the experience of COVID-19 and created stress and trauma among Black students. Many students felt helpless after George Floyd’s murder in 2020 and it prompted teachers to make space for students to talk about how they were feeling and the changes they’d like to see in their community. Ultimately \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/a-year-of-activism-students-reflect-on-their-fight-for-racial-justice-at-school/2021/06\">\u003cspan style=\"font-weight: 400\">many students were inspired to take action\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from protesting police presence in schools to organizing neighborhood cleanups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Keeping up with constantly changing COVID-19 safety guidelines meant that students and educators alike felt like things were out of their control. “Even as leaders, you sometimes felt incompetent through all of this because you thought you understood what you were supposed to do and then you would do it only to find out the next day that it was something different,” said Dr. Sheila McCabe, assistant superintendent of educational services with the Fairfield-Suisun Unified School District in California. While those in the district couldn’t have control over the big picture, they found opportunities to exercise agency. Identifying and creating district-wide goals helped many people feel like they had a little bit of influence over their environment. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Transactional or Transformative Relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In school settings, according to Ginwright, relationships fall into two categories: transactional or transformative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Transactional relationships are related to the title or status a person has. For example, being a principal isn’t void of power dynamics with regards to staff. “Transactional relationships are effective and efficient relationships, but they're not sufficient for healing,” said Ginwright. “Transactional relationships are easy to break because they are not about people. They’re about titles.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Transformative relationships, however, may require adults to learn how to be more vulnerable with each other and in turn cultivate a safe environment for students . Transformative relationships, he said, are built on pieces of our humanity. “And when we let our humanity spill out on each other, we create a bond that matters.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Fairfield-Suisun Unified School District, administrators are using HCE to take steps in addressing chronic absenteeism with their students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Assistant superintendent McCabe said reaching out to students to learn more about why they aren’t able to show up to school revealed that many chronically absent students live in low income parts of the district and are more likely to experience persistent stress. “We think that part of [the solution] is really developing strategies to build authentic connection with our students and their parents and through those authentic connections help to reengage kids,” said McCabe. One strategy the district has used to create more transformative relationships is doing a check-in at the beginning of conversations with students. “The questions might be something like, ‘Share with the group the best thing that has happened this week’ or ‘What are you most proud of,’” said McCabe. “We are a few months into really using this technique and staff members have shared that they feel like their conversations, even those that might be challenging conversations, are more meaningful and more productive.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In McCabe’s district, they aren’t just strengthening relationships in the classroom. They’re building rapport among staff too. McCabe said her colleagues start every meeting by grounding the team with a breathing exercise. “It would take maybe three minutes of a one-hour meeting, but every time I’m like ‘Okay, I’m here.'”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Meaning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being caught up in the daily grind can make people who work with kids lose sight of why they engage in this work in the first place, which is to build community, facilitate healing and wellbeing, and support young people in the restoration of their humanity. “We have to remind ourselves of the purpose that we're engaged in when we are working with young people. We also have to remind young people of the broader, bigger, deeper purpose of their engagement.” Ginwright said, upholding the meaning in healing-centered engagement simply means that there is \u003c/span>\u003cspan style=\"font-weight: 400\">ongoing focus on the things that matter. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Aspirations\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">COVID has made being a teacher and being a student incredibly difficult. However, it’s just as important to continue to envision a possible future, said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that schools are way more than knowledge exchange and acquisition. Schools are social emotional spaces,” he said. “So when we address the trauma and we create healing environments, then it means we get to the deep learning that young people so need and want.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Shawn Ginwright’s healing centered engagement model builds on social-emotional learning and trauma-informed care to provide educators and school leaders with tools for healing.","status":"publish","parent":0,"modified":1664479446,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1552},"headData":{"title":"5 Strategies for developing a school-wide culture of healing - MindShift","description":"Shawn Ginwright’s healing-centered engagement model builds on social-emotional learning and trauma-informed care to provide educators and school leaders with tools for healing.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59008 https://ww2.kqed.org/mindshift/?p=59008","disqusUrl":"https://ww2.kqed.org/mindshift/2022/02/07/5-strategies-for-developing-a-school-wide-culture-of-healing/","disqusTitle":"5 Strategies for developing a school-wide culture of healing","excludeFromSiteSearch":"Include","path":"/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">If a child goes to the doctor because they have a tummy ache and they throw up on their doctor, the doctor doesn’t say, “This kid needs discipline!” The doctor asks questions. “What did they eat? Do they have a fever? They get curious about what's toxic in that child's system so that they can most appropriately treat it,” said Dr. Shawn Ginwright, founder of\u003c/span>\u003ca href=\"https://flourishagenda.com/\">\u003cspan style=\"font-weight: 400\"> Flourish Agenda\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and professor of education at San Francisco State University. The same goes for when children who have experienced trauma act out. “They emotionally throw up on teachers,” he said. “That means schools need to have a wider array of tools.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Social-emotional learning practices are just some of the tools making their way into more classrooms to help students manage trauma and relationships during pandemic schooling. Even so, the general understanding of trauma – and therefore the responses to trauma – is often limited. “While the term ‘trauma-informed care’ is important, it is incomplete,” \u003c/span>\u003ca href=\"https://ginwright.medium.com/the-future-of-healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c\">\u003cspan style=\"font-weight: 400\">wrote Ginwright.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> One of its shortcomings is that it leads people to think of trauma as only an individual experience instead of thinking about it in terms of systems or contexts. “We need to have a broader perspective of how the environment – where young people live and play – can be traumatizing,” said Ginwright. Another way many trauma-informed models fall short is that they are often deficit-based and focus on what is going wrong in a child’s life rather than looking at areas of possibility. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To respond to the broader conditions of trauma, Ginwright developed healing-centered engagement (HCE), a strength-based social-emotional learning strategy for educators and caregivers. A healing-centered approach to addressing trauma requires a shift from asking a person, “What happened to you?” and instead asks, “What’s right with you?” Based on Ginwright’s research with young people and families for over 30 years in the San Francisco Bay Area, the healing-centered engagement model builds on trauma-informed care by focusing on development across five key principles: culture, agency, relationships, meaning and aspirations. \u003c/span>\u003c/p>\n\u003ch2>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg\">\u003cimg class=\"alignnone size-medium wp-image-59011\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg\" alt=\"\" width=\"800\" height=\"993\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-800x993.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-1020x1266.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-160x199.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-768x954.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-1237x1536.jpg 1237w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote-1649x2048.jpg 1649w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Ginwright-sketchnote.jpg 1668w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/h2>\n\u003ch2>\u003cb>Culture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">R\u003c/span>\u003cspan style=\"font-weight: 400\">acism, classism and discrimination based on sexual orientation and immigration status can be stressors for\u003c/span>\u003cspan style=\"font-weight: 400\"> young people and their families. “[Identity] is oftentimes the first area of harm that young people experience,” Ginwright said. However, healing-centered engagement focuses on culture and identity as pathways to healing. “We need to engage in restorative conversations about various types of identities that young people bring into our community programs or schools,” said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, many students of color are told that they need to work twice as hard as their white peers, which may lead to stress, shame and anxiety. Instead of reinforcing the idea that students of color can’t be their authentic selves, schools may find it helpful to explore self reflection as a healing practice. They can set aside time for students to answer questions like, “How has your connection to a community or identity helped you through a hard time?” or “What are some healing practices rooted in an identity or community you belong to?” Strengthening introspection not only fosters healing, but leads to better decision making abilities and healthier relationships, said Ginwright.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Agency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Focusing on agency, youth voice and specific actions develops students' ability to respond to traumatic environments. “Research shows that when we engage in action or some form of improving a problem, we find that action in and of itself facilitates a sense of well-being,” said Ginwright. Whether it's making meaningful changes in their neighborhood or school, agency cultivates a sense of purpose and collective engagement. “We can act and respond in productive and collective ways to improve the environment where we live, work and play,” said Ginwright. “It provides us with a sense of control over what may be perceived as an uncontrollable situation.” \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\">When supporting students, Ginwright encourages educators to ask themselves, “How do we create strategies that allow for our young people to move out of trauma and into transformation?” For instance, ongoing systemic racism compounded the experience of COVID-19 and created stress and trauma among Black students. Many students felt helpless after George Floyd’s murder in 2020 and it prompted teachers to make space for students to talk about how they were feeling and the changes they’d like to see in their community. Ultimately \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/a-year-of-activism-students-reflect-on-their-fight-for-racial-justice-at-school/2021/06\">\u003cspan style=\"font-weight: 400\">many students were inspired to take action\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from protesting police presence in schools to organizing neighborhood cleanups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Keeping up with constantly changing COVID-19 safety guidelines meant that students and educators alike felt like things were out of their control. “Even as leaders, you sometimes felt incompetent through all of this because you thought you understood what you were supposed to do and then you would do it only to find out the next day that it was something different,” said Dr. Sheila McCabe, assistant superintendent of educational services with the Fairfield-Suisun Unified School District in California. While those in the district couldn’t have control over the big picture, they found opportunities to exercise agency. Identifying and creating district-wide goals helped many people feel like they had a little bit of influence over their environment. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Transactional or Transformative Relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In school settings, according to Ginwright, relationships fall into two categories: transactional or transformative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Transactional relationships are related to the title or status a person has. For example, being a principal isn’t void of power dynamics with regards to staff. “Transactional relationships are effective and efficient relationships, but they're not sufficient for healing,” said Ginwright. “Transactional relationships are easy to break because they are not about people. They’re about titles.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Transformative relationships, however, may require adults to learn how to be more vulnerable with each other and in turn cultivate a safe environment for students . Transformative relationships, he said, are built on pieces of our humanity. “And when we let our humanity spill out on each other, we create a bond that matters.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Fairfield-Suisun Unified School District, administrators are using HCE to take steps in addressing chronic absenteeism with their students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Assistant superintendent McCabe said reaching out to students to learn more about why they aren’t able to show up to school revealed that many chronically absent students live in low income parts of the district and are more likely to experience persistent stress. “We think that part of [the solution] is really developing strategies to build authentic connection with our students and their parents and through those authentic connections help to reengage kids,” said McCabe. One strategy the district has used to create more transformative relationships is doing a check-in at the beginning of conversations with students. “The questions might be something like, ‘Share with the group the best thing that has happened this week’ or ‘What are you most proud of,’” said McCabe. “We are a few months into really using this technique and staff members have shared that they feel like their conversations, even those that might be challenging conversations, are more meaningful and more productive.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In McCabe’s district, they aren’t just strengthening relationships in the classroom. They’re building rapport among staff too. McCabe said her colleagues start every meeting by grounding the team with a breathing exercise. “It would take maybe three minutes of a one-hour meeting, but every time I’m like ‘Okay, I’m here.'”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Meaning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being caught up in the daily grind can make people who work with kids lose sight of why they engage in this work in the first place, which is to build community, facilitate healing and wellbeing, and support young people in the restoration of their humanity. “We have to remind ourselves of the purpose that we're engaged in when we are working with young people. We also have to remind young people of the broader, bigger, deeper purpose of their engagement.” Ginwright said, upholding the meaning in healing-centered engagement simply means that there is \u003c/span>\u003cspan style=\"font-weight: 400\">ongoing focus on the things that matter. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Aspirations\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">COVID has made being a teacher and being a student incredibly difficult. However, it’s just as important to continue to envision a possible future, said Ginwright. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that schools are way more than knowledge exchange and acquisition. Schools are social emotional spaces,” he said. “So when we address the trauma and we create healing environments, then it means we get to the deep learning that young people so need and want.”\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>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21143","mindshift_21229","mindshift_20984","mindshift_21448","mindshift_21015","mindshift_21213","mindshift_20793","mindshift_486","mindshift_944","mindshift_943","mindshift_20925","mindshift_21395","mindshift_21105","mindshift_20999"],"featImg":"mindshift_59010","label":"mindshift"},"mindshift_58857":{"type":"posts","id":"mindshift_58857","meta":{"index":"posts_1591205157","site":"mindshift","id":"58857","score":null,"sort":[1643177508000]},"guestAuthors":[],"slug":"how-to-make-the-shift-from-indulging-problems-to-creating-possibilities","title":"How to make the shift from indulging problems to creating possibilities","publishDate":1643177508,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Adapted excerpt from \u003ca href=\"https://www.penguinrandomhouse.com/books/675693/the-four-pivots-by-shawn-ginwright/\">The Four Pivots: Reimagining Justice, Reimagining Ourselves\u003c/a> by Shawn Ginwright, published by North Atlantic Books, copyright © 2021. Reprinted by permission of publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Shawn Ginwright\u003c/strong>\u003c/p>\n\u003cp>It’s really hard to dream when we are fighting for justice. The issues we care about are all urgent, life threatening, and entrenched. So how does our imagination and dreaming help address the problems people face on a daily basis? There are a lot of problems in the world to be solved, and it’s likely that you are working to solve one of them. Maybe you are an educator trying to improve educational outcomes for your students, or you are an executive director of a nonprofit organization working on behalf of immigrant rights. You might be an entrepreneur who has created a company that provides internet access to remote places in the world.\u003c/p>\n\u003cp>Most of you reading this are working to solve an important social problem in the world. The fact is that we all need to be in the business of solving social problems. There would be no human progress without our collective social problem solving. But we often see problems more clearly than we can imagine solutions to them.\u003c/p>\n\u003cp>It’s often easier for us to name, identify, discuss, and articulate problems than it is for us to imagine entirely new solutions. Trista Harris, author of \u003cem>FutureGood: How to Use Futurism to Save the World\u003c/em>, calls this “problem loving,” which is the tendency for leaders to assume that awareness of the problem is the same as solving it. Leaders often are trained to clearly articulate the problems they are facing in their sector. The myth of problem loving is that knowledge of the problem is all we need to solve it. We think we’re fixing the problem by understanding how bad the problem is!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Take for instance my own training as a sociologist. My entire training generally focused on understanding the deep and often hidden social forces at work that maintain, reinforce, and reproduce social problems. My own particular expertise of problem loving is in education. I learned just about every possible way to explain why students of color from low-wealth neighborhoods performed poorly in school compared to their white counterparts. I have studied theories about why students of color perform worse in school, and I’ve even created my own theories and have tested them. For years I attended conferences to present my findings about educational problems without much consideration about ways to actually solve them.\u003c/p>\n\u003cp>I recall conducting a training with school principals about the racial differences in academic outcomes among their students. I had prepared my PowerPoint with slide after slide of evidence that proved there were dramatic differences in performance across the racial groups in their schools. I had them break out in small groups to discuss the tons of data that I had proudly presented. When they returned to the large group, one of the principals asked me a simple question. “Can you provide us with some solutions to these racial disparities in academic outcomes?” I had convinced myself that my job was simply to illustrate the problem they had in the district; I hadn’t considered the possibility of providing solutions. So the question puzzled me, because my assumption was that once they understood how significant the racial disparities were in their schools, the principals and teachers would come up with solutions on their own. I was wrong.\u003c/p>\n\u003ch2>Oppression Is the Root of Problem Loving\u003c/h2>\n\u003cp>The problem with problem loving is that we become satisfied with discussing the problem and uncomfortable with imagining solutions. This is of course by design, and it’s how oppression works! The conditions of oppression and the challenges of everyday life force us into daily survival mode and ongoing crisis management.\u003c/p>\n\u003cp>\u003ca href=\"https://www.penguinrandomhouse.com/books/675693/the-four-pivots-by-shawn-ginwright/\">\u003cimg class=\"alignright wp-image-58998\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright.png\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright.png 1016w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright-800x1200.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright-160x240.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright-768x1152.png 768w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Survival caused by oppressive conditions renders our imagination inert. We are all in an abusive relationship with oppression, and rather than leaving the relationship altogether, we choose to fight it. Oppression says to us, “All you can do is resist and fight me. But you will never leave me altogether,” and this is precisely what we unconsciously do, unaware of our abusive relationship with oppression.\u003c/p>\n\u003cp>Oppression has forced us to only solve problems, locking us into a way of thinking that keeps us in the same predicament. No fundamental change has ever come from problem fixing. We only reform and repair systems, institutions, and social relationships. There is no radical transformation.\u003c/p>\n\u003cp>During one of my graduate seminars years ago, I highlighted this point to my students. I wanted to push them away from problem loving and into possibility creating. Many of them were organizers or community activists who were working on important issues in the San Francisco Bay Area. Some were advocates for affordable housing, others were organizing homeless families, still others were helping to build stronger police accountability with mothers whose children had been killed by the police. As I explained to them the problem with problems, some of them pushed back, as I always encourage my students to do. They argued that if they didn’t fight for people’s rights and build power, there wouldn’t be any significant change. Fighting and resisting oppression for them was the only tool to bring the changes that they wanted to see. So I asked them to write a short one-page paper describing the problem they were addressing and how they were attempting to address it. Here is a sample of what they said:\u003c/p>\n\u003cul>\n\u003cli>Fighting for police accountability in San Francisco’s police department\u003c/li>\n\u003cli>Resisting racist housing policies that force Black families from the city\u003c/li>\n\u003cli>Confronting homophobia in schools\u003c/li>\n\u003cli>Demanding anti-racist classrooms\u003c/li>\n\u003cli>Struggling for environmental justice\u003c/li>\n\u003c/ul>\n\u003cp>I explained that our language sometimes holds clues to our problem loving. I noticed a pattern in the terms they used to describe their work. Most of their terms directly responded to the condition they wanted to change. Terms like \u003cem>fight\u003c/em>, \u003cem>resist\u003c/em>, \u003cem>struggle\u003c/em>, \u003cem>confront\u003c/em>, \u003cem>defend \u003c/em>are connected to oppression, and they predefine the outcome of work in ways that fail to affirm what the students wanted to create or imagine. Next I asked them to rewrite the one-page description of their work, but they could not use any of the following words in the left-hand column, only the terms in the right-hand column:\u003c/p>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Resist\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Reimagine\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Defend\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Dream\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Disrupt\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Discover\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Demand\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Create\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Fight\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Design\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Struggle\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Play\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Confront\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Invent\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Destroy\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Visualize\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Deconstruct\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Build\u003c/span>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp>The assignment was designed to push them into their imagination and use the language that affirmed it. They told me it was one of the most difficult assignments they had ever had because they had to really imagine what they wanted to see rather than articulate what they wanted to eliminate. They weren’t used to using their imagination to address injustice, oppression, and inequality. In fact, the historian Robin Kelley reminds us in his book \u003cem>Freedom Dreams \u003c/em>that imagination may be one of “the most revolutionary ideas available to us, and yet... we have failed miserably to grapple with [its] political and analytical importance.” This is why we need to be very careful in the terms we use to describe our work. If we are not thoughtful about our words, our work is confined and prescribed and fails to use our human condition to dream and imagine beyond oppression.\u003c/p>\n\u003cp>I think it was Dr. Cornel West who said that there is no affirmation through negation. We can never achieve what we want simply by pointing out what we don’t. This is why I’m cautious about the term \u003cem>anti-racist\u003c/em>. We should be mindful and avoid defining the world we want by articulating what we don’t want. The absence of violence doesn’t constitute peace, nor does the absence of illness constitute health. Peace is something entirely different from anti-violence; health and well-being cannot be adequately described as anti-illness. Light is not anti-dark, nor is water anti-land. These are important things in and of themselves.\u003c/p>\n\u003cp>That’s why \u003cem>anti-racist \u003c/em>is akin to saying, “I anti-hate you so much, would you marry me?” rather than, “I love you, let’s get married.” Love is not simply anti-hate, and no one would enter a relationship defined in this way! In the same way, the term \u003cem>anti-racist \u003c/em>simply falls short of naming precisely and affirmatively what we really want. The term \u003cem>anti-racist \u003c/em>does a good job of articulating an active and engaged stance against racism (as opposed to the passive term \u003cem>non-racist\u003c/em>) but fails to articulate a vision of what comes after that. Being non-racist and anti-racist are two sides of the “not” coin, which never gets us to what we really need and want, which is belonging.\u003c/p>\n\u003cp>\u003cem>Belonging \u003c/em>perhaps comes closest to what comes after anti-racism. john a. powell, director of the University of California’s Othering & Belonging Institute and professor of law and African American studies and ethnic studies, calls belonging “the circle of human concern,” which is the expressive and institutionalized act of inclusion and mattering. More importantly, the word \u003cem>belonging \u003c/em>is a term of affirmation and a statement of a potential desired future. \u003cem>Belonging \u003c/em>and \u003cem>inclusion \u003c/em>more adequately describe the world we want to create than the one we want to destroy. Now, of course an important prerequisite for belonging is anti-racism. We need folks to engage in an ongoing active stance to eliminate the attitudes, institutional structures, and privilege that come with whiteness. But belonging requires yet another step after we tear down the thick walls of racism. We need to build new bright and brilliant bridges of mattering and belonging where finally we can enjoy the profound and wonderful space of beloved community.\u003c/p>\n\u003cfigure id=\"attachment_58885\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-58885\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344.jpg\" alt=\"\" width=\"250\" height=\"276\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344.jpg 1240w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-800x882.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-1020x1124.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-160x176.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-768x847.jpg 768w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Shawn Ginwright\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Shawn Ginwright, PhD, is a professor of education in the Africana Studies Department and a senior research associate at San Francisco State University. He is also the founder and chief executive officer of Flourish Agenda, Inc., a research lab and consulting firm whose mission is to design strategies that unlock the power of healing and engage youth of color and adult allies in transforming their schools and communities. You can follow him on Twitter at \u003ca href=\"https://twitter.com/shawnginwright?lang=en\">@shawnginwright\u003c/a>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"For those looking to create radical transformation in the education sphere and beyond, Dr. Shawn Ginwright’s new book “The Four Pivots” discusses how to shift from resisting to reimagining. ","status":"publish","parent":0,"modified":1643177508,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1753},"headData":{"title":"How to make the shift from indulging problems to creating possibilities - MindShift","description":"For those looking to create radical transformation in the education sphere and beyond, Dr. Shawn Ginwright’s new book “The Four Pivots” discusses how to shift from resisting to reimagining.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58857 https://ww2.kqed.org/mindshift/?p=58857","disqusUrl":"https://ww2.kqed.org/mindshift/2022/01/25/how-to-make-the-shift-from-indulging-problems-to-creating-possibilities/","disqusTitle":"How to make the shift from indulging problems to creating possibilities","excludeFromSiteSearch":"Include","path":"/mindshift/58857/how-to-make-the-shift-from-indulging-problems-to-creating-possibilities","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Adapted excerpt from \u003ca href=\"https://www.penguinrandomhouse.com/books/675693/the-four-pivots-by-shawn-ginwright/\">The Four Pivots: Reimagining Justice, Reimagining Ourselves\u003c/a> by Shawn Ginwright, published by North Atlantic Books, copyright © 2021. Reprinted by permission of publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Shawn Ginwright\u003c/strong>\u003c/p>\n\u003cp>It’s really hard to dream when we are fighting for justice. The issues we care about are all urgent, life threatening, and entrenched. So how does our imagination and dreaming help address the problems people face on a daily basis? There are a lot of problems in the world to be solved, and it’s likely that you are working to solve one of them. Maybe you are an educator trying to improve educational outcomes for your students, or you are an executive director of a nonprofit organization working on behalf of immigrant rights. You might be an entrepreneur who has created a company that provides internet access to remote places in the world.\u003c/p>\n\u003cp>Most of you reading this are working to solve an important social problem in the world. The fact is that we all need to be in the business of solving social problems. There would be no human progress without our collective social problem solving. But we often see problems more clearly than we can imagine solutions to them.\u003c/p>\n\u003cp>It’s often easier for us to name, identify, discuss, and articulate problems than it is for us to imagine entirely new solutions. Trista Harris, author of \u003cem>FutureGood: How to Use Futurism to Save the World\u003c/em>, calls this “problem loving,” which is the tendency for leaders to assume that awareness of the problem is the same as solving it. Leaders often are trained to clearly articulate the problems they are facing in their sector. The myth of problem loving is that knowledge of the problem is all we need to solve it. We think we’re fixing the problem by understanding how bad the problem is!\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>Take for instance my own training as a sociologist. My entire training generally focused on understanding the deep and often hidden social forces at work that maintain, reinforce, and reproduce social problems. My own particular expertise of problem loving is in education. I learned just about every possible way to explain why students of color from low-wealth neighborhoods performed poorly in school compared to their white counterparts. I have studied theories about why students of color perform worse in school, and I’ve even created my own theories and have tested them. For years I attended conferences to present my findings about educational problems without much consideration about ways to actually solve them.\u003c/p>\n\u003cp>I recall conducting a training with school principals about the racial differences in academic outcomes among their students. I had prepared my PowerPoint with slide after slide of evidence that proved there were dramatic differences in performance across the racial groups in their schools. I had them break out in small groups to discuss the tons of data that I had proudly presented. When they returned to the large group, one of the principals asked me a simple question. “Can you provide us with some solutions to these racial disparities in academic outcomes?” I had convinced myself that my job was simply to illustrate the problem they had in the district; I hadn’t considered the possibility of providing solutions. So the question puzzled me, because my assumption was that once they understood how significant the racial disparities were in their schools, the principals and teachers would come up with solutions on their own. I was wrong.\u003c/p>\n\u003ch2>Oppression Is the Root of Problem Loving\u003c/h2>\n\u003cp>The problem with problem loving is that we become satisfied with discussing the problem and uncomfortable with imagining solutions. This is of course by design, and it’s how oppression works! The conditions of oppression and the challenges of everyday life force us into daily survival mode and ongoing crisis management.\u003c/p>\n\u003cp>\u003ca href=\"https://www.penguinrandomhouse.com/books/675693/the-four-pivots-by-shawn-ginwright/\">\u003cimg class=\"alignright wp-image-58998\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright.png\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright.png 1016w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright-800x1200.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright-160x240.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright-768x1152.png 768w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Survival caused by oppressive conditions renders our imagination inert. We are all in an abusive relationship with oppression, and rather than leaving the relationship altogether, we choose to fight it. Oppression says to us, “All you can do is resist and fight me. But you will never leave me altogether,” and this is precisely what we unconsciously do, unaware of our abusive relationship with oppression.\u003c/p>\n\u003cp>Oppression has forced us to only solve problems, locking us into a way of thinking that keeps us in the same predicament. No fundamental change has ever come from problem fixing. We only reform and repair systems, institutions, and social relationships. There is no radical transformation.\u003c/p>\n\u003cp>During one of my graduate seminars years ago, I highlighted this point to my students. I wanted to push them away from problem loving and into possibility creating. Many of them were organizers or community activists who were working on important issues in the San Francisco Bay Area. Some were advocates for affordable housing, others were organizing homeless families, still others were helping to build stronger police accountability with mothers whose children had been killed by the police. As I explained to them the problem with problems, some of them pushed back, as I always encourage my students to do. They argued that if they didn’t fight for people’s rights and build power, there wouldn’t be any significant change. Fighting and resisting oppression for them was the only tool to bring the changes that they wanted to see. So I asked them to write a short one-page paper describing the problem they were addressing and how they were attempting to address it. Here is a sample of what they said:\u003c/p>\n\u003cul>\n\u003cli>Fighting for police accountability in San Francisco’s police department\u003c/li>\n\u003cli>Resisting racist housing policies that force Black families from the city\u003c/li>\n\u003cli>Confronting homophobia in schools\u003c/li>\n\u003cli>Demanding anti-racist classrooms\u003c/li>\n\u003cli>Struggling for environmental justice\u003c/li>\n\u003c/ul>\n\u003cp>I explained that our language sometimes holds clues to our problem loving. I noticed a pattern in the terms they used to describe their work. Most of their terms directly responded to the condition they wanted to change. Terms like \u003cem>fight\u003c/em>, \u003cem>resist\u003c/em>, \u003cem>struggle\u003c/em>, \u003cem>confront\u003c/em>, \u003cem>defend \u003c/em>are connected to oppression, and they predefine the outcome of work in ways that fail to affirm what the students wanted to create or imagine. Next I asked them to rewrite the one-page description of their work, but they could not use any of the following words in the left-hand column, only the terms in the right-hand column:\u003c/p>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Resist\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Reimagine\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Defend\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Dream\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Disrupt\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Discover\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Demand\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Create\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Fight\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Design\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Struggle\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Play\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Confront\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Invent\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Destroy\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Visualize\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Deconstruct\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Build\u003c/span>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp>The assignment was designed to push them into their imagination and use the language that affirmed it. They told me it was one of the most difficult assignments they had ever had because they had to really imagine what they wanted to see rather than articulate what they wanted to eliminate. They weren’t used to using their imagination to address injustice, oppression, and inequality. In fact, the historian Robin Kelley reminds us in his book \u003cem>Freedom Dreams \u003c/em>that imagination may be one of “the most revolutionary ideas available to us, and yet... we have failed miserably to grapple with [its] political and analytical importance.” This is why we need to be very careful in the terms we use to describe our work. If we are not thoughtful about our words, our work is confined and prescribed and fails to use our human condition to dream and imagine beyond oppression.\u003c/p>\n\u003cp>I think it was Dr. Cornel West who said that there is no affirmation through negation. We can never achieve what we want simply by pointing out what we don’t. This is why I’m cautious about the term \u003cem>anti-racist\u003c/em>. We should be mindful and avoid defining the world we want by articulating what we don’t want. The absence of violence doesn’t constitute peace, nor does the absence of illness constitute health. Peace is something entirely different from anti-violence; health and well-being cannot be adequately described as anti-illness. Light is not anti-dark, nor is water anti-land. These are important things in and of themselves.\u003c/p>\n\u003cp>That’s why \u003cem>anti-racist \u003c/em>is akin to saying, “I anti-hate you so much, would you marry me?” rather than, “I love you, let’s get married.” Love is not simply anti-hate, and no one would enter a relationship defined in this way! In the same way, the term \u003cem>anti-racist \u003c/em>simply falls short of naming precisely and affirmatively what we really want. The term \u003cem>anti-racist \u003c/em>does a good job of articulating an active and engaged stance against racism (as opposed to the passive term \u003cem>non-racist\u003c/em>) but fails to articulate a vision of what comes after that. Being non-racist and anti-racist are two sides of the “not” coin, which never gets us to what we really need and want, which is belonging.\u003c/p>\n\u003cp>\u003cem>Belonging \u003c/em>perhaps comes closest to what comes after anti-racism. john a. powell, director of the University of California’s Othering & Belonging Institute and professor of law and African American studies and ethnic studies, calls belonging “the circle of human concern,” which is the expressive and institutionalized act of inclusion and mattering. More importantly, the word \u003cem>belonging \u003c/em>is a term of affirmation and a statement of a potential desired future. \u003cem>Belonging \u003c/em>and \u003cem>inclusion \u003c/em>more adequately describe the world we want to create than the one we want to destroy. Now, of course an important prerequisite for belonging is anti-racism. We need folks to engage in an ongoing active stance to eliminate the attitudes, institutional structures, and privilege that come with whiteness. But belonging requires yet another step after we tear down the thick walls of racism. We need to build new bright and brilliant bridges of mattering and belonging where finally we can enjoy the profound and wonderful space of beloved community.\u003c/p>\n\u003cfigure id=\"attachment_58885\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-58885\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344.jpg\" alt=\"\" width=\"250\" height=\"276\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344.jpg 1240w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-800x882.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-1020x1124.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-160x176.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-768x847.jpg 768w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Shawn Ginwright\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>Shawn Ginwright, PhD, is a professor of education in the Africana Studies Department and a senior research associate at San Francisco State University. He is also the founder and chief executive officer of Flourish Agenda, Inc., a research lab and consulting firm whose mission is to design strategies that unlock the power of healing and engage youth of color and adult allies in transforming their schools and communities. You can follow him on Twitter at \u003ca href=\"https://twitter.com/shawnginwright?lang=en\">@shawnginwright\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58857/how-to-make-the-shift-from-indulging-problems-to-creating-possibilities","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_20984","mindshift_21322","mindshift_21250","mindshift_20983","mindshift_20703","mindshift_21284","mindshift_21395"],"featImg":"mindshift_58884","label":"mindshift"},"mindshift_58972":{"type":"posts","id":"mindshift_58972","meta":{"index":"posts_1591205157","site":"mindshift","id":"58972","score":null,"sort":[1643014798000]},"guestAuthors":[],"slug":"how-teens-are-experiencing-their-version-of-the-great-resignation","title":"How teens are experiencing their version of the ‘Great Resignation’","publishDate":1643014798,"format":"audio","headTitle":"How teens are experiencing their version of the ‘Great Resignation’ | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>By her sophomore year, Melody Dao was already enrolled in three AP classes at her high school in Los Angeles County. She expected the challenges ahead to largely be academic.\u003c/p>\n\u003cp>“Before the pandemic,” she said, “I thought I had everything planned out. Everything was going to go smoothly.”\u003c/p>\n\u003cp>Her senior year marked the first time Dao attended class in person since she was a sophomore in March 2020. She described her junior year, spent entirely online, as unmotivating and numbing. Everything seemed overwhelming. She found she couldn’t conjure the same amount of effort she did pre-pandemic to a classroom on Zoom, something we now know is a common experience among students.\u003c/p>\n\u003cp>“Before the pandemic, I was kind of focusing. Then during the pandemic and distance learning, I feel like I just kind of lost it a bit,” said Azalia Mariscal, a junior at Richmond High School in Richmond, California. Mariscal took care of her younger siblings during the school day, helping them focus on their classes and occasionally cooking their meals. She felt there was a lot more to do than just school — which made finding the motivation to pay attention in class and do school work difficult online. Teens took on caregiving roles for their families at a time when the balancing of paid and domestic labor forced women out of the workforce at a disproportionate rate: Estimates in May 2021 placed the figure at \u003ca href=\"https://www.npr.org/2021/05/26/999952298/women-left-their-jobs-to-be-caregivers-a-business-coalition-wants-companies-to-h\">400,000 more\u003c/a> U.S. women left than men.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Much of the coverage on Covid’s effects on adolescent mental health focuses on isolation from peers or a desire for normalcy. But for some students, not doing well on \u003ca href=\"https://www.kqed.org/mindshift/58055/dont-go-back-to-the-old-normal-opportunities-for-adolescent-learning-revealed-by-covid-19\">Zoom school\u003c/a> interfered with self-identities they were deeply invested in.\u003c/p>\n\u003cp>“It was a hard realization to realize that I wasn’t the student that I was before and I couldn’t be as motivated as I was before,” said Ian Szeto, also a high school senior in Los Angeles County.\u003c/p>\n\u003cp>Even though his junior year was online, Szeto found his courses were rigorous, eroding his confidence when he \u003ca href=\"https://www.latimes.com/california/story/2021-11-08/as-ds-and-fs-soar-schools-ditch-inequitable-grade-systems\">couldn’t meet expectations\u003c/a> as he once did. With so much of his self esteem and identity based in school, he felt as though he’d lost who he thought he was.\u003c/p>\n\u003cp>“It just felt very frustrating and tiring,” said Szeto.\u003c/p>\n\u003cp>This sentiment seemed widespread amongst his classmates: Szeto recalled Zoom classes where, the moment class wrapped with a teacher’s dismissal, 15 or so students would disappear instantly — as though they’d been hovering over the “Leave” button. It wasn’t as though they had places to be, he said. They just couldn’t take being in class anymore.\u003c/p>\n\u003cfigure id=\"attachment_58988\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58988\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo.png\" alt=\"Study Break with Melody Dao podcast\" width=\"250\" height=\"249\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo.png 2663w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-800x798.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-1020x1018.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-768x766.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-1536x1533.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-2048x2043.png 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-1920x1916.png 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">During the pandemic, Melody Dao decided to focus less on school and more on what interests her, such as creating a podcast.\u003c/figcaption>\u003c/figure>\n\u003cp>“With everything happening outside of school, how could I focus on school?” asked Dao. “I learned that, yeah, school is not that serious. So why should I focus on it when I can focus on other things that matter more to me?”\u003c/p>\n\u003cp>That’s not to say Dao stopped attending school, or even that she stopped working hard in her classes. But she de-centered school and grades from her priorities focusing instead on her family, her friends, her mental health and her dedication to helping others outside of school.\u003c/p>\n\u003cp>This self-first approach to high school was novel for many of these high school students. Instead of forcing themselves into being or becoming straight-A students, they began thinking about how school could best serve them. They decided to make time for themselves and prioritize what they care about. Many decided to safeguard their mental health.\u003c/p>\n\u003cp>Sound familiar?\u003c/p>\n\u003cp>In continuation of last year’s upward trend of \u003ca href=\"https://www.shrm.org/resourcesandtools/hr-topics/talent-acquisition/pages/interactive-quits-level-by-year.aspx\">voluntary resignations\u003c/a>, a record 4.5 million adults \u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\">quit\u003c/a> their jobs in November 2021, according to the \u003ca href=\"https://www.bls.gov/news.release/jolts.t04.htm\">most recent data\u003c/a> from the\u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\"> U.S. Bureau of Labor Statistics\u003c/a>. While some economists \u003ca href=\"https://www.kqed.org/forum/2010101887279/beyond-the-great-resignation-how-the-u-s-job-market-broke\">complain\u003c/a> that “\u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\">The Great Resignation\u003c/a>” or “The Big Quit” has been largely misunderstood by the media and general public for its failure to take into account retirement and job-swapping rates, many find it undeniable that Covid has influenced the employment conditions workers desire and demand from their employers.\u003c/p>\n\u003cp>Unlike adults, in most states, teens can’t really just quit school. But during the pandemic, teens also experienced a mindset shift as to the best conditions that would facilitate their learning, the ways they prefer to learn, and the role school should play in their lives.\u003c/p>\n\u003cp>These students said the pandemic caused them to approach school differently than they did as freshmen or sophomores in March 2020. Though attitude changes and re-prioritizations are par for the course in adolescence, these teens’ experiences are larger than that: they can draw direct lines from their time spent in isolation, in online classrooms, in the ongoing fear they or their loved ones could become sick — to the students they are now, and to what they value most.\u003c/p>\n\u003cp>\u003cb>DECENTERING SCHOOL\u003c/b>\u003c/p>\n\u003cp>One of the biggest realizations these teens expressed was that school — and by extension, college — wasn’t everything. The speed with which Covid razed once normal, taken-for-granted routines made the future even less predictable. Many students looked inward and asked themselves what they wanted, rather than what was expected of them.\u003c/p>\n\u003cp>Szeto shared that many of his classmates reconsidered their planned majors — wanting to pursue subjects they were actually passionate about — and reconsidered college itself. Some debated whether a high tuition would be worth a university experience that could be largely online. Others reconsidered life plans, given the odds that they would have to work remotely or that another life-altering event could happen. Why not spend your time on this earth doing what you want?\u003c/p>\n\u003cfigure id=\"attachment_58985\" class=\"wp-caption alignnone\" style=\"max-width: 1364px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58985\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019.jpg\" alt=\"\" width=\"1364\" height=\"1819\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019.jpg 1364w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-1152x1536.jpg 1152w\" sizes=\"(max-width: 1364px) 100vw, 1364px\">\u003cfigcaption class=\"wp-caption-text\">Ian Szeto \u003ccite>(Courtesy of Ian Szeto)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During shelter-in-place, many students — like their adult counterparts — developed hobbies, reignited passions or aligned priorities. Some students went so far as to realize that the untold amounts of effort they spent \u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">striving for an ‘A’\u003c/a> in a subject they weren’t passionate about might not be as worthy a use of their time. A lower grade and more time to work on their own extracurricular projects provided a balance that felt more true.\u003c/p>\n\u003cp>“Now that there’s been this pandemic, it’s given me more opportunity to reflect. And it’s made me come to the realization that I want to prioritize my interests,” said Sirihaasa Nallamothu, a high school junior in Normal, Illinois.\u003c/p>\n\u003cp>Nallamothu learned new coding languages, as did Danielle Ma, a high school senior in Los Angeles County. Szeto spent more time sewing — he designed, cut and stitched the backpack he now wears to school. He feels a rush of pride when classmates compliment him and ask where it’s from. Dao created a \u003ca href=\"https://podcasts.apple.com/us/podcast/study-break/id1522538171\">podcast\u003c/a> in which she \u003ca href=\"https://open.spotify.com/show/12xEOwnqJrsFYwuU9pOPhA\">interviews\u003c/a> teens around the world about their experiences, differences and common ground.\u003c/p>\n\u003cfigure id=\"attachment_58981\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58981\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380.jpeg\" alt=\"\" width=\"250\" height=\"264\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-800x845.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-1020x1077.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-160x169.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-768x811.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-1454x1536.jpeg 1454w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Ma\u003c/figcaption>\u003c/figure>\n\u003cp>“I know a couple of students that have reprioritized their mental health over the pandemic,” said Nallamothu. She says these students changed track from courses solely designed to optimize college admittance to ones that better suit who they are.\u003c/p>\n\u003cp>“They’re taking courses that make them happy or make them feel challenged while prioritizing their mental health, which is really cool,” said Nallamothu. “College isn’t everything. You pursue your interests and you prioritize your mental health and then you’ll have a pretty good outlook on life.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cb>HOW TO REFORM SCHOOL\u003c/b>\u003c/p>\n\u003cp>This new approach to school largely seems to have occurred on an individual level: each student discovering what they want, the state of their mental health, and how to protect both interests in their decisions regarding class choice, college applications and how much studying to do. But students also want to see this emphasis on mental health occurring school-wide, even education system-wide, in the midst of a pandemic.\u003c/p>\n\u003cp>“People have lost family members, they’ve lost friends, they’ve lost other important figures in their life. And it’s just really hard to go through all of that, but then receive a notification on your phone saying, ‘Your teacher posted a new math assignment. It’s due tonight at 11:59 p.m.’,” said Dao.\u003c/p>\n\u003cp>Students don’t think their teachers are insensitive to what they’re going through. All of the students I spoke with expressed gratitude for their teachers, who were right there alongside them on Zoom. But based on her experiences and her podcast’s conversations, Dao wants to see greater sensitivity from schools. She wants there to be better structural support for mental health. She wants students to have a chance to share what they need and desire. And she wants schools to actively listen.\u003c/p>\n\u003cp>Dao appreciates the mental health resources her own school shares and its peer counseling program. While many things are easier in person, she posited that her peers seem less open about their mental health than they were online. Face-to-face, there’s no anonymity and there’s increased vulnerability compared with posting from a social media handle. So peer counseling programs allow students to feel supported in sharing again. The ability to talk with someone in one’s own year, someone who also knows what it’s like to be a student right now — and then to resultantly feel heard, supported and validated, is crucial, she said.\u003c/p>\n\u003cp>Szeto pointed out that some students may be skeptical about using a school resource.\u003c/p>\n\u003cp>“It’s almost like, ‘Oh, you put us through this, how could you know what we’re going through?’” he said.\u003c/p>\n\u003cp>Dao suggested schools could go beyond more formal resources and services to make adaptations that better serve students’ mental health. Some of Nallamothu’s teachers are encouraging more talking in class in general, allowing chatting between topics to go on for longer than she remembers pre-pandemic. Beyond the benefit of getting to socialize with peers again, she noticed the value of getting to talk out concepts, being directly asked for her thoughts or turning around and asking the person behind her a question. She felt more engaged. She wasn’t just speaking at her computer to rectangular video feeds of her classmates. School felt more real in person.\u003c/p>\n\u003cp>“You feel like you’re in a bigger and more connected community that way,” she said. “It’s the people that make it valuable.”\u003c/p>\n\u003cp>While Dao finds it easier to focus in person than at home — she can less easily be distracted by her phone, her family or her neighbor’s dog — she thinks the rapid adjustment makes paying attention still difficult, if in a different way. She likes that some of her teachers are providing opportunities for students to take breaks. She’s heard of students being allowed to go for a quick walk around the building and then return to class, a two-minute reset that she thinks makes a real difference for concentration.\u003c/p>\n\u003cfigure id=\"attachment_58983\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58983\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_5443.jpeg\" alt=\"\" width=\"250\" height=\"487\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Azalia Mariscal \u003ccite>(Courtesy of Azalia Mariscal)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mariscal felt grateful to be able to leave her house when classes went back in person, but that feeling was tempered by her fear of catching Covid. Band class helps distract from that fear: she plays tuba and trombone, and couldn’t really play during online learning. She appreciates the focus required to use the specific amount of air needed to hit each note. “It’s that one thing that makes me feel better,” she said.\u003c/p>\n\u003cp>Dao wants teachers and administrators system-wide to allow students to get in touch with their emotions and personal identities, to allow students to talk about what they’re going through and what they need. Teachers should listen when students say they need more time for homework, for instance: they could correspondingly push out due dates or even assign less work.\u003c/p>\n\u003cp>Ma would like to see less busy work — she can tell the difference between an assignment that challenges her and one that seems only assigned for the sake of assigning. She said her class has been more “bold” in asking for less of that busy work, as well as in asking for extended time for work or test preparation, compared with pre-pandemic school. She feels she and many of her classmates have acquired agency and self-efficacy skills that will benefit them in the future — even if that future includes online learning.\u003c/p>\n\u003cp>“I don’t want to go to online school again. But if it’s for health reasons, it would be OK. I just have to work harder to stay focused,” said Ma.\u003c/p>\n\u003cp>This agency is presently being \u003ca href=\"https://www.kqed.org/news/11902396/shouldnt-have-to-make-this-decision-thousands-of-contra-costa-students-stay-home-citing-omicron-fears\">utilized\u003c/a> by students \u003ca href=\"https://www.washingtonpost.com/education/2022/01/14/students-walkout-covid-safety/\">nationwide\u003c/a> who have staged protests and walk-outs amidst the omicron surge to demand better Covid protections, testing and online schooling options. To only hear students’ preferences for in-person learning and to omit the context of the pandemic is disingenuous. The pandemic made even more visible systemic inequities that made safety and school most challenging for the families who needed the most help — the conditions that often worsen mental health in the first place. Students are pushing both for interesting classes and a feeling of safety at school in the ways they can.\u003c/p>\n\u003cp>\u003cb>TIME BETTER SPENT IN CLASS\u003c/b>\u003c/p>\n\u003cp>When filling out her college applications, Ma asked herself why she goes to school at all. She thought about classes where the teacher is engaging, ones where the discussions are fun. In her English class, not only are her readings insightful, but she feels there’s a depth to them. She learns more from each re-reading, then more out of her teacher’s analysis, then even more from class discussions.\u003c/p>\n\u003cp>The discussions weren’t like that on Zoom. In person, students are energetic. They build off each other. They’re funny. Ma enjoys the chance to laugh, to listen to new points of view, to participate herself. She appreciates when her English class’ readings deal with taboo topics, are open to interpretation and reflect non-Eurocentric worldviews. She’d like to see more of that. Her class read a work by Amy Tan, and Ma appreciated the chance to personally relate to the content, to connect with the narrator and to be able to draw from her own life in her analysis.\u003c/p>\n\u003cp>Ma realized she keeps going to class not just for her English teacher or fellow classmates, but because she actually likes the subject itself. Beyond grades, she feels challenged to uncover meanings and learn how to improve her own writing. The transfer from passively wanting good grades to actively wanting to learn is new, she said.\u003c/p>\n\u003cfigure id=\"attachment_58974\" class=\"wp-caption alignnone\" style=\"max-width: 1078px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58974\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile.png\" alt=\"\" width=\"1078\" height=\"1424\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile.png 1078w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-800x1057.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-1020x1347.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-160x211.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-768x1015.png 768w\" sizes=\"(max-width: 1078px) 100vw, 1078px\">\u003cfigcaption class=\"wp-caption-text\">Sirihaasa Nallamothu is one of several students who re-evaluated the role of school in their lives during the pandemic and chose to follow more personally interesting pursuits. \u003ccite>(Courtesy of Sirihaasa Nallamothu)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Moving from online to in-person laboratory experiments helped Nallamothu understand why she was learning chemistry, instead of just to achieve a good grade. Real-world applications allow students to see the value of learning beyond test scores, she said. She praised recent decisions by some universities to drop SAT or ACT score requirements for admissions and by the CollegeBoard to \u003ca href=\"https://www.politico.com/news/2021/01/22/college-board-scraps-sat-subject-tests-461357\">nix SAT subject tests\u003c/a>. She sees this as a sign that more higher-ups are realizing that understanding is far deeper than test scores: it’s about personal mastery and application.\u003c/p>\n\u003cp>Nallamothu conceived her own way of applying what she was learning. After reading her AP U.S. History textbook’s sole paragraph on the 1918 influenza, she realized she didn’t want her town’s experience from this pandemic to be similarly truncated and forgotten. So she organized the 20-Year Project, a \u003ca href=\"https://www.wjbc.com/2022/01/10/town-of-normal-preserving-artifacts-from-the-covid-19-pandemic-in-a-community-time-capsule/\">community time capsule\u003c/a>.\u003c/p>\n\u003cp>Community-based efforts by her generation give Nallamothu the hope she needs to go to school and try her best in an increasingly unpredictable world. She characterizes Gen Z as trying its best to remedy its unjust inheritances, ones that stretch back far before the pandemic.\u003c/p>\n\u003cp>“Gen Z-ers have been exposed to so much around them. They’ve been exposed to political polarization, social movements, the pandemic, \u003ca href=\"https://www.kqed.org/news/11900424/combating-climate-anxiety-how-young-activists-in-california-are-taking-action\">climate change\u003c/a>. And it feels like we’re really going to make a difference. I’ve seen so many cool people working in my community and on social media, working to make a change. So I think we’ll be in pretty good hands,” said Nallamothu.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Shocking events that disrupt any idea of normalcy are now normal to this generation, Szeto argues. That means many have realized that they can’t plan for their lives using a baseline assumption that the former status quo will return, or even that the current status quo will continue.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I don’t really know if normalcy exists anymore, and I think we’re all just trying to create a new normal in a way,” said Szeto. “But I don’t really know if people can really go back to what they had before. We just went through too much for it, for us to just go back and forget everything that happened.”\u003c/p>\n\n","blocks":[],"excerpt":"Struggling over Zoom tested students’ self-identities. Now teens are taking action to find balance, prioritize mental wellness and care less about school 24/7.","status":"publish","parent":0,"modified":1700528927,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":54,"wordCount":2991},"headData":{"title":"How teens are experiencing their version of the ‘Great Resignation’ | KQED","description":"Struggling over Zoom tested students’ self-identities. Now teens are taking action to find balance, prioritize mental wellness and care less about school 24/7.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Struggling over Zoom tested students’ self-identities. Now teens are taking action to find balance, prioritize mental wellness and care less about school 24/7."},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC5636330471.mp3?updated=1649108769","subhead":"Struggling over Zoom tested students’ self-identities. Now teens are taking action to find balance, prioritize mental wellness and care less about school 24/7","excludeFromSiteSearch":"Include","path":"/mindshift/58972/how-teens-are-experiencing-their-version-of-the-great-resignation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>By her sophomore year, Melody Dao was already enrolled in three AP classes at her high school in Los Angeles County. She expected the challenges ahead to largely be academic.\u003c/p>\n\u003cp>“Before the pandemic,” she said, “I thought I had everything planned out. Everything was going to go smoothly.”\u003c/p>\n\u003cp>Her senior year marked the first time Dao attended class in person since she was a sophomore in March 2020. She described her junior year, spent entirely online, as unmotivating and numbing. Everything seemed overwhelming. She found she couldn’t conjure the same amount of effort she did pre-pandemic to a classroom on Zoom, something we now know is a common experience among students.\u003c/p>\n\u003cp>“Before the pandemic, I was kind of focusing. Then during the pandemic and distance learning, I feel like I just kind of lost it a bit,” said Azalia Mariscal, a junior at Richmond High School in Richmond, California. Mariscal took care of her younger siblings during the school day, helping them focus on their classes and occasionally cooking their meals. She felt there was a lot more to do than just school — which made finding the motivation to pay attention in class and do school work difficult online. Teens took on caregiving roles for their families at a time when the balancing of paid and domestic labor forced women out of the workforce at a disproportionate rate: Estimates in May 2021 placed the figure at \u003ca href=\"https://www.npr.org/2021/05/26/999952298/women-left-their-jobs-to-be-caregivers-a-business-coalition-wants-companies-to-h\">400,000 more\u003c/a> U.S. women left than men.\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>Much of the coverage on Covid’s effects on adolescent mental health focuses on isolation from peers or a desire for normalcy. But for some students, not doing well on \u003ca href=\"https://www.kqed.org/mindshift/58055/dont-go-back-to-the-old-normal-opportunities-for-adolescent-learning-revealed-by-covid-19\">Zoom school\u003c/a> interfered with self-identities they were deeply invested in.\u003c/p>\n\u003cp>“It was a hard realization to realize that I wasn’t the student that I was before and I couldn’t be as motivated as I was before,” said Ian Szeto, also a high school senior in Los Angeles County.\u003c/p>\n\u003cp>Even though his junior year was online, Szeto found his courses were rigorous, eroding his confidence when he \u003ca href=\"https://www.latimes.com/california/story/2021-11-08/as-ds-and-fs-soar-schools-ditch-inequitable-grade-systems\">couldn’t meet expectations\u003c/a> as he once did. With so much of his self esteem and identity based in school, he felt as though he’d lost who he thought he was.\u003c/p>\n\u003cp>“It just felt very frustrating and tiring,” said Szeto.\u003c/p>\n\u003cp>This sentiment seemed widespread amongst his classmates: Szeto recalled Zoom classes where, the moment class wrapped with a teacher’s dismissal, 15 or so students would disappear instantly — as though they’d been hovering over the “Leave” button. It wasn’t as though they had places to be, he said. They just couldn’t take being in class anymore.\u003c/p>\n\u003cfigure id=\"attachment_58988\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58988\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo.png\" alt=\"Study Break with Melody Dao podcast\" width=\"250\" height=\"249\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo.png 2663w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-800x798.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-1020x1018.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-768x766.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-1536x1533.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-2048x2043.png 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo-1920x1916.png 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">During the pandemic, Melody Dao decided to focus less on school and more on what interests her, such as creating a podcast.\u003c/figcaption>\u003c/figure>\n\u003cp>“With everything happening outside of school, how could I focus on school?” asked Dao. “I learned that, yeah, school is not that serious. So why should I focus on it when I can focus on other things that matter more to me?”\u003c/p>\n\u003cp>That’s not to say Dao stopped attending school, or even that she stopped working hard in her classes. But she de-centered school and grades from her priorities focusing instead on her family, her friends, her mental health and her dedication to helping others outside of school.\u003c/p>\n\u003cp>This self-first approach to high school was novel for many of these high school students. Instead of forcing themselves into being or becoming straight-A students, they began thinking about how school could best serve them. They decided to make time for themselves and prioritize what they care about. Many decided to safeguard their mental health.\u003c/p>\n\u003cp>Sound familiar?\u003c/p>\n\u003cp>In continuation of last year’s upward trend of \u003ca href=\"https://www.shrm.org/resourcesandtools/hr-topics/talent-acquisition/pages/interactive-quits-level-by-year.aspx\">voluntary resignations\u003c/a>, a record 4.5 million adults \u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\">quit\u003c/a> their jobs in November 2021, according to the \u003ca href=\"https://www.bls.gov/news.release/jolts.t04.htm\">most recent data\u003c/a> from the\u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\"> U.S. Bureau of Labor Statistics\u003c/a>. While some economists \u003ca href=\"https://www.kqed.org/forum/2010101887279/beyond-the-great-resignation-how-the-u-s-job-market-broke\">complain\u003c/a> that “\u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\">The Great Resignation\u003c/a>” or “The Big Quit” has been largely misunderstood by the media and general public for its failure to take into account retirement and job-swapping rates, many find it undeniable that Covid has influenced the employment conditions workers desire and demand from their employers.\u003c/p>\n\u003cp>Unlike adults, in most states, teens can’t really just quit school. But during the pandemic, teens also experienced a mindset shift as to the best conditions that would facilitate their learning, the ways they prefer to learn, and the role school should play in their lives.\u003c/p>\n\u003cp>These students said the pandemic caused them to approach school differently than they did as freshmen or sophomores in March 2020. Though attitude changes and re-prioritizations are par for the course in adolescence, these teens’ experiences are larger than that: they can draw direct lines from their time spent in isolation, in online classrooms, in the ongoing fear they or their loved ones could become sick — to the students they are now, and to what they value most.\u003c/p>\n\u003cp>\u003cb>DECENTERING SCHOOL\u003c/b>\u003c/p>\n\u003cp>One of the biggest realizations these teens expressed was that school — and by extension, college — wasn’t everything. The speed with which Covid razed once normal, taken-for-granted routines made the future even less predictable. Many students looked inward and asked themselves what they wanted, rather than what was expected of them.\u003c/p>\n\u003cp>Szeto shared that many of his classmates reconsidered their planned majors — wanting to pursue subjects they were actually passionate about — and reconsidered college itself. Some debated whether a high tuition would be worth a university experience that could be largely online. Others reconsidered life plans, given the odds that they would have to work remotely or that another life-altering event could happen. Why not spend your time on this earth doing what you want?\u003c/p>\n\u003cfigure id=\"attachment_58985\" class=\"wp-caption alignnone\" style=\"max-width: 1364px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58985\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019.jpg\" alt=\"\" width=\"1364\" height=\"1819\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019.jpg 1364w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019-1152x1536.jpg 1152w\" sizes=\"(max-width: 1364px) 100vw, 1364px\">\u003cfigcaption class=\"wp-caption-text\">Ian Szeto \u003ccite>(Courtesy of Ian Szeto)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During shelter-in-place, many students — like their adult counterparts — developed hobbies, reignited passions or aligned priorities. Some students went so far as to realize that the untold amounts of effort they spent \u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">striving for an ‘A’\u003c/a> in a subject they weren’t passionate about might not be as worthy a use of their time. A lower grade and more time to work on their own extracurricular projects provided a balance that felt more true.\u003c/p>\n\u003cp>“Now that there’s been this pandemic, it’s given me more opportunity to reflect. And it’s made me come to the realization that I want to prioritize my interests,” said Sirihaasa Nallamothu, a high school junior in Normal, Illinois.\u003c/p>\n\u003cp>Nallamothu learned new coding languages, as did Danielle Ma, a high school senior in Los Angeles County. Szeto spent more time sewing — he designed, cut and stitched the backpack he now wears to school. He feels a rush of pride when classmates compliment him and ask where it’s from. Dao created a \u003ca href=\"https://podcasts.apple.com/us/podcast/study-break/id1522538171\">podcast\u003c/a> in which she \u003ca href=\"https://open.spotify.com/show/12xEOwnqJrsFYwuU9pOPhA\">interviews\u003c/a> teens around the world about their experiences, differences and common ground.\u003c/p>\n\u003cfigure id=\"attachment_58981\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58981\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380.jpeg\" alt=\"\" width=\"250\" height=\"264\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-800x845.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-1020x1077.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-160x169.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-768x811.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-1454x1536.jpeg 1454w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Ma\u003c/figcaption>\u003c/figure>\n\u003cp>“I know a couple of students that have reprioritized their mental health over the pandemic,” said Nallamothu. She says these students changed track from courses solely designed to optimize college admittance to ones that better suit who they are.\u003c/p>\n\u003cp>“They’re taking courses that make them happy or make them feel challenged while prioritizing their mental health, which is really cool,” said Nallamothu. “College isn’t everything. You pursue your interests and you prioritize your mental health and then you’ll have a pretty good outlook on life.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cb>HOW TO REFORM SCHOOL\u003c/b>\u003c/p>\n\u003cp>This new approach to school largely seems to have occurred on an individual level: each student discovering what they want, the state of their mental health, and how to protect both interests in their decisions regarding class choice, college applications and how much studying to do. But students also want to see this emphasis on mental health occurring school-wide, even education system-wide, in the midst of a pandemic.\u003c/p>\n\u003cp>“People have lost family members, they’ve lost friends, they’ve lost other important figures in their life. And it’s just really hard to go through all of that, but then receive a notification on your phone saying, ‘Your teacher posted a new math assignment. It’s due tonight at 11:59 p.m.’,” said Dao.\u003c/p>\n\u003cp>Students don’t think their teachers are insensitive to what they’re going through. All of the students I spoke with expressed gratitude for their teachers, who were right there alongside them on Zoom. But based on her experiences and her podcast’s conversations, Dao wants to see greater sensitivity from schools. She wants there to be better structural support for mental health. She wants students to have a chance to share what they need and desire. And she wants schools to actively listen.\u003c/p>\n\u003cp>Dao appreciates the mental health resources her own school shares and its peer counseling program. While many things are easier in person, she posited that her peers seem less open about their mental health than they were online. Face-to-face, there’s no anonymity and there’s increased vulnerability compared with posting from a social media handle. So peer counseling programs allow students to feel supported in sharing again. The ability to talk with someone in one’s own year, someone who also knows what it’s like to be a student right now — and then to resultantly feel heard, supported and validated, is crucial, she said.\u003c/p>\n\u003cp>Szeto pointed out that some students may be skeptical about using a school resource.\u003c/p>\n\u003cp>“It’s almost like, ‘Oh, you put us through this, how could you know what we’re going through?’” he said.\u003c/p>\n\u003cp>Dao suggested schools could go beyond more formal resources and services to make adaptations that better serve students’ mental health. Some of Nallamothu’s teachers are encouraging more talking in class in general, allowing chatting between topics to go on for longer than she remembers pre-pandemic. Beyond the benefit of getting to socialize with peers again, she noticed the value of getting to talk out concepts, being directly asked for her thoughts or turning around and asking the person behind her a question. She felt more engaged. She wasn’t just speaking at her computer to rectangular video feeds of her classmates. School felt more real in person.\u003c/p>\n\u003cp>“You feel like you’re in a bigger and more connected community that way,” she said. “It’s the people that make it valuable.”\u003c/p>\n\u003cp>While Dao finds it easier to focus in person than at home — she can less easily be distracted by her phone, her family or her neighbor’s dog — she thinks the rapid adjustment makes paying attention still difficult, if in a different way. She likes that some of her teachers are providing opportunities for students to take breaks. She’s heard of students being allowed to go for a quick walk around the building and then return to class, a two-minute reset that she thinks makes a real difference for concentration.\u003c/p>\n\u003cfigure id=\"attachment_58983\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-58983\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_5443.jpeg\" alt=\"\" width=\"250\" height=\"487\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Azalia Mariscal \u003ccite>(Courtesy of Azalia Mariscal)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mariscal felt grateful to be able to leave her house when classes went back in person, but that feeling was tempered by her fear of catching Covid. Band class helps distract from that fear: she plays tuba and trombone, and couldn’t really play during online learning. She appreciates the focus required to use the specific amount of air needed to hit each note. “It’s that one thing that makes me feel better,” she said.\u003c/p>\n\u003cp>Dao wants teachers and administrators system-wide to allow students to get in touch with their emotions and personal identities, to allow students to talk about what they’re going through and what they need. Teachers should listen when students say they need more time for homework, for instance: they could correspondingly push out due dates or even assign less work.\u003c/p>\n\u003cp>Ma would like to see less busy work — she can tell the difference between an assignment that challenges her and one that seems only assigned for the sake of assigning. She said her class has been more “bold” in asking for less of that busy work, as well as in asking for extended time for work or test preparation, compared with pre-pandemic school. She feels she and many of her classmates have acquired agency and self-efficacy skills that will benefit them in the future — even if that future includes online learning.\u003c/p>\n\u003cp>“I don’t want to go to online school again. But if it’s for health reasons, it would be OK. I just have to work harder to stay focused,” said Ma.\u003c/p>\n\u003cp>This agency is presently being \u003ca href=\"https://www.kqed.org/news/11902396/shouldnt-have-to-make-this-decision-thousands-of-contra-costa-students-stay-home-citing-omicron-fears\">utilized\u003c/a> by students \u003ca href=\"https://www.washingtonpost.com/education/2022/01/14/students-walkout-covid-safety/\">nationwide\u003c/a> who have staged protests and walk-outs amidst the omicron surge to demand better Covid protections, testing and online schooling options. To only hear students’ preferences for in-person learning and to omit the context of the pandemic is disingenuous. The pandemic made even more visible systemic inequities that made safety and school most challenging for the families who needed the most help — the conditions that often worsen mental health in the first place. Students are pushing both for interesting classes and a feeling of safety at school in the ways they can.\u003c/p>\n\u003cp>\u003cb>TIME BETTER SPENT IN CLASS\u003c/b>\u003c/p>\n\u003cp>When filling out her college applications, Ma asked herself why she goes to school at all. She thought about classes where the teacher is engaging, ones where the discussions are fun. In her English class, not only are her readings insightful, but she feels there’s a depth to them. She learns more from each re-reading, then more out of her teacher’s analysis, then even more from class discussions.\u003c/p>\n\u003cp>The discussions weren’t like that on Zoom. In person, students are energetic. They build off each other. They’re funny. Ma enjoys the chance to laugh, to listen to new points of view, to participate herself. She appreciates when her English class’ readings deal with taboo topics, are open to interpretation and reflect non-Eurocentric worldviews. She’d like to see more of that. Her class read a work by Amy Tan, and Ma appreciated the chance to personally relate to the content, to connect with the narrator and to be able to draw from her own life in her analysis.\u003c/p>\n\u003cp>Ma realized she keeps going to class not just for her English teacher or fellow classmates, but because she actually likes the subject itself. Beyond grades, she feels challenged to uncover meanings and learn how to improve her own writing. The transfer from passively wanting good grades to actively wanting to learn is new, she said.\u003c/p>\n\u003cfigure id=\"attachment_58974\" class=\"wp-caption alignnone\" style=\"max-width: 1078px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-58974\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile.png\" alt=\"\" width=\"1078\" height=\"1424\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile.png 1078w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-800x1057.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-1020x1347.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-160x211.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile-768x1015.png 768w\" sizes=\"(max-width: 1078px) 100vw, 1078px\">\u003cfigcaption class=\"wp-caption-text\">Sirihaasa Nallamothu is one of several students who re-evaluated the role of school in their lives during the pandemic and chose to follow more personally interesting pursuits. \u003ccite>(Courtesy of Sirihaasa Nallamothu)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Moving from online to in-person laboratory experiments helped Nallamothu understand why she was learning chemistry, instead of just to achieve a good grade. Real-world applications allow students to see the value of learning beyond test scores, she said. She praised recent decisions by some universities to drop SAT or ACT score requirements for admissions and by the CollegeBoard to \u003ca href=\"https://www.politico.com/news/2021/01/22/college-board-scraps-sat-subject-tests-461357\">nix SAT subject tests\u003c/a>. She sees this as a sign that more higher-ups are realizing that understanding is far deeper than test scores: it’s about personal mastery and application.\u003c/p>\n\u003cp>Nallamothu conceived her own way of applying what she was learning. After reading her AP U.S. History textbook’s sole paragraph on the 1918 influenza, she realized she didn’t want her town’s experience from this pandemic to be similarly truncated and forgotten. So she organized the 20-Year Project, a \u003ca href=\"https://www.wjbc.com/2022/01/10/town-of-normal-preserving-artifacts-from-the-covid-19-pandemic-in-a-community-time-capsule/\">community time capsule\u003c/a>.\u003c/p>\n\u003cp>Community-based efforts by her generation give Nallamothu the hope she needs to go to school and try her best in an increasingly unpredictable world. She characterizes Gen Z as trying its best to remedy its unjust inheritances, ones that stretch back far before the pandemic.\u003c/p>\n\u003cp>“Gen Z-ers have been exposed to so much around them. They’ve been exposed to political polarization, social movements, the pandemic, \u003ca href=\"https://www.kqed.org/news/11900424/combating-climate-anxiety-how-young-activists-in-california-are-taking-action\">climate change\u003c/a>. And it feels like we’re really going to make a difference. I’ve seen so many cool people working in my community and on social media, working to make a change. So I think we’ll be in pretty good hands,” said Nallamothu.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Shocking events that disrupt any idea of normalcy are now normal to this generation, Szeto argues. That means many have realized that they can’t plan for their lives using a baseline assumption that the former status quo will return, or even that the current status quo will continue.\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>“I don’t really know if normalcy exists anymore, and I think we’re all just trying to create a new normal in a way,” said Szeto. “But I don’t really know if people can really go back to what they had before. We just went through too much for it, for us to just go back and forget everything that happened.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58972/how-teens-are-experiencing-their-version-of-the-great-resignation","authors":["11603"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848","mindshift_20874"],"tags":["mindshift_20984","mindshift_21460","mindshift_20772","mindshift_21395","mindshift_20852","mindshift_21159"],"featImg":"mindshift_58975","label":"mindshift_21847"},"mindshift_57885":{"type":"posts","id":"mindshift_57885","meta":{"index":"posts_1591205157","site":"mindshift","id":"57885","score":null,"sort":[1621321439000]},"guestAuthors":[],"slug":"be-proud-of-where-you-come-from-an-indian-american-teens-winning-podcast","title":"'Be Proud Of Where You Come From': An Indian-American Teen's Winning Podcast","publishDate":1621321439,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Kriti Sarav does her best work in a narrow bedroom closet. Wedged in among plastic storage bins full of spare sheets, blankets, and pillows, the 16-year-old podcaster sits at a small desk with a microphone and headphones.\u003c/p>\n\u003cp>\"We got really lucky because when we moved into this house, they had this desk here,\" Kriti says. \"I like it for podcasting now — and storage, obviously.\"\u003c/p>\n\u003cp>It was in this tiny closet that Kriti recorded the podcast that won our high school grand prize in this year's \u003ca href=\"https://www.npr.org/series/662609200/npr-student-podcast-challenge\">NPR Student Podcast Challenge\u003c/a>. The story, about her struggle to embrace her Indian-American identity, was the unanimous choice among the judges.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/1006663348\" params=\"color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>\u003cem>\"My very own bully\"\u003cbr>\n\u003c/em>\u003cem>Kriti Sarav, High School Winner\u003cbr>\n\u003c/em>\u003cem>University of Chicago Laboratory School, Chicago, Ill.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>(You can listen to the \u003ca href=\"http://www.npr.org/996508586\">middle school winner\u003c/a> and \u003ca href=\"https://www.npr.org/2021/04/22/989728151/npr-student-podcast-winner-uncovers-family-secret-looks-for-donor-dad\">college \u003c/a>\u003ca href=\"https://www.npr.org/2021/04/23/987671620/family-lore-fact-check-finding-the-teen-muhammad-ali-boxed-along-the-way\">winners \u003c/a>on the Student Podcast Challenge \u003ca href=\"https://www.npr.org/series/662609200/npr-student-podcast-challenge\">homepage\u003c/a>. Check out this year's \u003ca href=\"http://www.npr.org/996191376\">honorable mentions\u003c/a> while you're at it!)\u003c/p>\n\u003cp>When we visited Kriti in Chicago, something else in her makeshift studio caught our eye: a shrine carved of wood, about the size of a basketball, that sits empty for now.\u003c/p>\n\u003cp>\"It's like a mini-temple kind of thing,\" Kriti says.\u003c/p>\n\u003cp>Inside once sat a small figure of the elephant-headed Hindu god, Ganesha. Kriti says it used to hang in their old house, \"but now we just took his figure and put it down in our kitchen because this was a little too bulky and heavy.\"\u003c/p>\n\u003cp>Kriti identifies as Indian-American and says the hyphen is important: Her podcast is all about growing up between cultures and how, at times she resented the parts of herself that didn't seem to fit the mold she saw around her.\u003c/p>\n\u003cp>\"My honey-brown skin contrasted greatly with the peachy whites and olives of my friends,\" Kriti says, early in the episode. \"My parents called me \u003cem>raja\u003c/em> and \u003cem>beta\u003c/em>, not munchkin or cutie-pie. When I opened up my lunchbox, I had a thermos full of daal and rice and chapati and roti — not mac n' cheese or PB&J.\"\u003c/p>\n\u003cfigure id=\"attachment_57887\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57887\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/oobineme_npr_photos_studentpodcastchallenge_kitrisarav_20210507-9780_slide-11f11d94205fbb3ce60c7270a00ac7d206a9e68c-e1621494450328.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">NPR Student Podcast Challenge winner Kitri Sarav gazes in the mirror after applying a bindi on her forehead and a tikka along the parting of her hair. Chicago, Illinois, Friday, May 7, 2021. \u003ccite>(Olivia Obineme/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The older she got, the more insecure she became about her Indian heritage, especially when her grandmother would visit Chicago from India, wearing a sari and the traditional red bindi on her forehead.\u003c/p>\n\u003cp>\"I hated the way other kids would look at my grandma and me shopping. I hated the way they would ask if her bindi was a mole,\" Kriti says in one of the podcast's most painful moments. \"Deep down, I wanted to rip that bindi off her head and cut off her long, thick, dark, braided hair and put a nice dress with a blue cardigan on her.\"\u003c/p>\n\u003cp>After years of internalizing these feelings of otherness, Kriti says, she realized recently that \u003cem>she\u003c/em> had become her biggest critic. And she wrote her winning podcast, \"\u003ca href=\"https://soundcloud.com/user-868903390-84850882/my-very-own-bully\">My Very Own Bully\u003c/a>,\" to take back the narrative and finally say: Enough is enough.\u003c/p>\n\u003cp>Kriti says for so long she worried about seeming different, because the world was constantly telling her she \u003cem>was\u003c/em> different. She remembers being 9 years old, when, out of the blue, a classmate told her: \"Hey Kriti, your skin's the color of poop.\"\u003c/p>\n\u003cp>And then, there were the constant, agonizing mispronunciations of her name:\u003c/p>\n\u003cp>Kreedy, Kyreetee, Chrissy.\u003c/p>\n\u003cp>\"I got an award,\" Kriti says, sitting on the floor outside her closet studio. \"And they said my name was Chrissy Sarva. And that's just not my name!\"\u003c/p>\n\u003cp>For the record, it's pronounced \u003cem>KRIH-thee suh-RAHV\u003c/em>.\u003c/p>\n\u003cp>As a kid, Kriti started to believe all these messages, telling her implicitly or explicitly that she was different, that she was \u003cem>weird\u003c/em>. For years she hated her name, and says she once asked her mom if she could simply go by Kiki.\u003c/p>\n\u003cp>\"On the tennis court, no one really says my name right. And I do think that contributes to a lack of self-confidence on the court,\" Kriti says. \"I've never corrected anybody on the tennis court, and I don't know why it is.\"\u003c/p>\n\u003cp>But making her podcast, and coming to grips with her identity, she says, taught her a lesson:\u003c/p>\n\u003cp>\"It really doesn't matter what you or anyone else, for that matter, says to me,\" Kriti says toward the end of her podcast. \"What matters are the words that I whisper, day in and day out, to myself.\"\u003c/p>\n\u003cp>What are those words?\u003c/p>\n\u003cp>Kriti leans across the bedroom floor and, with a smile, whispers quietly into our microphone:\u003c/p>\n\u003cp>\"I am strong. I am powerful. You have such an amazing and vibrant culture. You should just be proud of who you are. Be proud of where you come from.\"\u003c/p>\n\u003cp>Kriti hopes her story can provide some comfort to all the other kids out there who've felt this kind of isolation and pain.\u003c/p>\n\u003cfigure id=\"attachment_57888\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57888\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/oobineme_npr_photos_studentpodcastchallenge_kitrisarav_20210507-9705_slide-39be688ad22c27ef1104a19975cd2670db8fe958-e1621494494688.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Sarav sits in her study in her family's home. \u003ccite>(Olivia Obineme for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>These days, when Kriti isn't in school or on the tennis court, she's sitting in that narrow closet, next to Ganesha's empty shrine, talking into the microphone about... financial literacy. She has a podcast called \"\u003ca href=\"https://www.whyfimatters.com/\">WhyFI Matters\u003c/a>\" and you can listen to it \u003ca href=\"https://www.whyfimatters.com/listen\">here\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Be+Proud+Of+Where+You+Come+From%27%3A+An+Indian-American+Teen%27s+Winning+Podcast&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"This year's high school winner in the NPR Student Podcast Challenge tackles the complexities of her Indian-American identity. ","status":"publish","parent":0,"modified":1621494700,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":949},"headData":{"title":"'Be Proud Of Where You Come From': An Indian-American Teen's Winning Podcast - MindShift","description":"This year's high school winner in the NPR Student Podcast Challenge tackles the complexities of her Indian-American identity. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57885 https://ww2.kqed.org/mindshift/?p=57885","disqusUrl":"https://ww2.kqed.org/mindshift/2021/05/18/be-proud-of-where-you-come-from-an-indian-american-teens-winning-podcast/","disqusTitle":"'Be Proud Of Where You Come From': An Indian-American Teen's Winning Podcast","nprByline":"Cory Turner and Sequoia Carrillo","nprImageAgency":"Olivia Obineme for NPR","nprStoryId":"996509072","nprApiLink":"http://api.npr.org/query?id=996509072&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/05/17/996509072/be-proud-of-where-you-come-from-an-indian-american-teens-winning-podcast?ft=nprml&f=996509072","nprRetrievedStory":"1","nprPubDate":"Tue, 18 May 2021 01:00:00 -0400","nprStoryDate":"Mon, 17 May 2021 06:00:00 -0400","nprLastModifiedDate":"Mon, 17 May 2021 17:57:15 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2021/05/20210517_atc_be_proud_of_where_you_come_from_an_indian-american_teens_winning_podcast.mp3?orgId=1&topicId=1013&aggIds=662609200&d=246&p=2&story=996509072&ft=nprml&f=996509072","nprAudioM3u":"http://api.npr.org/m3u/1997602154-fca2d8.m3u?orgId=1&topicId=1013&aggIds=662609200&d=246&p=2&story=996509072&ft=nprml&f=996509072","path":"/mindshift/57885/be-proud-of-where-you-come-from-an-indian-american-teens-winning-podcast","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2021/05/20210517_atc_be_proud_of_where_you_come_from_an_indian-american_teens_winning_podcast.mp3?orgId=1&topicId=1013&aggIds=662609200&d=246&p=2&story=996509072&ft=nprml&f=996509072","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Kriti Sarav does her best work in a narrow bedroom closet. Wedged in among plastic storage bins full of spare sheets, blankets, and pillows, the 16-year-old podcaster sits at a small desk with a microphone and headphones.\u003c/p>\n\u003cp>\"We got really lucky because when we moved into this house, they had this desk here,\" Kriti says. \"I like it for podcasting now — and storage, obviously.\"\u003c/p>\n\u003cp>It was in this tiny closet that Kriti recorded the podcast that won our high school grand prize in this year's \u003ca href=\"https://www.npr.org/series/662609200/npr-student-podcast-challenge\">NPR Student Podcast Challenge\u003c/a>. The story, about her struggle to embrace her Indian-American identity, was the unanimous choice among the judges.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/1006663348&visual=true&color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true'\n title='https://api.soundcloud.com/tracks/1006663348'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cem>\"My very own bully\"\u003cbr>\n\u003c/em>\u003cem>Kriti Sarav, High School Winner\u003cbr>\n\u003c/em>\u003cem>University of Chicago Laboratory School, Chicago, Ill.\u003c/em>\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>(You can listen to the \u003ca href=\"http://www.npr.org/996508586\">middle school winner\u003c/a> and \u003ca href=\"https://www.npr.org/2021/04/22/989728151/npr-student-podcast-winner-uncovers-family-secret-looks-for-donor-dad\">college \u003c/a>\u003ca href=\"https://www.npr.org/2021/04/23/987671620/family-lore-fact-check-finding-the-teen-muhammad-ali-boxed-along-the-way\">winners \u003c/a>on the Student Podcast Challenge \u003ca href=\"https://www.npr.org/series/662609200/npr-student-podcast-challenge\">homepage\u003c/a>. Check out this year's \u003ca href=\"http://www.npr.org/996191376\">honorable mentions\u003c/a> while you're at it!)\u003c/p>\n\u003cp>When we visited Kriti in Chicago, something else in her makeshift studio caught our eye: a shrine carved of wood, about the size of a basketball, that sits empty for now.\u003c/p>\n\u003cp>\"It's like a mini-temple kind of thing,\" Kriti says.\u003c/p>\n\u003cp>Inside once sat a small figure of the elephant-headed Hindu god, Ganesha. Kriti says it used to hang in their old house, \"but now we just took his figure and put it down in our kitchen because this was a little too bulky and heavy.\"\u003c/p>\n\u003cp>Kriti identifies as Indian-American and says the hyphen is important: Her podcast is all about growing up between cultures and how, at times she resented the parts of herself that didn't seem to fit the mold she saw around her.\u003c/p>\n\u003cp>\"My honey-brown skin contrasted greatly with the peachy whites and olives of my friends,\" Kriti says, early in the episode. \"My parents called me \u003cem>raja\u003c/em> and \u003cem>beta\u003c/em>, not munchkin or cutie-pie. When I opened up my lunchbox, I had a thermos full of daal and rice and chapati and roti — not mac n' cheese or PB&J.\"\u003c/p>\n\u003cfigure id=\"attachment_57887\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57887\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/oobineme_npr_photos_studentpodcastchallenge_kitrisarav_20210507-9780_slide-11f11d94205fbb3ce60c7270a00ac7d206a9e68c-e1621494450328.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">NPR Student Podcast Challenge winner Kitri Sarav gazes in the mirror after applying a bindi on her forehead and a tikka along the parting of her hair. Chicago, Illinois, Friday, May 7, 2021. \u003ccite>(Olivia Obineme/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The older she got, the more insecure she became about her Indian heritage, especially when her grandmother would visit Chicago from India, wearing a sari and the traditional red bindi on her forehead.\u003c/p>\n\u003cp>\"I hated the way other kids would look at my grandma and me shopping. I hated the way they would ask if her bindi was a mole,\" Kriti says in one of the podcast's most painful moments. \"Deep down, I wanted to rip that bindi off her head and cut off her long, thick, dark, braided hair and put a nice dress with a blue cardigan on her.\"\u003c/p>\n\u003cp>After years of internalizing these feelings of otherness, Kriti says, she realized recently that \u003cem>she\u003c/em> had become her biggest critic. And she wrote her winning podcast, \"\u003ca href=\"https://soundcloud.com/user-868903390-84850882/my-very-own-bully\">My Very Own Bully\u003c/a>,\" to take back the narrative and finally say: Enough is enough.\u003c/p>\n\u003cp>Kriti says for so long she worried about seeming different, because the world was constantly telling her she \u003cem>was\u003c/em> different. She remembers being 9 years old, when, out of the blue, a classmate told her: \"Hey Kriti, your skin's the color of poop.\"\u003c/p>\n\u003cp>And then, there were the constant, agonizing mispronunciations of her name:\u003c/p>\n\u003cp>Kreedy, Kyreetee, Chrissy.\u003c/p>\n\u003cp>\"I got an award,\" Kriti says, sitting on the floor outside her closet studio. \"And they said my name was Chrissy Sarva. And that's just not my name!\"\u003c/p>\n\u003cp>For the record, it's pronounced \u003cem>KRIH-thee suh-RAHV\u003c/em>.\u003c/p>\n\u003cp>As a kid, Kriti started to believe all these messages, telling her implicitly or explicitly that she was different, that she was \u003cem>weird\u003c/em>. For years she hated her name, and says she once asked her mom if she could simply go by Kiki.\u003c/p>\n\u003cp>\"On the tennis court, no one really says my name right. And I do think that contributes to a lack of self-confidence on the court,\" Kriti says. \"I've never corrected anybody on the tennis court, and I don't know why it is.\"\u003c/p>\n\u003cp>But making her podcast, and coming to grips with her identity, she says, taught her a lesson:\u003c/p>\n\u003cp>\"It really doesn't matter what you or anyone else, for that matter, says to me,\" Kriti says toward the end of her podcast. \"What matters are the words that I whisper, day in and day out, to myself.\"\u003c/p>\n\u003cp>What are those words?\u003c/p>\n\u003cp>Kriti leans across the bedroom floor and, with a smile, whispers quietly into our microphone:\u003c/p>\n\u003cp>\"I am strong. I am powerful. You have such an amazing and vibrant culture. You should just be proud of who you are. Be proud of where you come from.\"\u003c/p>\n\u003cp>Kriti hopes her story can provide some comfort to all the other kids out there who've felt this kind of isolation and pain.\u003c/p>\n\u003cfigure id=\"attachment_57888\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-57888\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/oobineme_npr_photos_studentpodcastchallenge_kitrisarav_20210507-9705_slide-39be688ad22c27ef1104a19975cd2670db8fe958-e1621494494688.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Sarav sits in her study in her family's home. \u003ccite>(Olivia Obineme for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>These days, when Kriti isn't in school or on the tennis court, she's sitting in that narrow closet, next to Ganesha's empty shrine, talking into the microphone about... financial literacy. She has a podcast called \"\u003ca href=\"https://www.whyfimatters.com/\">WhyFI Matters\u003c/a>\" and you can listen to it \u003ca href=\"https://www.whyfimatters.com/listen\">here\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Be+Proud+Of+Where+You+Come+From%27%3A+An+Indian-American+Teen%27s+Winning+Podcast&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57885/be-proud-of-where-you-come-from-an-indian-american-teens-winning-podcast","authors":["byline_mindshift_57885"],"categories":["mindshift_20874"],"tags":["mindshift_20984","mindshift_21425","mindshift_74","mindshift_486","mindshift_20624"],"featImg":"mindshift_57886","label":"mindshift"},"mindshift_57877":{"type":"posts","id":"mindshift_57877","meta":{"index":"posts_1591205157","site":"mindshift","id":"57877","score":null,"sort":[1615020095000]},"guestAuthors":[],"slug":"how-to-raise-helpful-kids-truly-include-them-and-accept-mess","title":"How to Raise Helpful Kids? Truly Include Them and Accept Mess","publishDate":1615020095,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>It was a simple experiment. Lucia Alcala, a psychologist, built a tiny model grocery store with aisles and different items that she could put on a family's dining room table.\u003c/p>\n\u003cp>She and her colleagues brought the model store to 43 family's homes along California's Central Coast. Each family had a pair of siblings, ages 6 to 10.\u003c/p>\n\u003cp>She gave the siblings clear instructions: Find an efficient route through the store to pick up a list of grocery items and — this was made clear — \"work together, collaborate and help each other,\" says Alcala, of California State University, Fullerton. \"We gave them very specific instructions.\"\u003c/p>\n\u003cp>\u003ca href=\"https://multiplex.videohall.com/presentations/1346\">Alcala and her colleagues logged what happened\u003c/a>. Did the siblings help each other? Did they boss each other around? Did the older ones exclude the younger ones from the task?\u003c/p>\n\u003cp>For decades, scientists have documented a surprising phenomenon: In many cultures around the world, parents don't struggle to raise helpful, kind kids. From ages 2 to 18, kids \u003cem>want\u003c/em> to help their families. They wake up in the morning and voluntarily do the dishes. They hop off their bikes to help their dad carry groceries into the house. And when somebody hands them a muffin, they share it with a younger sibling before taking a bite themselves.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>You can find kids like this in a huge range of cultures, scientists have documented: from hunter-gatherers in the Arctic to farmers in the Andes, from pastoralists in Kenya's savanna to fisherfolk in the Philippines.\u003c/p>\n\u003cp>For the past four years, I've been on a mission to learn why. What are these parents doing to instill such helpfulness in their kids? I describe what I found in my new book,\u003ca href=\"https://www.simonandschuster.com/books/Hunt-Gather-Parent/Michaeleen-Doucleff/9781982149673\"> \u003cem>Hunt, Gather, Parent\u003c/em>\u003c/a>\u003cem>.\u003c/em> While researching for the book, I traveled to three of the world's most revered cultures — the Maya, Inuit and Hadzabe — and talked with moms, dads, grandpas, grandmas, great-grandmas and great-grandpas about parenting. I also brought along my toddler, Rosy, so the parents could see just what I was up against.\u003c/p>\n\u003cp>When I returned home, I read more than a hundred studies on the topic. I realized there are two key practices that parents all around the world use to teach children to be helpful and cooperative. And yet many American parents (including the one writing this essay) often do just the opposite — a point Alcala and her colleagues have\u003ca href=\"https://www.karger.com/Article/Abstract/356763\"> documented\u003c/a> in several studies.\u003c/p>\n\u003cp>\u003cstrong>Key practice #1: To scramble or not to scramble?\u003c/strong>\u003c/p>\n\u003cp>Say, for example, you're scrambling eggs in the morning and your 4-year-old hops up on a stool and grabs the spatula from your hands. What do you do?\u003c/p>\n\u003cp>How you respond to a very young child who shows interest in helping is key to whether that child grows into a 12-year-old who wants to help around the house or (and this will sound familiar to many of us) a kid who rolls their eyes when you ask, according to Alcala.\u003c/p>\n\u003cp>In several studies she conducted, many moms told Alcala that they don't let young children and toddlers help around the house.\u003c/p>\n\u003cp>\"What they say is that, 'I know she's not going to do a competent job, and she's going to create more work for me,' \" Alcala says. \"So the parents exclude the child from helping because they're not competent yet.\" (That's exactly what I was doing with Rosy.)\u003c/p>\n\u003cp>But Alcala and other psychologists say this shooing away — or excluding kids from helping — can have negative consequences. Over time, it may erode a child's motivation to help and possibly extinguish their desire to cooperate.\u003c/p>\n\u003cp>That's exactly what Alcala observed in the experiment with the model grocery store. Some of the older siblings excluded the younger ones while planning the route through the store. When the younger child suggested an idea or pointed to a grocery item, the older sibling shooed them away or even ignored them.\u003c/p>\n\u003cp>With one pair of siblings, a little brother tried to point to a grocery item, and his older brother literally pushed his hand out of the way (something I have actually done when my little girl has tried to help me in the kitchen). \"The older brother completely ignored his little brother,\" Alcala says. \"He never acknowledges anything.\"\u003c/p>\n\u003cp>Being excluded, ignored or even pushed away discouraged the younger children from helping, Alcala and her colleagues\u003ca href=\"https://www.pnas.org/content/115/45/11377.abstract\"> reported\u003c/a> in the \u003cem>Proceedings of the National Academy of Sciences\u003c/em>.\u003c/p>\n\u003cp>\"After a younger sibling tried for a while, they kind of lost interest,\" she says. \"So in one case, the younger sibling just went under the table and kind of gave up. In another case, he went away and didn't want to continue because there was no room for him to be part of the task.\"\u003c/p>\n\u003cp>On the flip side, when the older sibling included the younger sibling — either by using the younger sibling's ideas or by simply acknowledging the ideas — the younger child became \u003cem>more \u003c/em>engaged in the task. The siblings began to cooperate, paid attention to what each was trying to accomplish and then built off each other's ideas.\u003c/p>\n\u003cp>Alcala and other psychologists think a similar phenomenon happens when young kids try to help their parents. They start off with a great desire to work together with their family — to cooperate and work as a team. If parents purposefully do chores while the child is not there, tell the child to go play or watch TV, or overly manage the activity with many instructions and corrections, young children lose interest — not just in the chores but in helping their parents. At the same time, kids miss out on opportunities to learn how to collaborate and work together with their siblings and parents.\u003c/p>\n\u003cp>But in cultures that raise helpful children, parents welcome young children and toddlers into family chores and work — even if the child will make a bit of a mess or slow down the work. Anthropologist David Lancy \u003ca href=\"https://www.cambridge.org/core/books/child-helpers/EC8A96FFDED19F1299805073435D5774\">documented \u003c/a>this for decades.\u003c/p>\n\u003cp>In other words, if your 4-year-old grabs the spatula from your hand while you're scrambling eggs, you could interpret that grabbiness as your child wanting to help. Your child just doesn't know the best way to do it. And so you need to find a way to include your child in the task.\u003c/p>\n\u003cp>How does a parent let a clumsy toddler help with a task they can't actually do yet — especially a task that may be too dangerous for them?\u003c/p>\n\u003cp>They use the second key practice when teaching cooperativity.\u003c/p>\n\u003cp>\u003cstrong>Key practice #2: Three subtasks an hour\u003c/strong>\u003c/p>\n\u003cp>Instead of waiting for a child to choose their own method of helping, which may not be appropriate with their skill level, parents in many cultures proactively enlist help from a nearby child on a regular basis. When a mom or dad is cleaning, cooking, gardening or taking care of another child, they ask for the child's help. Lancy calls this \"chore curriculum,\" because kids learn important chores around the home. But I also think of it as \"cooperation curriculum\" because it helps kids learn to work together with their family.\u003c/p>\n\u003cp>Now these requests to help are a bit different from what you might think. They're not like \"Rosy, go clean up the living room,\" or \"Rosy, go load the dishwasher\" — or even \"Rosy, go make your bed.\"\u003c/p>\n\u003cp>These requests are tiny subtasks of things you're already doing. They're designed to teach children to take action when others need help as part of being a good family member.\u003c/p>\n\u003cp>\"So, for example, you're in the middle of cooking and the spoon is just out of reach, so you ask the child nearby to hand you a spoon,\" says anthropological psychologist Sheina Lew-Levy of Simon Fraser University in British Columbia, Canada.\u003c/p>\n\u003cp>Or, say you're taking out the garbage and your hands are full, so you ask the child to hold the front door for you. Or dinner is almost ready, so you hand a kid some plates and tell the child to put them on the table. These are quick, easy subtasks that kids can do. But they are real tasks. They are genuinely useful and make a real contribution.\u003c/p>\n\u003cp>Lew-Levy has documented this practice with a group of foragers in the Republic of Congo called the BaYaka. She followed kids, ages 3 to 17, for four hours each day and wrote down everything other people said to them. Then she counted how many requests for help the parents gave to the children each hour. \"So requests like, 'Hold the cup' or 'Bring me the machete,' \" she says. \"Parents involve kids every step of the way, from the smallest task all the way to the biggest task.\"\u003c/p>\n\u003cp>On average, parents made about three requests per hour to each child, Lew-Levy and her colleague\u003ca href=\"https://anthrosource.onlinelibrary.wiley.com/doi/full/10.1111/etho.12284\"> reported\u003c/a> in the journal \u003cem>Ethos \u003c/em>in January.\u003c/p>\n\u003cp>Strikingly, the youngest children, ages 3 to 4, received the most requests, while the older ones, kids in their teens, received the fewest. The small, easy requests, given early on, taught the kids how to be helpful and cooperate.\u003c/p>\n\u003cp>\"The children start to preempt what's needed, and then the less parents need to be telling them what to do,\" Lew-Levy says. \"You can pull back on the teaching, and kids just do it on their own.\"\u003c/p>\n\u003cp>As children grow older and become more competent, they're given more complex subtasks and even full tasks, Lew-Levy says. \"For example, a parent may tell the child to go get tubers, and then they're out all day doing that.\"\u003c/p>\n\u003cp>In my own home, I've found that my 5-year-old daughter loves to do small subtasks of what I'm doing. While we clean, she goes and gets the vacuum, holds the dustpan and runs over to put books away. When we grocery shop, she runs to grab items around the store, helps put the groceries onto the counter and carries a small bag out to the car. And in the kitchen, she's a great sous-chef. She cracks eggs, tears herbs, stirs the pancake mix.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And, yes, sometimes she even scrambles the eggs.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Are+We+Raising+Unhelpful%2C+Bossy+Kids%3F+Here%27s+The+Fix&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In some cultures, kids roll their eyes when asked to do chores. In others, they'll pitch in without even being asked. Researchers have identified two key practices to raise helpful children.","status":"publish","parent":0,"modified":1621324197,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":1738},"headData":{"title":"How to Raise Helpful Kids? Truly Include Them and Accept Mess - MindShift","description":"In some cultures, kids roll their eyes when asked to do chores. In others, they'll pitch in without even being asked. Researchers have identified two key practices to raise helpful children.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57877 https://ww2.kqed.org/mindshift/?p=57877","disqusUrl":"https://ww2.kqed.org/mindshift/2021/03/06/how-to-raise-helpful-kids-truly-include-them-and-accept-mess/","disqusTitle":"How to Raise Helpful Kids? Truly Include Them and Accept Mess","nprByline":"Michaeleen Doucleff","nprStoryId":"974069925","nprApiLink":"http://api.npr.org/query?id=974069925&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/goatsandsoda/2021/03/05/974069925/are-we-raising-unhelpful-bossy-kids-heres-the-fix?ft=nprml&f=974069925","nprRetrievedStory":"1","nprPubDate":"Thu, 01 Apr 2021 15:36:00 -0400","nprStoryDate":"Fri, 05 Mar 2021 14:37:43 -0500","nprLastModifiedDate":"Thu, 01 Apr 2021 15:36:26 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/lifekit/2021/04/20210401_lifekit_chores_life_kit__-_final.mp3?orgId=1&topicId=1164&aggIds=676529561&d=1262&story=974069925&ft=nprml&f=974069925","nprAudioM3u":"http://api.npr.org/m3u/1983551874-8b36b0.m3u?orgId=1&topicId=1164&aggIds=676529561&d=1262&story=974069925&ft=nprml&f=974069925","path":"/mindshift/57877/how-to-raise-helpful-kids-truly-include-them-and-accept-mess","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/lifekit/2021/04/20210401_lifekit_chores_life_kit__-_final.mp3?orgId=1&topicId=1164&aggIds=676529561&d=1262&story=974069925&ft=nprml&f=974069925","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It was a simple experiment. Lucia Alcala, a psychologist, built a tiny model grocery store with aisles and different items that she could put on a family's dining room table.\u003c/p>\n\u003cp>She and her colleagues brought the model store to 43 family's homes along California's Central Coast. Each family had a pair of siblings, ages 6 to 10.\u003c/p>\n\u003cp>She gave the siblings clear instructions: Find an efficient route through the store to pick up a list of grocery items and — this was made clear — \"work together, collaborate and help each other,\" says Alcala, of California State University, Fullerton. \"We gave them very specific instructions.\"\u003c/p>\n\u003cp>\u003ca href=\"https://multiplex.videohall.com/presentations/1346\">Alcala and her colleagues logged what happened\u003c/a>. Did the siblings help each other? Did they boss each other around? Did the older ones exclude the younger ones from the task?\u003c/p>\n\u003cp>For decades, scientists have documented a surprising phenomenon: In many cultures around the world, parents don't struggle to raise helpful, kind kids. From ages 2 to 18, kids \u003cem>want\u003c/em> to help their families. They wake up in the morning and voluntarily do the dishes. They hop off their bikes to help their dad carry groceries into the house. And when somebody hands them a muffin, they share it with a younger sibling before taking a bite themselves.\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>You can find kids like this in a huge range of cultures, scientists have documented: from hunter-gatherers in the Arctic to farmers in the Andes, from pastoralists in Kenya's savanna to fisherfolk in the Philippines.\u003c/p>\n\u003cp>For the past four years, I've been on a mission to learn why. What are these parents doing to instill such helpfulness in their kids? I describe what I found in my new book,\u003ca href=\"https://www.simonandschuster.com/books/Hunt-Gather-Parent/Michaeleen-Doucleff/9781982149673\"> \u003cem>Hunt, Gather, Parent\u003c/em>\u003c/a>\u003cem>.\u003c/em> While researching for the book, I traveled to three of the world's most revered cultures — the Maya, Inuit and Hadzabe — and talked with moms, dads, grandpas, grandmas, great-grandmas and great-grandpas about parenting. I also brought along my toddler, Rosy, so the parents could see just what I was up against.\u003c/p>\n\u003cp>When I returned home, I read more than a hundred studies on the topic. I realized there are two key practices that parents all around the world use to teach children to be helpful and cooperative. And yet many American parents (including the one writing this essay) often do just the opposite — a point Alcala and her colleagues have\u003ca href=\"https://www.karger.com/Article/Abstract/356763\"> documented\u003c/a> in several studies.\u003c/p>\n\u003cp>\u003cstrong>Key practice #1: To scramble or not to scramble?\u003c/strong>\u003c/p>\n\u003cp>Say, for example, you're scrambling eggs in the morning and your 4-year-old hops up on a stool and grabs the spatula from your hands. What do you do?\u003c/p>\n\u003cp>How you respond to a very young child who shows interest in helping is key to whether that child grows into a 12-year-old who wants to help around the house or (and this will sound familiar to many of us) a kid who rolls their eyes when you ask, according to Alcala.\u003c/p>\n\u003cp>In several studies she conducted, many moms told Alcala that they don't let young children and toddlers help around the house.\u003c/p>\n\u003cp>\"What they say is that, 'I know she's not going to do a competent job, and she's going to create more work for me,' \" Alcala says. \"So the parents exclude the child from helping because they're not competent yet.\" (That's exactly what I was doing with Rosy.)\u003c/p>\n\u003cp>But Alcala and other psychologists say this shooing away — or excluding kids from helping — can have negative consequences. Over time, it may erode a child's motivation to help and possibly extinguish their desire to cooperate.\u003c/p>\n\u003cp>That's exactly what Alcala observed in the experiment with the model grocery store. Some of the older siblings excluded the younger ones while planning the route through the store. When the younger child suggested an idea or pointed to a grocery item, the older sibling shooed them away or even ignored them.\u003c/p>\n\u003cp>With one pair of siblings, a little brother tried to point to a grocery item, and his older brother literally pushed his hand out of the way (something I have actually done when my little girl has tried to help me in the kitchen). \"The older brother completely ignored his little brother,\" Alcala says. \"He never acknowledges anything.\"\u003c/p>\n\u003cp>Being excluded, ignored or even pushed away discouraged the younger children from helping, Alcala and her colleagues\u003ca href=\"https://www.pnas.org/content/115/45/11377.abstract\"> reported\u003c/a> in the \u003cem>Proceedings of the National Academy of Sciences\u003c/em>.\u003c/p>\n\u003cp>\"After a younger sibling tried for a while, they kind of lost interest,\" she says. \"So in one case, the younger sibling just went under the table and kind of gave up. In another case, he went away and didn't want to continue because there was no room for him to be part of the task.\"\u003c/p>\n\u003cp>On the flip side, when the older sibling included the younger sibling — either by using the younger sibling's ideas or by simply acknowledging the ideas — the younger child became \u003cem>more \u003c/em>engaged in the task. The siblings began to cooperate, paid attention to what each was trying to accomplish and then built off each other's ideas.\u003c/p>\n\u003cp>Alcala and other psychologists think a similar phenomenon happens when young kids try to help their parents. They start off with a great desire to work together with their family — to cooperate and work as a team. If parents purposefully do chores while the child is not there, tell the child to go play or watch TV, or overly manage the activity with many instructions and corrections, young children lose interest — not just in the chores but in helping their parents. At the same time, kids miss out on opportunities to learn how to collaborate and work together with their siblings and parents.\u003c/p>\n\u003cp>But in cultures that raise helpful children, parents welcome young children and toddlers into family chores and work — even if the child will make a bit of a mess or slow down the work. Anthropologist David Lancy \u003ca href=\"https://www.cambridge.org/core/books/child-helpers/EC8A96FFDED19F1299805073435D5774\">documented \u003c/a>this for decades.\u003c/p>\n\u003cp>In other words, if your 4-year-old grabs the spatula from your hand while you're scrambling eggs, you could interpret that grabbiness as your child wanting to help. Your child just doesn't know the best way to do it. And so you need to find a way to include your child in the task.\u003c/p>\n\u003cp>How does a parent let a clumsy toddler help with a task they can't actually do yet — especially a task that may be too dangerous for them?\u003c/p>\n\u003cp>They use the second key practice when teaching cooperativity.\u003c/p>\n\u003cp>\u003cstrong>Key practice #2: Three subtasks an hour\u003c/strong>\u003c/p>\n\u003cp>Instead of waiting for a child to choose their own method of helping, which may not be appropriate with their skill level, parents in many cultures proactively enlist help from a nearby child on a regular basis. When a mom or dad is cleaning, cooking, gardening or taking care of another child, they ask for the child's help. Lancy calls this \"chore curriculum,\" because kids learn important chores around the home. But I also think of it as \"cooperation curriculum\" because it helps kids learn to work together with their family.\u003c/p>\n\u003cp>Now these requests to help are a bit different from what you might think. They're not like \"Rosy, go clean up the living room,\" or \"Rosy, go load the dishwasher\" — or even \"Rosy, go make your bed.\"\u003c/p>\n\u003cp>These requests are tiny subtasks of things you're already doing. They're designed to teach children to take action when others need help as part of being a good family member.\u003c/p>\n\u003cp>\"So, for example, you're in the middle of cooking and the spoon is just out of reach, so you ask the child nearby to hand you a spoon,\" says anthropological psychologist Sheina Lew-Levy of Simon Fraser University in British Columbia, Canada.\u003c/p>\n\u003cp>Or, say you're taking out the garbage and your hands are full, so you ask the child to hold the front door for you. Or dinner is almost ready, so you hand a kid some plates and tell the child to put them on the table. These are quick, easy subtasks that kids can do. But they are real tasks. They are genuinely useful and make a real contribution.\u003c/p>\n\u003cp>Lew-Levy has documented this practice with a group of foragers in the Republic of Congo called the BaYaka. She followed kids, ages 3 to 17, for four hours each day and wrote down everything other people said to them. Then she counted how many requests for help the parents gave to the children each hour. \"So requests like, 'Hold the cup' or 'Bring me the machete,' \" she says. \"Parents involve kids every step of the way, from the smallest task all the way to the biggest task.\"\u003c/p>\n\u003cp>On average, parents made about three requests per hour to each child, Lew-Levy and her colleague\u003ca href=\"https://anthrosource.onlinelibrary.wiley.com/doi/full/10.1111/etho.12284\"> reported\u003c/a> in the journal \u003cem>Ethos \u003c/em>in January.\u003c/p>\n\u003cp>Strikingly, the youngest children, ages 3 to 4, received the most requests, while the older ones, kids in their teens, received the fewest. The small, easy requests, given early on, taught the kids how to be helpful and cooperate.\u003c/p>\n\u003cp>\"The children start to preempt what's needed, and then the less parents need to be telling them what to do,\" Lew-Levy says. \"You can pull back on the teaching, and kids just do it on their own.\"\u003c/p>\n\u003cp>As children grow older and become more competent, they're given more complex subtasks and even full tasks, Lew-Levy says. \"For example, a parent may tell the child to go get tubers, and then they're out all day doing that.\"\u003c/p>\n\u003cp>In my own home, I've found that my 5-year-old daughter loves to do small subtasks of what I'm doing. While we clean, she goes and gets the vacuum, holds the dustpan and runs over to put books away. When we grocery shop, she runs to grab items around the store, helps put the groceries onto the counter and carries a small bag out to the car. And in the kitchen, she's a great sous-chef. She cracks eggs, tears herbs, stirs the pancake mix.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And, yes, sometimes she even scrambles the eggs.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Are+We+Raising+Unhelpful%2C+Bossy+Kids%3F+Here%27s+The+Fix&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57877/how-to-raise-helpful-kids-truly-include-them-and-accept-mess","authors":["byline_mindshift_57877"],"categories":["mindshift_21385"],"tags":["mindshift_20984","mindshift_20568","mindshift_21417"],"featImg":"mindshift_57878","label":"mindshift"},"mindshift_56946":{"type":"posts","id":"mindshift_56946","meta":{"index":"posts_1591205157","site":"mindshift","id":"56946","score":null,"sort":[1604910918000]},"guestAuthors":[],"slug":"how-can-teachers-nurture-meaningful-student-agency","title":"How Can Teachers Nurture Meaningful Student Agency?","publishDate":1604910918,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp> \u003c/p>\n\u003cp>\u003cstrong>By Trevor MacKenzie\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The term “student agency” continues to be at the forefront of the educational discourse around the world. By encouraging children to have more control over their learning, educators hope students will leave our classrooms and schools with a range of skills that will support them in being lifelong learners, engaged humanitarians and empathetic people.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As of late, this has become increasingly apparent as teachers and students have pivoted to more distance learning experiences. Supporting students in this different educational landscape has proven challenging for many. In the circumstances where student agency had been cultivated and nurtured in the brick-and-mortar classroom setting, I have witnessed that students have transitioned more smoothly into distance learning and have been more successful in a hybrid model. Their ability to manage their time and self-direct; their engagement with their learning and seemingly inherent curiosity; and their critical thinking and collaboration skills all have been at the forefront of what has helped them be successful in several modalities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But in my work with schools to create more student-agency-rich environments, I fear we may be missing the mark on what “student agency” truly is. Teachers frequently talk about student agency as a choice over assignments, like a list of items on a menu: essay, PowerPoint presentation, poster project or some form of digital literacy, such as a video, Padlet or Prezi. Although it’s important we ask our students how they would like to demonstrate their learning, student agency is about so much more. It requires educators to hold ourselves accountable to values that we must embody and intentionally work towards. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s have a look at these values in more detail in order to clarify what we mean when we talk about student agency.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Genuine decision making\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student agency is about having students take on some of the heavy lifting of learning. When students can have a genuine role in the decision-making process, this will create a classroom culture that values learning as an action. When I teach, I often ask myself, \"\u003c/span>\u003cspan style=\"font-weight: 400\">Am I doing something my students could be doing themselves?\"\u003c/span>\u003cspan style=\"font-weight: 400\"> If the answer is yes, I de-centre myself so students can take on these responsibilities. The more I do this, the more comfortable and confident they become in taking on this agency over their learning. Learning becomes a partnership between the teacher and the student as we co-design and co-construct the learning experiences together in the classroom.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Knowing my strengths and stretches as a learner.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">I often ask myself if my students know where they are at in their learning, where they need to go next, and if they can identify the steps they need to take to get there. Teachers can often answer these questions about each of our students, but can our students answer these questions for themselves? To help get these conversations started in class, I ask a series of guiding questions to help students reflect and begin to get to know themselves better as learners. For example, \u003c/span>\u003cspan style=\"font-weight: 400\">\"\u003c/span>\u003cspan style=\"font-weight: 400\">Do you learn best alone, in a small group, or in a large class setting? Do you prefer to write, talk about or draw your learning for others to see? What is your focus threshold, as in, how long can you remain focused on something before you feel you need a change of pace, setting or action?\"\u003c/span>\u003cspan style=\"font-weight: 400\"> These questions all help students begin to take on more ownership over their learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Exploring my wonderings, curiosities and passions in school.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">All students enter their schooling as curious and inquisitive beings. They are full of questions and wonder as they explore and discover the world around them. However, somewhere in their schooling, many become complacent, disengaged and uninterested in their learning and in school. What does our teaching do to support and honour the innate curiosity of all students? How do we lean into student wonderings to make rich connections to our curriculum? How can we make our curriculum come alive so students see it as something we explore rather than something we merely cover? These questions help honour the wonderings, curiosities and passions of all of our students so that they can see themselves as important stakeholders in their learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Having my questions shape my learning.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions are an invitation to learning. They call for us to be engaged, to be inquisitive and to research and problem-solve. In order to utilize this opportunity to create student agency, I often pose big, unGoogleable questions to frame our units of study in class that draw students in and will act as our overarching big idea for our learning. I make this question highly visible in class. I compose this question to be compelling, relevant and interesting with a hope that this one big unGoogleable question will spark wonder and curiosity in students to ask their own connected questions. We discuss the questions that students generate and begin to sort them into categories and themes before we post them in class under the larger unGoogleable question. They have a genuine voice in the design of the unit in that we will explore the questions they posed in our research and exploration together. Students begin to see how their questions shape their learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Having a genuine voice in assessment of my learning.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If we are talking about student agency in the classroom, we must ensure there is student voice in the assessment of learning as well. Students have a genuine voice in the assessment of their learning when they can confidently give accurate feedback to peers, take and apply feedback without worry of ridicule or embarrassment, and embark into learning through the lens of taking risks in order to grow, rather than for a grade, mark or percentage score. Students need to feel psychologically safe if we are to ask them to take on a more active and meaningful role in their learning, which is why as we nurture student agency in our classrooms, it’s important that we also nurture relationships, trust and risk taking.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Showing and exploring my learning in different ways.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whatever the big idea or content we are learning about, I often begin the school year with a new group of students by providing a choice board through which kids can explore content. A choice board is a digital slide that I have embedded resources into that allows students some options to select information in a means that they feel best supports their learning. I often introduce the exploratory nature of a choice board by asking students, \"D\u003c/span>\u003cspan style=\"font-weight: 400\">o you enjoy taking in information by reading text, looking at images, infographics or charts, watching a short video, exploring a website, or listening to a podcast or someone talking about the information?\" \u003c/span>\u003cspan style=\"font-weight: 400\">Once students have reflected on this prompt, they have a clearer understanding of what best supports their learning. When facing the options on a choice board, they make a decision based on their better understanding of their learning needs and strengths.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Further, I encourage students to document their learning–\"\u003c/span>\u003cspan style=\"font-weight: 400\">evidencing,\"\u003c/span>\u003cspan style=\"font-weight: 400\"> as we refer to it–in a manner that they decide. I always provide a few options in the form of thinking maps, thinking routines or templates to help anchor and organize their learning. After exploring these options and considering if any of them would support their learning, I encourage students to take ownership over this decision and select an evidencing method that works best for them. The power of this choice over showing and exploring their learning in different ways is seen in their success and engagement as well as the greater understanding of how I can best support each individual student that I gain. I observe and document their choices and pathways and then reflect on how I can help them with this agency and have them be continuously successful throughout the process.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Deciding how I want to share my learning.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">I often ask my students, \"\u003c/span>\u003cspan style=\"font-weight: 400\">If you could show me your learning in any way, how would you show me what you know?\"\u003c/span>\u003cspan style=\"font-weight: 400\"> My hope is to honour the diverse learners in the room whilst simultaneously leaning into student’s strengths when it comes to agency. Inevitably students tell me the things they’ve always done in school. Similar to the list of items on a menu I referenced at the onset of this piece, I often observe that students don’t reflect on this prompt with the depth, individuality or creativity I would hope the opportunity offers. That’s why it’s so important that I share with students any artifacts I have curated from other classes and previous years to help paint the picture of what is possible in their learning. I have these artifacts posted on my walls, on display on my shelves or saved as digital files so I can do a bit of a \u003c/span>\u003cspan style=\"font-weight: 400\">show-and-share\u003c/span>\u003cspan style=\"font-weight: 400\"> and speak to how other students have shown their learning before them. The result is that students begin to see that in our classroom, they will have some voice and choice in how they show their learning and that they can really lean into their strengths and interests. This creates a start point in learning from a strength-based stance rather than a deficit-based position. Kids will choose things that they’re good at, interested in exploring more meaningfully and are more genuinely engaged in. How cool is that?\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Growing into the person I want to be.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What are the enduring skills, lasting values and habits of mind that will be the legacy of our time with children in our classrooms? How are we cultivating the conditions in today’s classrooms that will nurture the empathy and equity we hope students embody as citizens of tomorrow’s world? How do we view each and every one of our students as unique individuals with strengths, talents, characteristics and perspectives that we need to honour and help flourish during their time in school? It is within our active exploration of these questions and our validation of them in our interactions with students that will give space and support for them to grow in our classrooms. Student agency is not about pushing all kids down the same pathway or having all kids choose the same goal. Student agency is about empowering students to know themselves better, determine who they want to be and identifying steps we can take together to have this goal become a reality.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/trev_mackenzie\">Trevor MacKenzie\u003c/a> is an award-winning English teacher at Oak Bay High School in Victoria, BC, Canada, who believes that it is a \u003ca href=\"http://trevmackenzie.wordpress.com/\" target=\"_blank\" rel=\"noopener noreferrer\">magical time to be an educator\u003c/a>. He is also the author of \u003ca href=\"https://www.amazon.com/Dive-Into-Inquiry-Trevor-MacKenzie/dp/1945167157/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=1517784142&sr=8-7&dpID=41bWKOfZtNL&preST=_SY344_BO1,204,203,200_QL70_&dpSrc=detail\">Dive into Inquiry: Amplify Learning and Empower Student Voice\u003c/a>, and co-author of \u003ca href=\"https://www.trevormackenzie.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Inquiry Mindsets: Nurturing the Dreams, Wonders, and Curiosities of Our Youngest Learners, \u003c/a>along with \u003ca href=\"https://twitter.com/rbathursthunt\">Rebecca Bathurst-Hunt\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Student agency is about empowering students to know themselves better, determine who they want to be and identifying steps we can take together to have this goal become a reality.","status":"publish","parent":0,"modified":1604910918,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1842},"headData":{"title":"How Can Teachers Nurture Meaningful Student Agency? - MindShift","description":"Student agency is about empowering students to know themselves better, determine who they want to be and identifying steps we can take together to have this goal become a reality.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56946 https://ww2.kqed.org/mindshift/?p=56946","disqusUrl":"https://ww2.kqed.org/mindshift/2020/11/09/how-can-teachers-nurture-meaningful-student-agency/","disqusTitle":"How Can Teachers Nurture Meaningful Student Agency?","path":"/mindshift/56946/how-can-teachers-nurture-meaningful-student-agency","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp> \u003c/p>\n\u003cp>\u003cstrong>By Trevor MacKenzie\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The term “student agency” continues to be at the forefront of the educational discourse around the world. By encouraging children to have more control over their learning, educators hope students will leave our classrooms and schools with a range of skills that will support them in being lifelong learners, engaged humanitarians and empathetic people.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As of late, this has become increasingly apparent as teachers and students have pivoted to more distance learning experiences. Supporting students in this different educational landscape has proven challenging for many. In the circumstances where student agency had been cultivated and nurtured in the brick-and-mortar classroom setting, I have witnessed that students have transitioned more smoothly into distance learning and have been more successful in a hybrid model. Their ability to manage their time and self-direct; their engagement with their learning and seemingly inherent curiosity; and their critical thinking and collaboration skills all have been at the forefront of what has helped them be successful in several modalities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But in my work with schools to create more student-agency-rich environments, I fear we may be missing the mark on what “student agency” truly is. Teachers frequently talk about student agency as a choice over assignments, like a list of items on a menu: essay, PowerPoint presentation, poster project or some form of digital literacy, such as a video, Padlet or Prezi. Although it’s important we ask our students how they would like to demonstrate their learning, student agency is about so much more. It requires educators to hold ourselves accountable to values that we must embody and intentionally work towards. \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 have a look at these values in more detail in order to clarify what we mean when we talk about student agency.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Genuine decision making\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student agency is about having students take on some of the heavy lifting of learning. When students can have a genuine role in the decision-making process, this will create a classroom culture that values learning as an action. When I teach, I often ask myself, \"\u003c/span>\u003cspan style=\"font-weight: 400\">Am I doing something my students could be doing themselves?\"\u003c/span>\u003cspan style=\"font-weight: 400\"> If the answer is yes, I de-centre myself so students can take on these responsibilities. The more I do this, the more comfortable and confident they become in taking on this agency over their learning. Learning becomes a partnership between the teacher and the student as we co-design and co-construct the learning experiences together in the classroom.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Knowing my strengths and stretches as a learner.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">I often ask myself if my students know where they are at in their learning, where they need to go next, and if they can identify the steps they need to take to get there. Teachers can often answer these questions about each of our students, but can our students answer these questions for themselves? To help get these conversations started in class, I ask a series of guiding questions to help students reflect and begin to get to know themselves better as learners. For example, \u003c/span>\u003cspan style=\"font-weight: 400\">\"\u003c/span>\u003cspan style=\"font-weight: 400\">Do you learn best alone, in a small group, or in a large class setting? Do you prefer to write, talk about or draw your learning for others to see? What is your focus threshold, as in, how long can you remain focused on something before you feel you need a change of pace, setting or action?\"\u003c/span>\u003cspan style=\"font-weight: 400\"> These questions all help students begin to take on more ownership over their learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Exploring my wonderings, curiosities and passions in school.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">All students enter their schooling as curious and inquisitive beings. They are full of questions and wonder as they explore and discover the world around them. However, somewhere in their schooling, many become complacent, disengaged and uninterested in their learning and in school. What does our teaching do to support and honour the innate curiosity of all students? How do we lean into student wonderings to make rich connections to our curriculum? How can we make our curriculum come alive so students see it as something we explore rather than something we merely cover? These questions help honour the wonderings, curiosities and passions of all of our students so that they can see themselves as important stakeholders in their learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Having my questions shape my learning.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions are an invitation to learning. They call for us to be engaged, to be inquisitive and to research and problem-solve. In order to utilize this opportunity to create student agency, I often pose big, unGoogleable questions to frame our units of study in class that draw students in and will act as our overarching big idea for our learning. I make this question highly visible in class. I compose this question to be compelling, relevant and interesting with a hope that this one big unGoogleable question will spark wonder and curiosity in students to ask their own connected questions. We discuss the questions that students generate and begin to sort them into categories and themes before we post them in class under the larger unGoogleable question. They have a genuine voice in the design of the unit in that we will explore the questions they posed in our research and exploration together. Students begin to see how their questions shape their learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Having a genuine voice in assessment of my learning.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If we are talking about student agency in the classroom, we must ensure there is student voice in the assessment of learning as well. Students have a genuine voice in the assessment of their learning when they can confidently give accurate feedback to peers, take and apply feedback without worry of ridicule or embarrassment, and embark into learning through the lens of taking risks in order to grow, rather than for a grade, mark or percentage score. Students need to feel psychologically safe if we are to ask them to take on a more active and meaningful role in their learning, which is why as we nurture student agency in our classrooms, it’s important that we also nurture relationships, trust and risk taking.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Showing and exploring my learning in different ways.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whatever the big idea or content we are learning about, I often begin the school year with a new group of students by providing a choice board through which kids can explore content. A choice board is a digital slide that I have embedded resources into that allows students some options to select information in a means that they feel best supports their learning. I often introduce the exploratory nature of a choice board by asking students, \"D\u003c/span>\u003cspan style=\"font-weight: 400\">o you enjoy taking in information by reading text, looking at images, infographics or charts, watching a short video, exploring a website, or listening to a podcast or someone talking about the information?\" \u003c/span>\u003cspan style=\"font-weight: 400\">Once students have reflected on this prompt, they have a clearer understanding of what best supports their learning. When facing the options on a choice board, they make a decision based on their better understanding of their learning needs and strengths.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Further, I encourage students to document their learning–\"\u003c/span>\u003cspan style=\"font-weight: 400\">evidencing,\"\u003c/span>\u003cspan style=\"font-weight: 400\"> as we refer to it–in a manner that they decide. I always provide a few options in the form of thinking maps, thinking routines or templates to help anchor and organize their learning. After exploring these options and considering if any of them would support their learning, I encourage students to take ownership over this decision and select an evidencing method that works best for them. The power of this choice over showing and exploring their learning in different ways is seen in their success and engagement as well as the greater understanding of how I can best support each individual student that I gain. I observe and document their choices and pathways and then reflect on how I can help them with this agency and have them be continuously successful throughout the process.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Deciding how I want to share my learning.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">I often ask my students, \"\u003c/span>\u003cspan style=\"font-weight: 400\">If you could show me your learning in any way, how would you show me what you know?\"\u003c/span>\u003cspan style=\"font-weight: 400\"> My hope is to honour the diverse learners in the room whilst simultaneously leaning into student’s strengths when it comes to agency. Inevitably students tell me the things they’ve always done in school. Similar to the list of items on a menu I referenced at the onset of this piece, I often observe that students don’t reflect on this prompt with the depth, individuality or creativity I would hope the opportunity offers. That’s why it’s so important that I share with students any artifacts I have curated from other classes and previous years to help paint the picture of what is possible in their learning. I have these artifacts posted on my walls, on display on my shelves or saved as digital files so I can do a bit of a \u003c/span>\u003cspan style=\"font-weight: 400\">show-and-share\u003c/span>\u003cspan style=\"font-weight: 400\"> and speak to how other students have shown their learning before them. The result is that students begin to see that in our classroom, they will have some voice and choice in how they show their learning and that they can really lean into their strengths and interests. This creates a start point in learning from a strength-based stance rather than a deficit-based position. Kids will choose things that they’re good at, interested in exploring more meaningfully and are more genuinely engaged in. How cool is that?\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Growing into the person I want to be.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What are the enduring skills, lasting values and habits of mind that will be the legacy of our time with children in our classrooms? How are we cultivating the conditions in today’s classrooms that will nurture the empathy and equity we hope students embody as citizens of tomorrow’s world? How do we view each and every one of our students as unique individuals with strengths, talents, characteristics and perspectives that we need to honour and help flourish during their time in school? It is within our active exploration of these questions and our validation of them in our interactions with students that will give space and support for them to grow in our classrooms. Student agency is not about pushing all kids down the same pathway or having all kids choose the same goal. Student agency is about empowering students to know themselves better, determine who they want to be and identifying steps we can take together to have this goal become a reality.\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/trev_mackenzie\">Trevor MacKenzie\u003c/a> is an award-winning English teacher at Oak Bay High School in Victoria, BC, Canada, who believes that it is a \u003ca href=\"http://trevmackenzie.wordpress.com/\" target=\"_blank\" rel=\"noopener noreferrer\">magical time to be an educator\u003c/a>. He is also the author of \u003ca href=\"https://www.amazon.com/Dive-Into-Inquiry-Trevor-MacKenzie/dp/1945167157/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=1517784142&sr=8-7&dpID=41bWKOfZtNL&preST=_SY344_BO1,204,203,200_QL70_&dpSrc=detail\">Dive into Inquiry: Amplify Learning and Empower Student Voice\u003c/a>, and co-author of \u003ca href=\"https://www.trevormackenzie.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Inquiry Mindsets: Nurturing the Dreams, Wonders, and Curiosities of Our Youngest Learners, \u003c/a>along with \u003ca href=\"https://twitter.com/rbathursthunt\">Rebecca Bathurst-Hunt\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56946/how-can-teachers-nurture-meaningful-student-agency","authors":["4354"],"categories":["mindshift_1"],"tags":["mindshift_20984","mindshift_797","mindshift_21395"],"featImg":"mindshift_56947","label":"mindshift"},"mindshift_55941":{"type":"posts","id":"mindshift_55941","meta":{"index":"posts_1591205157","site":"mindshift","id":"55941","score":null,"sort":[1589960612000]},"guestAuthors":[],"slug":"how-to-develop-culturally-responsive-teaching-for-distance-learning","title":"How to Develop Culturally Responsive Teaching for Distance Learning","publishDate":1589960612,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">The coronavirus pandemic and school closures across the nation have exposed deep inequities within education: technology access, challenges with communication, lack of support for special education students, to name just a few. During this crisis, there are still opportunities to provide students with tools to help them be independent learners, according to \u003ca href=\"https://crtandthebrain.com/about/\">Zaretta Hammond\u003c/a>, author of \"\u003ca href=\"https://crtandthebrain.com/about/\">Culturally Responsive Teaching and the Brain\u003c/a>.\u003cem>\"\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The classroom is where so much of the focus on learning has been placed, but there are opportunities to develop learning routines at home. This won’t mean sending home the same materials a student would have in class, but thinking about what a student needs in order to have agency over their learning in any situation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hammond shared three design principles of culturally responsive instruction that can be used to support students’ cognitive development from afar in her webinar, “\u003ca href=\"https://crtandthebrain.com/covid19-webinars/\">Moving Beyond the Packet: Creating More Culturally Responsive Distance Learning Experiences.\u003c/a>” She said it’s important to stay focused on the student and offer small but high-leverage\u003c/span> \u003cspan style=\"font-weight: 400\">practices\u003c/span> \u003cspan style=\"font-weight: 400\">that maintain student progress and increase intellectual capacity during this time. She said these tips and activities also work for students without reliable access to technology and the internet.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>First, what is culturally responsive instruction?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shared language matters and there’s a lot of confusion about culturally responsive teaching. At its core, culturally responsive instruction is about helping students become independent learners. Culturally responsive instruction should: \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Focus on improving the learning capacity of students who have been marginalized educationally because of historical inequities in our school systems.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Center around both the affective and cognitive aspects of teaching and learning. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Build cognitive capacity and academic mindset by pushing back on dominant narratives about people of color.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Culturally responsive instruction doesn't mean you're only mentioning issues of race and implicit bias,\" she said. \"It means that you’re also focused on building brainpower by helping students leverage and grow their existing funds of knowledge.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hammond distinguishes the differences between culturally responsive education, multicultural education and social justice education. Each is important, but without a focus on building students’ brain power, they will experience learning loss. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55942\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55942\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Distinctions-of-Equity_2020_color-e1589955039436.jpg\" alt=\"\" width=\"1920\" height=\"1484\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Zaretta Hammond \u003ccite>(Courtesy of Zaretta Hammond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to distance learning, applying culturally responsive teaching requires “remixing” education by borrowing from the best practices in how kids learn (Montessori, project-based learning, etc.) in a way that repositions the student as the leader of his own learning. By giving students more agency, the idea is to disrupt old routines around teaching and learning that make the student dependent on the teacher for receiving knowledge. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s going to stretch us a little out of our own comfort zones, but it’s worth it in the long run if we can get students to continue to do that thinking,” said Hammond. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises three strategies to help students gain that independence:\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Deepen background knowledge\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many educators are understandably wondering whether they should teach new content or review familiar material. Hammond encourages educators to do the latter because cognitively dependent learners often have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54452/why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension\">\u003cspan style=\"font-weight: 400\">gaps in their background knowledge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “A lot of our students are compliant learners,” she said. “They’re having a hard time shifting right now [because] they’re used to the worksheet, but that doesn’t mean they’re always processing information.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers to help students connect new things they're learning to their brain’s existing schema – also known as background knowledge – that comes from home, their community, their interests. Teachers can then give them authentic tasks that help them make meaning and connections. This helps turn new inert information into usable knowledge. “You cannot give another person background knowledge,” she explained. “They have to acquire it, but as teachers we can help guide the process.” This can be done by building upon student interest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Survey your students if you don’t know what they like,” said Hammond. Ask them what books they enjoy reading or what topics get them super excited. She said It doesn’t matter if their interests are broad or narrow; it’s important to learn what interests them so that you can use that information to: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Assign non-fiction books that build on student interests.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a “Netflix” playlist of documentaries, nature shows, historical events, etc. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourage kids and parents to do a walk-about, if that's possible in their community, following social distancing guidelines. Encourage parents and students to seek out community curiosities (landmarks or interesting sights) relevant to students’ interest.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">With each of these activities, it’s important to give the students direction so they know what to look out for. “You have to tell the brain what to pay attention to,” Hammond explains. She suggested questions like, “What was your biggest surprise from this book/show?” or thinking routine sentences like “I Used to Think ___. But, now I think ____.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said to always make sure that students do something with the knowledge as well. She suggested having them share interesting facts they learned either during video conferences or via an audio/video clip. For those students with limited internet access, encourage them to share what they learned with their parents. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Cultivate cognitive routines \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Growing students’ brain power during distance learning starts with building cognitive routines. These routines are essential to processing and hardwiring information in the brain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Be the personal trainer of their cognitive development,” Hammond said. To do this, she suggested having a routine set of prompts in each packet that become a regular part of the way students think. That way, students begin to think that way even when you’re not in the classroom to reinforce that way of thinking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One example is to ask students to connect the “unknown to the known” or across concepts by asking questions like, \"\u003c/span>\u003cspan style=\"font-weight: 400\">What’s the relationship or connection between these things?” or “How does this part fit into the whole? What are the parts of this whole?” \u003c/span>\u003cspan style=\"font-weight: 400\">These may seem simple, but these questions are critical when it comes to processing information so that students internalize these prompts until they become almost instinctual. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said students should also be encouraged to sketchnote or \u003ca href=\"https://www.kqed.org/mindshift/39941/making-learning-visible-doodling-helps-memories-stick\">doodle\u003c/a> to actively process what they’re learning as an alternative to note-taking. \u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">Sketchnoting\u003c/a> can encourage people to make deeper connections to what they’re hearing. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Build word wealth \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building a student’s vocabulary is a key tool in equity strategies for schools. “Kids have different interests in words so find out where their energy is. You can have a differentiated assignment around word collecting, but the idea is to get them actively involved in word consciousness,” said Hammond. She said there are many small but high-leverage ways to do this, such as introducing robust word study. A teacher can help students engage in wordplay, word consciousness and word knowledge. This should not happen through a worksheet assignment, but rather begin with building word consciousness of words in their community, home and home language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Word games like Scrabble, Heads Up, Taboo or even word searches are small familiar but high-leverage activities because they’re fun but also require a high cognitive load. You can create your own versions of these games and have students do this in any language. Students can also do word collecting activities like scavenger hunts, or make poetry using magnetic poetry. Students can also do a contrastive analysis, by comparing words they might find in Urban Dictionary to those they might find in a standard dictionary.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said it’s important to make sure that culturally responsive distance learning doesn’t turn into one-off strategies, like a single activity. She said practices must become routine by practicing over and over. She also said that by encouraging students to lean into their own productive struggle, they’ll know more about themselves as learners. “They've got to muck around a little bit and they've got to feel like it's OK,” said Hammond. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Culturally responsive teaching is a powerful way to help students become independent learners, and it can be especially valuable during distance learning. ","status":"publish","parent":0,"modified":1589960664,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1440},"headData":{"title":"How to Develop Culturally Responsive Teaching for Distance Learning | KQED","description":"Culturally responsive teaching is a powerful way to help students become independent learners, and it can be especially valuable during distance learning. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55941 https://ww2.kqed.org/mindshift/?p=55941","disqusUrl":"https://ww2.kqed.org/mindshift/2020/05/20/how-to-develop-culturally-responsive-teaching-for-distance-learning/","disqusTitle":"How to Develop Culturally Responsive Teaching for Distance Learning","nprByline":"Amielle Major","path":"/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The coronavirus pandemic and school closures across the nation have exposed deep inequities within education: technology access, challenges with communication, lack of support for special education students, to name just a few. During this crisis, there are still opportunities to provide students with tools to help them be independent learners, according to \u003ca href=\"https://crtandthebrain.com/about/\">Zaretta Hammond\u003c/a>, author of \"\u003ca href=\"https://crtandthebrain.com/about/\">Culturally Responsive Teaching and the Brain\u003c/a>.\u003cem>\"\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The classroom is where so much of the focus on learning has been placed, but there are opportunities to develop learning routines at home. This won’t mean sending home the same materials a student would have in class, but thinking about what a student needs in order to have agency over their learning in any situation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hammond shared three design principles of culturally responsive instruction that can be used to support students’ cognitive development from afar in her webinar, “\u003ca href=\"https://crtandthebrain.com/covid19-webinars/\">Moving Beyond the Packet: Creating More Culturally Responsive Distance Learning Experiences.\u003c/a>” She said it’s important to stay focused on the student and offer small but high-leverage\u003c/span> \u003cspan style=\"font-weight: 400\">practices\u003c/span> \u003cspan style=\"font-weight: 400\">that maintain student progress and increase intellectual capacity during this time. She said these tips and activities also work for students without reliable access to technology and the internet.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>First, what is culturally responsive instruction?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shared language matters and there’s a lot of confusion about culturally responsive teaching. At its core, culturally responsive instruction is about helping students become independent learners. Culturally responsive instruction should: \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Focus on improving the learning capacity of students who have been marginalized educationally because of historical inequities in our school systems.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Center around both the affective and cognitive aspects of teaching and learning. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Build cognitive capacity and academic mindset by pushing back on dominant narratives about people of color.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Culturally responsive instruction doesn't mean you're only mentioning issues of race and implicit bias,\" she said. \"It means that you’re also focused on building brainpower by helping students leverage and grow their existing funds of knowledge.” \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\">Hammond distinguishes the differences between culturally responsive education, multicultural education and social justice education. Each is important, but without a focus on building students’ brain power, they will experience learning loss. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55942\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55942\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Distinctions-of-Equity_2020_color-e1589955039436.jpg\" alt=\"\" width=\"1920\" height=\"1484\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Zaretta Hammond \u003ccite>(Courtesy of Zaretta Hammond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to distance learning, applying culturally responsive teaching requires “remixing” education by borrowing from the best practices in how kids learn (Montessori, project-based learning, etc.) in a way that repositions the student as the leader of his own learning. By giving students more agency, the idea is to disrupt old routines around teaching and learning that make the student dependent on the teacher for receiving knowledge. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s going to stretch us a little out of our own comfort zones, but it’s worth it in the long run if we can get students to continue to do that thinking,” said Hammond. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises three strategies to help students gain that independence:\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Deepen background knowledge\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many educators are understandably wondering whether they should teach new content or review familiar material. Hammond encourages educators to do the latter because cognitively dependent learners often have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54452/why-deeply-diving-into-content-could-be-the-key-to-reading-comprehension\">\u003cspan style=\"font-weight: 400\">gaps in their background knowledge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “A lot of our students are compliant learners,” she said. “They’re having a hard time shifting right now [because] they’re used to the worksheet, but that doesn’t mean they’re always processing information.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers to help students connect new things they're learning to their brain’s existing schema – also known as background knowledge – that comes from home, their community, their interests. Teachers can then give them authentic tasks that help them make meaning and connections. This helps turn new inert information into usable knowledge. “You cannot give another person background knowledge,” she explained. “They have to acquire it, but as teachers we can help guide the process.” This can be done by building upon student interest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Survey your students if you don’t know what they like,” said Hammond. Ask them what books they enjoy reading or what topics get them super excited. She said It doesn’t matter if their interests are broad or narrow; it’s important to learn what interests them so that you can use that information to: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Assign non-fiction books that build on student interests.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Create a “Netflix” playlist of documentaries, nature shows, historical events, etc. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Encourage kids and parents to do a walk-about, if that's possible in their community, following social distancing guidelines. Encourage parents and students to seek out community curiosities (landmarks or interesting sights) relevant to students’ interest.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">With each of these activities, it’s important to give the students direction so they know what to look out for. “You have to tell the brain what to pay attention to,” Hammond explains. She suggested questions like, “What was your biggest surprise from this book/show?” or thinking routine sentences like “I Used to Think ___. But, now I think ____.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said to always make sure that students do something with the knowledge as well. She suggested having them share interesting facts they learned either during video conferences or via an audio/video clip. For those students with limited internet access, encourage them to share what they learned with their parents. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Cultivate cognitive routines \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Growing students’ brain power during distance learning starts with building cognitive routines. These routines are essential to processing and hardwiring information in the brain. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Be the personal trainer of their cognitive development,” Hammond said. To do this, she suggested having a routine set of prompts in each packet that become a regular part of the way students think. That way, students begin to think that way even when you’re not in the classroom to reinforce that way of thinking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One example is to ask students to connect the “unknown to the known” or across concepts by asking questions like, \"\u003c/span>\u003cspan style=\"font-weight: 400\">What’s the relationship or connection between these things?” or “How does this part fit into the whole? What are the parts of this whole?” \u003c/span>\u003cspan style=\"font-weight: 400\">These may seem simple, but these questions are critical when it comes to processing information so that students internalize these prompts until they become almost instinctual. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said students should also be encouraged to sketchnote or \u003ca href=\"https://www.kqed.org/mindshift/39941/making-learning-visible-doodling-helps-memories-stick\">doodle\u003c/a> to actively process what they’re learning as an alternative to note-taking. \u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">Sketchnoting\u003c/a> can encourage people to make deeper connections to what they’re hearing. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Build word wealth \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building a student’s vocabulary is a key tool in equity strategies for schools. “Kids have different interests in words so find out where their energy is. You can have a differentiated assignment around word collecting, but the idea is to get them actively involved in word consciousness,” said Hammond. She said there are many small but high-leverage ways to do this, such as introducing robust word study. A teacher can help students engage in wordplay, word consciousness and word knowledge. This should not happen through a worksheet assignment, but rather begin with building word consciousness of words in their community, home and home language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Word games like Scrabble, Heads Up, Taboo or even word searches are small familiar but high-leverage activities because they’re fun but also require a high cognitive load. You can create your own versions of these games and have students do this in any language. Students can also do word collecting activities like scavenger hunts, or make poetry using magnetic poetry. Students can also do a contrastive analysis, by comparing words they might find in Urban Dictionary to those they might find in a standard dictionary.\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\">She said it’s important to make sure that culturally responsive distance learning doesn’t turn into one-off strategies, like a single activity. She said practices must become routine by practicing over and over. She also said that by encouraging students to lean into their own productive struggle, they’ll know more about themselves as learners. “They've got to muck around a little bit and they've got to feel like it's OK,” said Hammond. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning","authors":["byline_mindshift_55941"],"categories":["mindshift_21345","mindshift_193"],"tags":["mindshift_20984","mindshift_21344","mindshift_21343","mindshift_21126","mindshift_358","mindshift_20701","mindshift_20784","mindshift_1040","mindshift_20867","mindshift_21254","mindshift_20837"],"featImg":"mindshift_55946","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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