How student-led vision statements can nurture school community
Safety, Agency, Connection: Priorities to Help Students Transition Back to School
Starting A New School Year With Connection and Looking Forward
Leading With Learning On The First Day Of School To Build Class Culture
Tips to Help Kids with Back-To-School Anxiety
The Funniest Back-To-School Pep Talk You May Have Missed
Three Tips to Focus Parent-Teacher Conferences On Creating a Partnership
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And when it comes to setting expectations and rules, teachers are usually the ones who determine those before students set foot in the door. While such rules are hard to enforce during the best of times, they’re proving to be especially difficult this year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caregivers and educators alike are seeing social regression in children who have missed out on formative time with their peers – not to mention disruptions created by the pandemic – which has given way to an increase in tantrums and outbursts, including the TikTok trend of \u003c/span>\u003ca href=\"https://www.cnn.com/2021/09/18/health/devious-licks-tiktok-challenge-wellness/index.html\">\u003cspan style=\"font-weight: 400\">vandalizing school property\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, fifth grade teacher Jess Lifshitz has used the co-creation of vision statements with her students to set expectations and get ahead of behavior, while creating the kind of school community they want. This has meant letting go of some of her power by including students in the process of setting expectations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The statement itself is a statement of the type of classroom that we want to work towards every day,” says Lifshitz, who teaches at Meadowbrook Elementary School in Illinois. “We might not all contribute to that vision in the same way, but we're heading in the same direction.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Co-creating a class vision with her students also gave Lifshitz the opportunity to build relationships and get to know her learners in a way that’s easy to overlook at the start of the school year. ”So much of what we do is giving the kids procedures that they'll follow and dealing with supplies,” she says. “We spend a lot of those first days talking at kids, unless we very deliberately carve out time and space to invite them into the conversation.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Critical Thinking About Rules\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lifshitz started the process by discussing the ways behavior impacts one’s community. By focusing on the community, the onus is on the classroom as a collective, instead of individual compliance with the teacher’s demands. “One is really asking a child to fall in line, to follow my rules [and] to give up who you are because I said this is the way you should be, versus ‘I need you to make a shift or your community needs you to make a shift so we can all figure out how to coexist together so we can be successful.’”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There is a fear that given the agency to set classroom guidelines, students won’t take them seriously, like demanding everyday to be ice cream day or asking to install a classroom water slide. However, according to Lifshitz, students come up with thoughtful ways to coexist in the classroom alongside their classmates with the right scaffolding.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It took a while for her class vision activity to evolve into what it is today. When she first started doing the activity, she didn’t do a lot leading up to it. “On the first day, I just asked the kids what did they want from their classmates and what did they want from their teacher?” says Lifshitz. She was surprised to see that her students' voices still seemed missing from the final product. “I often still ended up with that same list of rules that I would have written on my own,” she says. “It wasn't doing what I needed it to do, what I wanted it to do or what kids deserved for it to do.” Her attempt at encouraging student agency felt “hokey,” like she was just going through the motions of collaboration without actually getting to the core of what they needed from her or what they needed from each other.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make more room for authentic collaboration, Lifshitz began to start the school year with a conversation about rules. She wanted learners to think critically about how rules work in the world outside of their school, where rules come from and why we might choose to follow them or not follow them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She gives students prompts to think through as a class while she takes notes of the questions and comments that come up during the discussion. First, students are asked to define a rule. Next, she’ll ask students if they should follow rules. Then, she’ll ask why students need to follow rules. She says at this point, most students feel as if they can predict where the line of questioning is going, which is why some collaborative rule setting activities, like the ones she initially tried out, didn’t work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When they deliberate on the next question, she says there’s a shift in the room: Are there other rules that treat people unfairly? In response, students bring up the Civil Rights Movement and specific moments in history where rules were used to treat groups of people \u003c/span>\u003cspan style=\"font-weight: 400\">unfairly\u003c/span>\u003cspan style=\"font-weight: 400\">. Together they talk through the distinction between injustice from unequal access and things that just seem unfair like an older sibling having a later bedtime. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes she’ll read “\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.penguinrandomhouse.com/books/556226/the-wedding-portrait-by-innosanto-nagara/\">The Wedding Portrait\u003c/a>'' by Innosanto Nagara\u003c/span>\u003cspan style=\"font-weight: 400\"> or “\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.michelleknudsen.com/library_lion_77788.htm\">The Library Lion\u003c/a>” by Michelle Knudsen\u003c/span>\u003cspan style=\"font-weight: 400\"> with her class to provide more examples of when and why one should break rules. The class eventually arrives at a collective decision that rules are not the best way to express what kind of classroom they are hoping to build together.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“From there, we then shift to this idea that maybe what we need is a vision that allows us all to thrive. That shifts us to this conversation around creating a class vision statement.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Core Questions For Visioning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lifshitz and her students use four core questions to help them think about how their class environment enables everyone to be their full self and learn in the best way possible. The core questions are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from this physical space?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from yourself?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from the people learning around you?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from the people teaching you? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_58648\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-scaled.jpeg\">\u003cimg class=\"size-medium wp-image-58648\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-800x1067.jpeg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-1536x2048.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-scaled.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lifshitz uses four core questions as the basis for their class vision statement. ( Courtesy of Jess Lifshitz)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">“I didn’t want to use words like ‘classmates’ and ‘teachers,’” says Lifshiftz. “I really wanted to reinforce that idea that depending on what moment it is we are all learners and we are all teachers in different ways.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lifshitz uses a multimodal approach to invite kids to think through the questions and make sure she has engagement from all of her students. She starts with Jamboard so kids can individually consider and record their answers to each question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have found that when we do these activities and solely rely on verbal conversation, that tends to privilege certain students.” she says, referring to students that are more extroverted. “I wanted to make sure that there was space for my more quiet students, more introverted students, [and] students who maybe verbal processing isn’t a strength of theirs.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who benefit from thinking things over with peers, Lifshitz also makes room for them to work together in small groups to discuss each question. She’ll circle the classroom while taking notes and then engage the whole class in a discussion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using a big piece of chart paper divided into four sections and labeled with the four core questions, she writes down their themes and ideas, leaving space for students to verbally add anything they didn’t surface in their groups.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58647\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-scaled.jpeg\">\u003cimg class=\"size-medium wp-image-58647\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-800x1067.jpeg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-1536x2048.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-scaled.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lifshitz writes down themes and ideas for their class vision. (Courtesy of Jess Lifshitz)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each section forms the basis of the class vision statement, which Lifshitz types up and shares with students to review. “I show them our draft of the vision statement and allow them to leave notes on paper copies of what they think we're missing.” When students are done with their revisions, she uploads the finalized vision to Google classroom so her entire class has access to it. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Addressing Challenges \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a time where many students are transitioning back to learning in school buildings, having authentic input from her students to co-create a class vision has helped Lifshitz understand students’ needs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's really important to me that I adjust my teaching in those first few days to meet my kids where they are,” she says. “Making sure this process is collaborative and hearing from my kids what they need in this moment really allows me to do that in a way that I couldn’t if it wasn't collaborative.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, this year, Lifshitz’s learners talked about needing a calm environment more than they had in past years. Kids also expressed desires regarding the classroom that she couldn’t meet such as wanting more flexibility in the physical space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of that had to be taken away last year as social distancing became so very important in keeping our kids healthy and alive and well” says Lifshitz. “They missed having the flexibility of working in a spot that felt comfortable to them or moving around the room when they needed to.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Co-creating a classroom vision has also given her students the opportunity to grow in a way that a strict set of rules might not have. She says students in one of her classes used to push and shove each other as they raced into the room to pick out the seats they wanted. Lifshitz was worried they were going to hurt each other and was also concerned that certain kids were feeling left out if other students did not want to sit next to them. Her first thought was to take away the ability for students to choose their own seats. Instead, she took time with her class to revisit their vision.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The issue [was that] our actions weren’t making everyone feel included,” says Lifshitz. As they looked through their class vision, they assessed whether they were living into their expectations. They were able to have conversations about their intention and impact: even though students were just wanting to sit next to their friends, the impact was that other students were feeling excluded. When they recognized that they were straying from their class vision, several students noticeably changed their behavior. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It doesn't work that way every time. There are still times where I can see that kids are being harmed and I need to step in in a more structured way. But at that moment, the kids showed me, ‘Look, we've got this. We can do this.’”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Instead of enforcing a predetermined set of class rules, educators may find more success in collaborating with students to come up with the classroom expectations that enable them to thrive.\r\n","status":"publish","parent":0,"modified":1634684454,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1850},"headData":{"title":"How student-led vision statements can nurture school community - MindShift","description":"Instead of enforcing a predetermined set of class rules, educators may find more success in collaborating with students to come up with the classroom expectations that enable them to thrive.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How student-led vision statements can nurture school community","datePublished":"2021-10-19T08:05:32.000Z","dateModified":"2021-10-19T23:00:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58616 https://ww2.kqed.org/mindshift/?p=58616","disqusUrl":"https://ww2.kqed.org/mindshift/2021/10/19/how-student-led-vision-statements-for-can-nurture-school-community/","disqusTitle":"How student-led vision statements can nurture school community","path":"/mindshift/58616/how-student-led-vision-statements-for-can-nurture-school-community","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For teachers, the first weeks of school can feel like a blur, between setting the tone of your classroom and trying to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52183/teachers-strategies-for-pronouncing-and-remembering-students-names-correctly\">\u003cspan style=\"font-weight: 400\">remember a whole set of new names\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And when it comes to setting expectations and rules, teachers are usually the ones who determine those before students set foot in the door. While such rules are hard to enforce during the best of times, they’re proving to be especially difficult this year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Caregivers and educators alike are seeing social regression in children who have missed out on formative time with their peers – not to mention disruptions created by the pandemic – which has given way to an increase in tantrums and outbursts, including the TikTok trend of \u003c/span>\u003ca href=\"https://www.cnn.com/2021/09/18/health/devious-licks-tiktok-challenge-wellness/index.html\">\u003cspan style=\"font-weight: 400\">vandalizing school property\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, fifth grade teacher Jess Lifshitz has used the co-creation of vision statements with her students to set expectations and get ahead of behavior, while creating the kind of school community they want. This has meant letting go of some of her power by including students in the process of setting expectations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The statement itself is a statement of the type of classroom that we want to work towards every day,” says Lifshitz, who teaches at Meadowbrook Elementary School in Illinois. “We might not all contribute to that vision in the same way, but we're heading in the same direction.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Co-creating a class vision with her students also gave Lifshitz the opportunity to build relationships and get to know her learners in a way that’s easy to overlook at the start of the school year. ”So much of what we do is giving the kids procedures that they'll follow and dealing with supplies,” she says. “We spend a lot of those first days talking at kids, unless we very deliberately carve out time and space to invite them into the conversation.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Critical Thinking About Rules\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lifshitz started the process by discussing the ways behavior impacts one’s community. By focusing on the community, the onus is on the classroom as a collective, instead of individual compliance with the teacher’s demands. “One is really asking a child to fall in line, to follow my rules [and] to give up who you are because I said this is the way you should be, versus ‘I need you to make a shift or your community needs you to make a shift so we can all figure out how to coexist together so we can be successful.’”\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\">There is a fear that given the agency to set classroom guidelines, students won’t take them seriously, like demanding everyday to be ice cream day or asking to install a classroom water slide. However, according to Lifshitz, students come up with thoughtful ways to coexist in the classroom alongside their classmates with the right scaffolding.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It took a while for her class vision activity to evolve into what it is today. When she first started doing the activity, she didn’t do a lot leading up to it. “On the first day, I just asked the kids what did they want from their classmates and what did they want from their teacher?” says Lifshitz. She was surprised to see that her students' voices still seemed missing from the final product. “I often still ended up with that same list of rules that I would have written on my own,” she says. “It wasn't doing what I needed it to do, what I wanted it to do or what kids deserved for it to do.” Her attempt at encouraging student agency felt “hokey,” like she was just going through the motions of collaboration without actually getting to the core of what they needed from her or what they needed from each other.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make more room for authentic collaboration, Lifshitz began to start the school year with a conversation about rules. She wanted learners to think critically about how rules work in the world outside of their school, where rules come from and why we might choose to follow them or not follow them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She gives students prompts to think through as a class while she takes notes of the questions and comments that come up during the discussion. First, students are asked to define a rule. Next, she’ll ask students if they should follow rules. Then, she’ll ask why students need to follow rules. She says at this point, most students feel as if they can predict where the line of questioning is going, which is why some collaborative rule setting activities, like the ones she initially tried out, didn’t work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When they deliberate on the next question, she says there’s a shift in the room: Are there other rules that treat people unfairly? In response, students bring up the Civil Rights Movement and specific moments in history where rules were used to treat groups of people \u003c/span>\u003cspan style=\"font-weight: 400\">unfairly\u003c/span>\u003cspan style=\"font-weight: 400\">. Together they talk through the distinction between injustice from unequal access and things that just seem unfair like an older sibling having a later bedtime. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes she’ll read “\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.penguinrandomhouse.com/books/556226/the-wedding-portrait-by-innosanto-nagara/\">The Wedding Portrait\u003c/a>'' by Innosanto Nagara\u003c/span>\u003cspan style=\"font-weight: 400\"> or “\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.michelleknudsen.com/library_lion_77788.htm\">The Library Lion\u003c/a>” by Michelle Knudsen\u003c/span>\u003cspan style=\"font-weight: 400\"> with her class to provide more examples of when and why one should break rules. The class eventually arrives at a collective decision that rules are not the best way to express what kind of classroom they are hoping to build together.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“From there, we then shift to this idea that maybe what we need is a vision that allows us all to thrive. That shifts us to this conversation around creating a class vision statement.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Core Questions For Visioning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lifshitz and her students use four core questions to help them think about how their class environment enables everyone to be their full self and learn in the best way possible. The core questions are:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from this physical space?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from yourself?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from the people learning around you?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you need from the people teaching you? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_58648\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-scaled.jpeg\">\u003cimg class=\"size-medium wp-image-58648\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-800x1067.jpeg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-1536x2048.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/guiding-questions-for-class-vision-scaled.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lifshitz uses four core questions as the basis for their class vision statement. ( Courtesy of Jess Lifshitz)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">“I didn’t want to use words like ‘classmates’ and ‘teachers,’” says Lifshiftz. “I really wanted to reinforce that idea that depending on what moment it is we are all learners and we are all teachers in different ways.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lifshitz uses a multimodal approach to invite kids to think through the questions and make sure she has engagement from all of her students. She starts with Jamboard so kids can individually consider and record their answers to each question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have found that when we do these activities and solely rely on verbal conversation, that tends to privilege certain students.” she says, referring to students that are more extroverted. “I wanted to make sure that there was space for my more quiet students, more introverted students, [and] students who maybe verbal processing isn’t a strength of theirs.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who benefit from thinking things over with peers, Lifshitz also makes room for them to work together in small groups to discuss each question. She’ll circle the classroom while taking notes and then engage the whole class in a discussion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using a big piece of chart paper divided into four sections and labeled with the four core questions, she writes down their themes and ideas, leaving space for students to verbally add anything they didn’t surface in their groups.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58647\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-scaled.jpeg\">\u003cimg class=\"size-medium wp-image-58647\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-800x1067.jpeg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-1536x2048.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/10/class-vision-statement-scaled.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lifshitz writes down themes and ideas for their class vision. (Courtesy of Jess Lifshitz)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each section forms the basis of the class vision statement, which Lifshitz types up and shares with students to review. “I show them our draft of the vision statement and allow them to leave notes on paper copies of what they think we're missing.” When students are done with their revisions, she uploads the finalized vision to Google classroom so her entire class has access to it. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Addressing Challenges \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a time where many students are transitioning back to learning in school buildings, having authentic input from her students to co-create a class vision has helped Lifshitz understand students’ needs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's really important to me that I adjust my teaching in those first few days to meet my kids where they are,” she says. “Making sure this process is collaborative and hearing from my kids what they need in this moment really allows me to do that in a way that I couldn’t if it wasn't collaborative.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, this year, Lifshitz’s learners talked about needing a calm environment more than they had in past years. Kids also expressed desires regarding the classroom that she couldn’t meet such as wanting more flexibility in the physical space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of that had to be taken away last year as social distancing became so very important in keeping our kids healthy and alive and well” says Lifshitz. “They missed having the flexibility of working in a spot that felt comfortable to them or moving around the room when they needed to.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Co-creating a classroom vision has also given her students the opportunity to grow in a way that a strict set of rules might not have. She says students in one of her classes used to push and shove each other as they raced into the room to pick out the seats they wanted. Lifshitz was worried they were going to hurt each other and was also concerned that certain kids were feeling left out if other students did not want to sit next to them. Her first thought was to take away the ability for students to choose their own seats. Instead, she took time with her class to revisit their vision.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The issue [was that] our actions weren’t making everyone feel included,” says Lifshitz. As they looked through their class vision, they assessed whether they were living into their expectations. They were able to have conversations about their intention and impact: even though students were just wanting to sit next to their friends, the impact was that other students were feeling excluded. When they recognized that they were straying from their class vision, several students noticeably changed their behavior. \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\">“It doesn't work that way every time. There are still times where I can see that kids are being harmed and I need to step in in a more structured way. But at that moment, the kids showed me, ‘Look, we've got this. We can do this.’”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58616/how-student-led-vision-statements-for-can-nurture-school-community","authors":["11721"],"categories":["mindshift_20729"],"tags":["mindshift_20738","mindshift_21198","mindshift_1028","mindshift_21036","mindshift_20794","mindshift_21395","mindshift_20779"],"featImg":"mindshift_58617","label":"mindshift"},"mindshift_58274":{"type":"posts","id":"mindshift_58274","meta":{"index":"posts_1591205157","site":"mindshift","id":"58274","score":null,"sort":[1629792560000]},"guestAuthors":[],"slug":"safety-agency-connection-priorities-to-help-students-transition-back-to-school","title":"Safety, Agency, Connection: Priorities to Help Students Transition Back to School","publishDate":1629792560,"format":"standard","headTitle":"Safety, Agency, Connection: Priorities to Help Students Transition Back to School | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">School districts are committed to having students back in school buildings even as the delta variant of the coronavirus threatens to derail in-person learning. However, c\u003c/span>\u003cspan style=\"font-weight: 400;\">utting through all of the concerns about academics is the realization that students will need support that goes beyond schoolwork. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“\u003c/span>\u003cspan style=\"font-weight: 400;\">There’s been this slow IV drip of stress,” said Joyce Dorado, UCSF clinical \u003ca href=\"https://profiles.ucsf.edu/joyce.dorado\">professor\u003c/a> and director of Healthy Environments and Response to Trauma in Schools, during a recent \u003ca href=\"https://www.ewa.org/agenda/ewa-74th-national-seminar-agenda\">Education Writers Association Conference\u003c/a>. “There will be triggers in the environment that make people suddenly feel terrified or unsafe.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">She said that if kids are having a hard time as school gets started, they are probably expressing a need for one of three things: safety, agency or connection. E\u003c/span>\u003cspan style=\"font-weight: 400;\">ducators and caregivers can prioritize these three areas to support kids through this transition, which will be challenging for many.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Dorado recommends that teachers allow for \u003ca href=\"https://www.kqed.org/mindshift/56946/how-can-teachers-nurture-meaningful-student-agency\">as much room for student agency as possible\u003c/a> and empower them by making sure they have voice and choice around the things that are affecting them. Having control goes a long way in easing students back into the physical classroom after months learning within the constraints of online school. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Rebuild Learning Skills with Student Agency\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Every year students come back from summer break or vacation at all different levels, said Torrie Vicklund, a teacher at a K-8 school in Winnipeg, Manitoba. Teaching students who are returning from remote learning will most likely be similar, though teachers will need to attend to fears about the delta variant and \u003ca href=\"https://www.kqed.org/mindshift/57982/trauma-is-a-lens-not-a-label-how-schools-can-support-all-students\">any traumas children might be experiencing\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To prepare for the start of the school year, Vicklund is concentrating on building learning skills. “It’s not so much that they didn’t learn about algebra this year. It’s more so that they didn’t have a chance to grow and learn together,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">There’s been a lot of attention on learning loss, but framing student learning that way is a deficit perspective and only focuses on the ways students are off track. If students see adults in their lives recognizing the ways that they have grown, it communicates to kids that they are resilient. “They will need support in the next year in certain aspects,” said Vicklund. “But they’ll still come through with a lot more pluses as well in resiliency and adaptability.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Vicklund is expecting the ways students learn with one another to be different, too. For example, if students are coming back from remote learning, they may feel more anxiety about speaking in front of the classroom or going up to the board to work out a math problem in front of peers. “I’ve already seen it,” said Vicklund. “If you are already anxious about school and you don’t quite feel safe here, you can’t learn and you can’t take other chances on top of that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Vicklund hopes to help students acclimate by being mindful of when they do classroom activities that require performance and high levels of interaction with the whole class. She’s opting to save these exercises for later in the school year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When students start learning in school buildings full time, caregivers will also have a role to play in making sure students feel a sense of agency, according to Dorado. For example, if a child is having trouble getting started on homework after school, caregivers can give them options. She recommends saying something like, “You could do your homework now or you could take a 15 minute break, get something to eat, get some water, take a walk and do it then. Which would you prefer?” Dorado said these moments of giving over control can be very healing. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Create Opportunities for Connection Among Peers \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Educators can also help students form better connections with their peers, which will be critical to students’ wellbeing and ability to learn. “Without the relationships, the academics definitely suffer,” said Tammy Stephens, a teacher at Bear Lake High School in Idaho. She noticed that students who experience a strong sense of connection feel less stressed and are more willing to try learning new things. Even students who were in school buildings last year may have struggled to connect with classmates when they were behind masks and six feet apart. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Younger students may have never been in the school building due to the pandemic, notes Tika Epstein, assistant principal at J.T. McWilliams Elementary School in Nevada. To help students acclimate to face-to-face learning, her school district provided an optional six-week summer acceleration program for elementary school-aged children with opportunities for social-emotional support, physical education, fine arts, project-based learning and academics throughout the day. They wanted to scaffold the learning experience before the school year started with extra individualized and small group support.\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Our 4th graders have used 1200 water bottles so far to build our greenhouse! They still have to cover the roof. How many more bottles will they use? \u003ca href=\"https://twitter.com/hashtag/estimation?src=hash&ref_src=twsrc%5Etfw\">#estimation\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ElemMathChat?src=hash&ref_src=twsrc%5Etfw\">#ElemMathChat\u003c/a> \u003ca href=\"https://twitter.com/hashtag/STEM?src=hash&ref_src=twsrc%5Etfw\">#STEM\u003c/a> \u003ca href=\"https://twitter.com/hashtag/summeracceleration?src=hash&ref_src=twsrc%5Etfw\">#summeracceleration\u003c/a> \u003ca href=\"https://t.co/sDPS5QzgDF\">pic.twitter.com/sDPS5QzgDF\u003c/a>\u003c/p>\n\u003cp>— JT McWilliams ES (@JTMcWilliamsES) \u003ca href=\"https://twitter.com/JTMcWilliamsES/status/1410223823820001285?ref_src=twsrc%5Etfw\">June 30, 2021\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For older students, the isolation of remote learning has been especially hard because they need to socialize with people their age to receive affirmation about the hard things that they’re going through as they grow up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I am lucky to not only teach grade seven, but have a grade seven student at home too,” said Vicklund. “She is an only child and going through all of this on her own. And so I am constantly having to reassure her that she is not the only one going through social anxiety, body changes and other issues in her life.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">She plans on spending a lot more time doing cooperative activities and giving students more informal time to interact with each other to make up for the lack of connection many of her students had been feeling.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Families and emotional safety\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Caregivers and educators may feel an urge to gloss over the pandemic and try to move on from the experience. According to Dorado, talking about the good and bad parts of the pandemic with children can help with healing. “If we simply pretend like it never happened,” she said, “then we lose the ability to learn from it.”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">The phrase “Learning Loss” positions school as the source of all knowledge dissemination, implying families provide no source of wisdom or intellectual capital. This is why some of us rural folk have always been wary of learning institutions that devalue working class histories.\u003c/p>\n\u003cp>— Adam W. Jordan, Ph.D. (@aj_wade) \u003ca href=\"https://twitter.com/aj_wade/status/1302575032967876608?ref_src=twsrc%5Etfw\">September 6, 2020\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To help students feel a sense of emotional safety, Dorado encourages teachers to invite students to discuss the ways their families coped with the pandemic and integrate these practices into the classroom. Dorado invites educators to validate the time students spent at home because families will be essential in helping students adjust to the next school year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Focusing on learning loss has devalued time spent with caregivers, according to Adam Jordan, professor of special education at the College of Charleston. Even for students who experienced challenges during remote learning, such as \u003ca href=\"https://www.chalkbeat.org/2020/6/26/21304405/surveys-remote-learning-coronavirus-success-failure-teachers-parents\">low engagement and participation\u003c/a> in online classes, learning never stopped.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I learned a lot from my dad, who was a welder on the weekend. I would learn how to stick metal together,” he said. “And it sparked curiosity in me. And now my son sits with me and we work on motorcycles. And it’s something that I didn’t learn at school.”\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":"Caregivers and parents can use these back-to-school strategies focused on agency, safety and connection to help kids get ready to learn with their peers again.","status":"publish","parent":0,"modified":1713642441,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1364},"headData":{"title":"Safety, Agency, Connection: Priorities to Help Students Transition Back to School | KQED","description":"Caregivers and parents can use these back-to-school strategies focused on agency, safety, and connection to help kids get ready to learn with their peers again.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Caregivers and parents can use these back-to-school strategies focused on agency, safety, and connection to help kids get ready to learn with their peers again.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Safety, Agency, Connection: Priorities to Help Students Transition Back to School","datePublished":"2021-08-24T08:09:20.000Z","dateModified":"2024-04-20T19:47:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/58274/safety-agency-connection-priorities-to-help-students-transition-back-to-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">School districts are committed to having students back in school buildings even as the delta variant of the coronavirus threatens to derail in-person learning. However, c\u003c/span>\u003cspan style=\"font-weight: 400;\">utting through all of the concerns about academics is the realization that students will need support that goes beyond schoolwork. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“\u003c/span>\u003cspan style=\"font-weight: 400;\">There’s been this slow IV drip of stress,” said Joyce Dorado, UCSF clinical \u003ca href=\"https://profiles.ucsf.edu/joyce.dorado\">professor\u003c/a> and director of Healthy Environments and Response to Trauma in Schools, during a recent \u003ca href=\"https://www.ewa.org/agenda/ewa-74th-national-seminar-agenda\">Education Writers Association Conference\u003c/a>. “There will be triggers in the environment that make people suddenly feel terrified or unsafe.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">She said that if kids are having a hard time as school gets started, they are probably expressing a need for one of three things: safety, agency or connection. E\u003c/span>\u003cspan style=\"font-weight: 400;\">ducators and caregivers can prioritize these three areas to support kids through this transition, which will be challenging for many.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Dorado recommends that teachers allow for \u003ca href=\"https://www.kqed.org/mindshift/56946/how-can-teachers-nurture-meaningful-student-agency\">as much room for student agency as possible\u003c/a> and empower them by making sure they have voice and choice around the things that are affecting them. Having control goes a long way in easing students back into the physical classroom after months learning within the constraints of online school. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Rebuild Learning Skills with Student Agency\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Every year students come back from summer break or vacation at all different levels, said Torrie Vicklund, a teacher at a K-8 school in Winnipeg, Manitoba. Teaching students who are returning from remote learning will most likely be similar, though teachers will need to attend to fears about the delta variant and \u003ca href=\"https://www.kqed.org/mindshift/57982/trauma-is-a-lens-not-a-label-how-schools-can-support-all-students\">any traumas children might be experiencing\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To prepare for the start of the school year, Vicklund is concentrating on building learning skills. “It’s not so much that they didn’t learn about algebra this year. It’s more so that they didn’t have a chance to grow and learn together,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">There’s been a lot of attention on learning loss, but framing student learning that way is a deficit perspective and only focuses on the ways students are off track. If students see adults in their lives recognizing the ways that they have grown, it communicates to kids that they are resilient. “They will need support in the next year in certain aspects,” said Vicklund. “But they’ll still come through with a lot more pluses as well in resiliency and adaptability.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Vicklund is expecting the ways students learn with one another to be different, too. For example, if students are coming back from remote learning, they may feel more anxiety about speaking in front of the classroom or going up to the board to work out a math problem in front of peers. “I’ve already seen it,” said Vicklund. “If you are already anxious about school and you don’t quite feel safe here, you can’t learn and you can’t take other chances on top of that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Vicklund hopes to help students acclimate by being mindful of when they do classroom activities that require performance and high levels of interaction with the whole class. She’s opting to save these exercises for later in the school year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When students start learning in school buildings full time, caregivers will also have a role to play in making sure students feel a sense of agency, according to Dorado. For example, if a child is having trouble getting started on homework after school, caregivers can give them options. She recommends saying something like, “You could do your homework now or you could take a 15 minute break, get something to eat, get some water, take a walk and do it then. Which would you prefer?” Dorado said these moments of giving over control can be very healing. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Create Opportunities for Connection Among Peers \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Educators can also help students form better connections with their peers, which will be critical to students’ wellbeing and ability to learn. “Without the relationships, the academics definitely suffer,” said Tammy Stephens, a teacher at Bear Lake High School in Idaho. She noticed that students who experience a strong sense of connection feel less stressed and are more willing to try learning new things. Even students who were in school buildings last year may have struggled to connect with classmates when they were behind masks and six feet apart. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Younger students may have never been in the school building due to the pandemic, notes Tika Epstein, assistant principal at J.T. McWilliams Elementary School in Nevada. To help students acclimate to face-to-face learning, her school district provided an optional six-week summer acceleration program for elementary school-aged children with opportunities for social-emotional support, physical education, fine arts, project-based learning and academics throughout the day. They wanted to scaffold the learning experience before the school year started with extra individualized and small group support.\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Our 4th graders have used 1200 water bottles so far to build our greenhouse! They still have to cover the roof. How many more bottles will they use? \u003ca href=\"https://twitter.com/hashtag/estimation?src=hash&ref_src=twsrc%5Etfw\">#estimation\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ElemMathChat?src=hash&ref_src=twsrc%5Etfw\">#ElemMathChat\u003c/a> \u003ca href=\"https://twitter.com/hashtag/STEM?src=hash&ref_src=twsrc%5Etfw\">#STEM\u003c/a> \u003ca href=\"https://twitter.com/hashtag/summeracceleration?src=hash&ref_src=twsrc%5Etfw\">#summeracceleration\u003c/a> \u003ca href=\"https://t.co/sDPS5QzgDF\">pic.twitter.com/sDPS5QzgDF\u003c/a>\u003c/p>\n\u003cp>— JT McWilliams ES (@JTMcWilliamsES) \u003ca href=\"https://twitter.com/JTMcWilliamsES/status/1410223823820001285?ref_src=twsrc%5Etfw\">June 30, 2021\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For older students, the isolation of remote learning has been especially hard because they need to socialize with people their age to receive affirmation about the hard things that they’re going through as they grow up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I am lucky to not only teach grade seven, but have a grade seven student at home too,” said Vicklund. “She is an only child and going through all of this on her own. And so I am constantly having to reassure her that she is not the only one going through social anxiety, body changes and other issues in her life.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">She plans on spending a lot more time doing cooperative activities and giving students more informal time to interact with each other to make up for the lack of connection many of her students had been feeling.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Families and emotional safety\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Caregivers and educators may feel an urge to gloss over the pandemic and try to move on from the experience. According to Dorado, talking about the good and bad parts of the pandemic with children can help with healing. “If we simply pretend like it never happened,” she said, “then we lose the ability to learn from it.”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">The phrase “Learning Loss” positions school as the source of all knowledge dissemination, implying families provide no source of wisdom or intellectual capital. This is why some of us rural folk have always been wary of learning institutions that devalue working class histories.\u003c/p>\n\u003cp>— Adam W. Jordan, Ph.D. (@aj_wade) \u003ca href=\"https://twitter.com/aj_wade/status/1302575032967876608?ref_src=twsrc%5Etfw\">September 6, 2020\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To help students feel a sense of emotional safety, Dorado encourages teachers to invite students to discuss the ways their families coped with the pandemic and integrate these practices into the classroom. Dorado invites educators to validate the time students spent at home because families will be essential in helping students adjust to the next school year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Focusing on learning loss has devalued time spent with caregivers, according to Adam Jordan, professor of special education at the College of Charleston. Even for students who experienced challenges during remote learning, such as \u003ca href=\"https://www.chalkbeat.org/2020/6/26/21304405/surveys-remote-learning-coronavirus-success-failure-teachers-parents\">low engagement and participation\u003c/a> in online classes, learning never stopped.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I learned a lot from my dad, who was a welder on the weekend. I would learn how to stick metal together,” he said. “And it sparked curiosity in me. And now my son sits with me and we work on motorcycles. And it’s something that I didn’t learn at school.”\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/58274/safety-agency-connection-priorities-to-help-students-transition-back-to-school","authors":["11721"],"categories":["mindshift_20729"],"tags":["mindshift_20589","mindshift_20738","mindshift_21213","mindshift_21906","mindshift_21395","mindshift_20999"],"featImg":"mindshift_58277","label":"mindshift"},"mindshift_51937":{"type":"posts","id":"mindshift_51937","meta":{"index":"posts_1591205157","site":"mindshift","id":"51937","score":null,"sort":[1535524274000]},"guestAuthors":[],"slug":"starting-a-new-school-year-with-connection-and-looking-forward","title":"Starting A New School Year With Connection and Looking Forward","publishDate":1535524274,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The start of school is full of preparations, back-to-school shopping, and jitters for both teachers and students. The first day of school is important -- it's when first impressions are made and when teachers have an opportunity to start connecting with students without any preconceived notions about their academics or behavior.\u003c/p>\n\u003cp>At Johnston High School in Iowa, English teacher Sarah Brown Wessling only gets 10 minutes with her students on the first day. She knows she needs to make them count, so she has three objectives:\u003c/p>\n\u003cp>1. Connect with them\u003cbr>\n2. Start putting names to faces\u003cbr>\n3. Get them to start thinking forward\u003c/p>\n\u003cp>\"When I am being really honest with students about why I love this work, it's really easy to cross this line into relying on too much emotion,\" Wessling says in a \u003ca href=\"https://www.teachingchannel.org/video/first-day-high-school-goals\" target=\"_blank\" rel=\"noopener\">Teaching Channel\u003c/a> video. \"So I think it's really important to be genuine and to be honest, but not feel like you have to disclose everything in order for it to be effective.\"\u003c/p>\n\u003cp>She does want students to have a memorable experience in this first meeting. \"My hope is that they leave with a feeling, and that feeling they can then start to connect to our space.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[vimeo 277501050 w=640 h=360]\u003c/p>\n\u003cp>Wessling, the \u003ca href=\"https://ccsso.org/teachers/sarah-brown-wessling\">2010 National Teacher of the Year\u003c/a>, also likes to think about who her students will be before she even meets them. \u003ca href=\"https://www.teachingchannel.org/video/pledge-to-students\" target=\"_blank\" rel=\"noopener\">She writes a pledge to them\u003c/a>, which she hands out early in the school year.\u003c/p>\n\u003cp>\"I've had students who've gone through the class come back and tell me how much that note caught their attention, that they were supposed to open up this envelope and inside was this letter to them, \" Wessling said.\u003c/p>\n\u003cp>[vimeo 277528356 w=640 h=360]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>How do you use the first crucial minutes with a new group of students?\u003c/p>\n\n","blocks":[],"excerpt":"The first few days of school are a crucial time to start building relationships and setting expectations for the rest of the year.","status":"publish","parent":0,"modified":1535524274,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":310},"headData":{"title":"Starting A New School Year With Connection and Looking Forward | KQED","description":"The first few days of school are a crucial time to start building relationships and setting expectations for the rest of the year.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Starting A New School Year With Connection and Looking Forward","datePublished":"2018-08-29T06:31:14.000Z","dateModified":"2018-08-29T06:31:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51937 https://ww2.kqed.org/mindshift/?p=51937","disqusUrl":"https://ww2.kqed.org/mindshift/2018/08/28/starting-a-new-school-year-with-connection-and-looking-forward/","disqusTitle":"Starting A New School Year With Connection and Looking Forward","path":"/mindshift/51937/starting-a-new-school-year-with-connection-and-looking-forward","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The start of school is full of preparations, back-to-school shopping, and jitters for both teachers and students. The first day of school is important -- it's when first impressions are made and when teachers have an opportunity to start connecting with students without any preconceived notions about their academics or behavior.\u003c/p>\n\u003cp>At Johnston High School in Iowa, English teacher Sarah Brown Wessling only gets 10 minutes with her students on the first day. She knows she needs to make them count, so she has three objectives:\u003c/p>\n\u003cp>1. Connect with them\u003cbr>\n2. Start putting names to faces\u003cbr>\n3. Get them to start thinking forward\u003c/p>\n\u003cp>\"When I am being really honest with students about why I love this work, it's really easy to cross this line into relying on too much emotion,\" Wessling says in a \u003ca href=\"https://www.teachingchannel.org/video/first-day-high-school-goals\" target=\"_blank\" rel=\"noopener\">Teaching Channel\u003c/a> video. \"So I think it's really important to be genuine and to be honest, but not feel like you have to disclose everything in order for it to be effective.\"\u003c/p>\n\u003cp>She does want students to have a memorable experience in this first meeting. \"My hope is that they leave with a feeling, and that feeling they can then start to connect to our space.\"\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>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"277501050"},"numeric":["277501050"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Wessling, the \u003ca href=\"https://ccsso.org/teachers/sarah-brown-wessling\">2010 National Teacher of the Year\u003c/a>, also likes to think about who her students will be before she even meets them. \u003ca href=\"https://www.teachingchannel.org/video/pledge-to-students\" target=\"_blank\" rel=\"noopener\">She writes a pledge to them\u003c/a>, which she hands out early in the school year.\u003c/p>\n\u003cp>\"I've had students who've gone through the class come back and tell me how much that note caught their attention, that they were supposed to open up this envelope and inside was this letter to them, \" Wessling said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"277528356"},"numeric":["277528356"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>How do you use the first crucial minutes with a new group of students?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51937/starting-a-new-school-year-with-connection-and-looking-forward","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20738","mindshift_20784","mindshift_1040","mindshift_21213","mindshift_20652"],"featImg":"mindshift_51940","label":"mindshift"},"mindshift_51943":{"type":"posts","id":"mindshift_51943","meta":{"index":"posts_1591205157","site":"mindshift","id":"51943","score":null,"sort":[1535347223000]},"guestAuthors":[],"slug":"leading-with-learning-on-the-first-day-of-school-to-build-class-culture","title":"Leading With Learning On The First Day Of School To Build Class Culture","publishDate":1535347223,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>High school English teacher Sarah Brown Wessling admits that she used to think about the first day of school as the time to lay out class rules and expectations. But after years of teaching, she has come to a different understanding about the best way to use this crucial time.\u003c/p>\n\u003cp>\"Over time, I've realized I want them to walk away with an experience where they understand what learning is going to feel like in this space together,\" Wessling said in a \u003ca href=\"https://www.teachingchannel.org/video/first-day-school-high-school-lesson\" target=\"_blank\" rel=\"noopener\">Teaching Channel video\u003c/a>. \"So I've given myself this challenge to teach on the first day.\"\u003c/p>\n\u003cp>She gives students three clues and asks them to tell her what the class is going to be all about. During the class period, students share ideas with one another in pairs, but also to the whole group. Wessling takes them through Plato's \"Allegory of the Cave,\" reading it out loud to them because she knows tone and inflection make a difference for comprehension with text this difficult. As they slowly move through the text, she models some of the habits of good readers.\u003c/p>\n\u003cp>\"Plato is perfect for complex work, but I also know if I were to say go read this tough essay on your own and then tell me what it's all about, that it would be counterproductive,\" Wessling said. \"It really has to be a community effort because that's part of what I want them to understand about who we're going to be as learners.\"\u003c/p>\n\u003cp>Wessling has learned that starting with real learning on the first day, does a lot more to set the tone for the year than a laundry list of rules. She's demonstrating right away what it looks like to be part of a community of learners.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"When I think of my overarching goal of leading with learning instead of presenting a lesson, I think that this particular lesson really helps to achieve that because it creates an opportunity for us to do work together. Students aren't sitting and getting. They're talking to each other; they're listening; they're writing; they're reading; they're doing so many of the skills that we know they're going to have to do throughout the entire course.\"\u003c/p>\n\u003cp>[vimeo 277505749 w=640 h=360]\u003c/p>\n\u003cp>What may not have been clear from that video is that Johnston High is in its first year in a new building where teachers \u003ca href=\"https://www.teachingchannel.org/video/floating-teachers\" target=\"_blank\" rel=\"noopener\">roam between classrooms\u003c/a>, sharing space. This was an adjustment for Wessling, who had taught in her own classroom for 19 years. She had to think carefully about how to transport the materials and tools she finds most important between classrooms, as well as shift her mindset about what it means to be a learning community.\u003c/p>\n\u003cp>\"I don't want to be defined by a traditional classroom anymore,\" Wessling said. \"We will be a class and we will be a community wherever we're at. And that the people are far more important than the walls that will define us.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[vimeo 277524516 w=640 h=360]\u003c/p>\n\n","blocks":[],"excerpt":"English teacher Sarah Brown Wessling has found that jumping right into a complex lesson on the first day -- instead of going through a list of rules -- sets the tone for what it means to learn in community.","status":"publish","parent":0,"modified":1535347223,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":514},"headData":{"title":"Leading With Learning On The First Day Of School To Build Class Culture | KQED","description":"English teacher Sarah Brown Wessling has found that jumping right into a complex lesson on the first day -- instead of going through a list of rules -- sets the tone for what it means to learn in community.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Leading With Learning On The First Day Of School To Build Class Culture","datePublished":"2018-08-27T05:20:23.000Z","dateModified":"2018-08-27T05:20:23.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51943 https://ww2.kqed.org/mindshift/?p=51943","disqusUrl":"https://ww2.kqed.org/mindshift/2018/08/26/leading-with-learning-on-the-first-day-of-school-to-build-class-culture/","disqusTitle":"Leading With Learning On The First Day Of School To Build Class Culture","path":"/mindshift/51943/leading-with-learning-on-the-first-day-of-school-to-build-class-culture","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>High school English teacher Sarah Brown Wessling admits that she used to think about the first day of school as the time to lay out class rules and expectations. But after years of teaching, she has come to a different understanding about the best way to use this crucial time.\u003c/p>\n\u003cp>\"Over time, I've realized I want them to walk away with an experience where they understand what learning is going to feel like in this space together,\" Wessling said in a \u003ca href=\"https://www.teachingchannel.org/video/first-day-school-high-school-lesson\" target=\"_blank\" rel=\"noopener\">Teaching Channel video\u003c/a>. \"So I've given myself this challenge to teach on the first day.\"\u003c/p>\n\u003cp>She gives students three clues and asks them to tell her what the class is going to be all about. During the class period, students share ideas with one another in pairs, but also to the whole group. Wessling takes them through Plato's \"Allegory of the Cave,\" reading it out loud to them because she knows tone and inflection make a difference for comprehension with text this difficult. As they slowly move through the text, she models some of the habits of good readers.\u003c/p>\n\u003cp>\"Plato is perfect for complex work, but I also know if I were to say go read this tough essay on your own and then tell me what it's all about, that it would be counterproductive,\" Wessling said. \"It really has to be a community effort because that's part of what I want them to understand about who we're going to be as learners.\"\u003c/p>\n\u003cp>Wessling has learned that starting with real learning on the first day, does a lot more to set the tone for the year than a laundry list of rules. She's demonstrating right away what it looks like to be part of a community of learners.\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>\"When I think of my overarching goal of leading with learning instead of presenting a lesson, I think that this particular lesson really helps to achieve that because it creates an opportunity for us to do work together. Students aren't sitting and getting. They're talking to each other; they're listening; they're writing; they're reading; they're doing so many of the skills that we know they're going to have to do throughout the entire course.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"277505749"},"numeric":["277505749"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What may not have been clear from that video is that Johnston High is in its first year in a new building where teachers \u003ca href=\"https://www.teachingchannel.org/video/floating-teachers\" target=\"_blank\" rel=\"noopener\">roam between classrooms\u003c/a>, sharing space. This was an adjustment for Wessling, who had taught in her own classroom for 19 years. She had to think carefully about how to transport the materials and tools she finds most important between classrooms, as well as shift her mindset about what it means to be a learning community.\u003c/p>\n\u003cp>\"I don't want to be defined by a traditional classroom anymore,\" Wessling said. \"We will be a class and we will be a community wherever we're at. And that the people are far more important than the walls that will define us.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"277524516"},"numeric":["277524516"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51943/leading-with-learning-on-the-first-day-of-school-to-build-class-culture","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20738","mindshift_20646","mindshift_20784","mindshift_1040","mindshift_21213","mindshift_20652"],"featImg":"mindshift_51945","label":"mindshift"},"mindshift_49130":{"type":"posts","id":"mindshift_49130","meta":{"index":"posts_1591205157","site":"mindshift","id":"49130","score":null,"sort":[1504006084000]},"guestAuthors":[],"slug":"tips-to-help-kids-with-back-to-school-anxiety","title":"Tips to Help Kids with Back-To-School Anxiety","publishDate":1504006084,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The start of the school year can be rough on some kids. It's a big shift from summer's freedom and lack of structure to the measured routines of school. And sometimes that can build up into tears, losing sleep, outbursts and other classic signs of anxiety.\u003c/p>\n\u003cp>\"Going back to school is a transition for everyone,\" says Lynn Bufka, a practicing psychologist who also works at the American Psychological Association. \"No matter the age of the child, or if they've been to school before.\"\u003c/p>\n\u003cp>In the vast majority of cases, this is pretty standard stuff. It doesn't mean it's not painful — for you and your kids. Just watch \u003ca href=\"https://www.youtube.com/watch?v=US48w_j85LA\" target=\"_blank\" rel=\"noopener noreferrer\">this viral video \u003c/a>-- (Andrew is now in first grade and doing fine).\u003c/p>\n\u003cp>\"If you see that in your kids, don't panic,\" says John Kelly, a school psychologist in Long Island, N.Y. \"For most kids, there's gonna be some level of anxiety.\"\u003c/p>\n\u003cp>And, if you think back on it, you can probably remember feeling that way, too.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We talked to some experts about what parents can do to ease the transition — plus, what to watch out for if there's a more serious problem.\u003c/p>\n\u003cp>Here's their list of tips:\u003c/p>\n\u003cp>\u003cstrong>Listen to your kid\u003c/strong>\u003c/p>\n\u003cp>Be available, says Lynn Bufka. If children have questions about school, or, once school starts, something exciting happens during the day, parents should make time to listen. Sharing the excitement can help ease concerns.\u003c/p>\n\u003cp>Tune into what your kids are talking about. \"Emotionally, parents are the safe place for children to experience emotions and to help them develop the language around expressing emotions,\" says Bufka.\u003c/p>\n\u003cp>\u003cstrong>Be specific\u003c/strong>\u003c/p>\n\u003cp>Beyond listening in general, drill down to the specifics. \"It's important for parents to explore with their kids what they're feeling anxious about,\" says Bufka.\u003c/p>\n\u003cp>If parents know what, exactly, is making students nervous — friends, classes, a new teacher — they can help problem-solve.\u003c/p>\n\u003cp>\u003cstrong>Let kids be the experts\u003c/strong>\u003c/p>\n\u003cp>Eleanor Mackey, a psychologist with Children's National Health System in Washington, D.C., suggests asking kids what might make them feel better.\u003c/p>\n\u003cp>\"Let them generate solutions,\" she says, \"Ask them what helps them feel better in other scary situations.\"\u003c/p>\n\u003cp>If they need help coming up with ideas, parents can help them role-play tough situations or come up with strategies they can use in situations that make them worried.\u003c/p>\n\u003cp>\u003cstrong>Positive messaging\u003c/strong>\u003c/p>\n\u003cp>Create a positive expectation. Talk about things your kids can look forward to in school, past experiences they've enjoyed. Friends or field trips are good examples.\u003c/p>\n\u003cp>\u003cstrong>Talk through previous triumphs\u003c/strong>\u003c/p>\n\u003cp>Many kids have been nervous or anxious before, so reminding them of their own successes with similar situations can help.\u003c/p>\n\u003cp>Try: \"Remember last year, when you were feeling this way? You got through it.\"\u003c/p>\n\u003cp>Reassuring kids that they have the tools to get through the challenge ahead, because they've overcome their fears in the past, can go a long way, says Lynn Bufka.\u003c/p>\n\u003cp>Eleanor Mackey says parents may be unsure what to say in situations like this. She offers a template:\u003c/p>\n\u003cblockquote>\u003cp>\"I understand you are scared – that's just fine. I also know that you can manage this. Remember last year when you were so nervous but you did it and made it through and ... made a great new friend, did well in Spanish, etc...\"\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Reach out to the teacher\u003c/strong>\u003c/p>\n\u003cp>\"I'm surprised at how reluctant parents are to talk to the teacher,\" says Mackey. \"They don't want to be \u003cem>that\u003c/em> parent, or they don't want to label their kid with issues.\"\u003c/p>\n\u003cp>And yet, she says, teachers have consistently told her they like hearing from parents.\u003c/p>\n\u003cp>Educators spend a lot of time trying to figure each kid out, she explains, so if you can save them the time, why not share? Parents are, after all, the experts on their kids.\u003c/p>\n\u003cp>Maybe your child is scared to answer questions in front of class, or has anxiety about being put on the spot — let the teacher know. She (or he) can use that information to help design the class, or maybe there can be more small-group work instead.\u003c/p>\n\u003cp>Parents can also tell their kids they've talked to the teacher, which can lower anxiety and send the message that the adults are on their side.\u003c/p>\n\u003cp>\u003cstrong>Start the routine early \u003c/strong>\u003c/p>\n\u003cp>\"It's always helpful to practice your routines before things start,\" says Bufka.\u003c/p>\n\u003cp>Find (and clean!) backpacks, lunch boxes, folders and other supplies. Plan ahead and get the child involved in the planning process — have them get their belongs ready, etc.\u003c/p>\n\u003cp>\"That gives the child a sense of mastery over the situation,\" Bufka explains. \"Getting your child engaged about \u003cem>the new thing \u003c/em>will help them feel like it's more under their control.\"\u003c/p>\n\u003cp>Often, families try and squeeze in a last fun adventure right at the end, but that can make things worse. Don't wait for the night before, says John Kelly, who is also the president of the National Association of School Psychologists. \"You really need to start that adjustment early.\"\u003c/p>\n\u003cp>That means getting up earlier — and going to bed earlier too.\u003c/p>\n\u003cp>It's kind of a no-brainer that sleep is essential, Mackey points out, but patterns can't be adjusted (literally) overnight.\u003c/p>\n\u003cp>\"Kids really get out of rhythm in the summer,\" she says, and this has a bigger impact than adults realize.\u003c/p>\n\u003cp>\"When we're tired, we're moody, and little things can feel really big,\" Mackey explains. \"Anxiety is much worse if sleep is bad. Make sure you have a good quiet routine and early enough bedtime that your child can get sufficient sleep.\"\u003c/p>\n\u003cp>Oh, and turn off that tablet or smartphone before bed, too.\u003c/p>\n\u003cp>\u003cstrong>Do a dry run\u003c/strong>\u003c/p>\n\u003cp>If it's a new school or a new neighborhood, introduce students to that situation before the big day. Visiting the school, or walking to and from the bus stop, can go a long way, says Mackey. You may have to do this more than once to make it seem familiar, she says. \"Just once may lead to more anxiety.\"\u003c/p>\n\u003cp>A dry run can help even if it's not a new school. Kelly calls it: Say Hello To the School Again.\u003c/p>\n\u003cp>It's a great way to remind anxious kids they've been here before. Many schools are open the week before Day 1, often teachers are around too. If the school has an orientation, don't miss it.\u003c/p>\n\u003cp>\u003cstrong>Social connections\u003c/strong>\u003c/p>\n\u003cp>When kids can make social connections before they start school, that's a really helpful step, says Kelly. Many kids have anxiety around friends, 'Who's going to be in my class? Who can I sit with at lunch? Ride the bus with?'\u003c/p>\n\u003cp>Especially for older students, comparing schedules with friends can help.\u003c/p>\n\u003cp>\u003cstrong>Don't ignore clothing anxiety\u003c/strong>\u003c/p>\n\u003cp>Parents may not think that what you wear on the first day matters, but for kids it can be huge. Especially, John Kelly says, in the middle and high school years.\u003c/p>\n\u003cp>\u003cstrong>Read some books\u003c/strong>\u003c/p>\n\u003cp>Kelly recommends \u003cem>School's First Day of School,\u003c/em> by Adam Rex. It's about how nervous the school itself is. \u003cem>First Day Jitters\u003c/em> by Julie Danneberg is helpful for kids starting new schools. And, Kelly says, for really young kids try Nancy Carlson's \u003cem>Look Out Kindergarten, Here I Come. \u003c/em>Carlson's book also has a Spanish version\u003cem>: Preparate, kindergarten! Alla voy!\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Chill out after school\u003c/strong>\u003c/p>\n\u003cp>Give kids a break after school, says Mackey. They don't need a lot of time, 5 to 10 minutes is just fine. Kids, she explains, need this after a hectic day when their brains are in overdrive.\u003c/p>\n\u003cp>Try doing it with them. A few minutes of quiet or light conversation can be great for the whole family — and it's another opportunity to connect with your kids.\u003c/p>\n\u003cp>\u003cstrong>Remember: Easing anxiety can take time\u003c/strong>\u003c/p>\n\u003cp>Not everyone is going to adjust to a new situation on the first day. Be patient. Each day can bring new challenges. This is especially true for older students, who are navigating new classes, different teachers and changing schedules.\u003c/p>\n\u003cp>It's very normal for kids to have trouble for a week or two weeks into the school year. \"It's all new,\" says Kelly. \"They're re-starting routines, or starting routines for the first time, and that can take a while.\"\u003c/p>\n\u003cp>\u003cstrong>Parents have anxiety, too\u003c/strong>\u003c/p>\n\u003cp>\"It's important for parents to realize that schools are filled with professionals who work with children all the time,\" says Bufka. Remember, Kelly adds, kids are going to pick up cues from parents, so making sure you're comfortable too is an important piece.\u003c/p>\n\u003cp>\u003cstrong>Signs that it's not normal\u003c/strong>\u003c/p>\n\u003cp>There are some warning signs that your child may need some extra help. Kelly ticks off a few: If you really see your child struggling, having a really difficult time just getting to school or feeling increasingly anxious at night time.\u003c/p>\n\u003cp>Lynn Bufka says as a parent, you're in the best position to observe changes in their behavior.\u003c/p>\n\u003cp>\"If the child is refusing to do things that they've normally done, or that they've not had difficulty doing before,\" she says, \"that's a sign that something isn't going right.\"\u003c/p>\n\u003cp>Maybe it's a bully, or your child is really overwhelmed and they need some extra work with a psychologist.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Bufka says that in some cases anxiety around school can develop into school refusal, where kids flat out refuse to go. And that's definitely the time to reach out to a professional.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Counter+Back-To-School+Anxiety+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The start of the year can be a particularly hard time for kids — trying to navigate from the carefree summer to the routine of school. But, experts say, nerves and anxiety are normal.","status":"publish","parent":0,"modified":1504006143,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":68,"wordCount":1615},"headData":{"title":"Tips to Help Kids with Back-To-School Anxiety | KQED","description":"The start of the year can be a particularly hard time for kids — trying to navigate from the carefree summer to the routine of school. But, experts say, nerves and anxiety are normal.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Tips to Help Kids with Back-To-School Anxiety","datePublished":"2017-08-29T11:28:04.000Z","dateModified":"2017-08-29T11:29:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49130 https://ww2.kqed.org/mindshift/?p=49130","disqusUrl":"https://ww2.kqed.org/mindshift/2017/08/29/tips-to-help-kids-with-back-to-school-anxiety/","disqusTitle":"Tips to Help Kids with Back-To-School Anxiety","nprImageCredit":"LA Johnson","nprByline":"Elissa Nadworny","nprImageAgency":"NPR","nprStoryId":"545393966","nprApiLink":"http://api.npr.org/query?id=545393966&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/08/28/545393966/how-to-counter-back-to-school-anxiety?ft=nprml&f=545393966","nprRetrievedStory":"1","nprPubDate":"Mon, 28 Aug 2017 11:27:00 -0400","nprStoryDate":"Mon, 28 Aug 2017 11:24:00 -0400","nprLastModifiedDate":"Mon, 28 Aug 2017 11:27:05 -0400","path":"/mindshift/49130/tips-to-help-kids-with-back-to-school-anxiety","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The start of the school year can be rough on some kids. It's a big shift from summer's freedom and lack of structure to the measured routines of school. And sometimes that can build up into tears, losing sleep, outbursts and other classic signs of anxiety.\u003c/p>\n\u003cp>\"Going back to school is a transition for everyone,\" says Lynn Bufka, a practicing psychologist who also works at the American Psychological Association. \"No matter the age of the child, or if they've been to school before.\"\u003c/p>\n\u003cp>In the vast majority of cases, this is pretty standard stuff. It doesn't mean it's not painful — for you and your kids. Just watch \u003ca href=\"https://www.youtube.com/watch?v=US48w_j85LA\" target=\"_blank\" rel=\"noopener noreferrer\">this viral video \u003c/a>-- (Andrew is now in first grade and doing fine).\u003c/p>\n\u003cp>\"If you see that in your kids, don't panic,\" says John Kelly, a school psychologist in Long Island, N.Y. \"For most kids, there's gonna be some level of anxiety.\"\u003c/p>\n\u003cp>And, if you think back on it, you can probably remember feeling that way, too.\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>We talked to some experts about what parents can do to ease the transition — plus, what to watch out for if there's a more serious problem.\u003c/p>\n\u003cp>Here's their list of tips:\u003c/p>\n\u003cp>\u003cstrong>Listen to your kid\u003c/strong>\u003c/p>\n\u003cp>Be available, says Lynn Bufka. If children have questions about school, or, once school starts, something exciting happens during the day, parents should make time to listen. Sharing the excitement can help ease concerns.\u003c/p>\n\u003cp>Tune into what your kids are talking about. \"Emotionally, parents are the safe place for children to experience emotions and to help them develop the language around expressing emotions,\" says Bufka.\u003c/p>\n\u003cp>\u003cstrong>Be specific\u003c/strong>\u003c/p>\n\u003cp>Beyond listening in general, drill down to the specifics. \"It's important for parents to explore with their kids what they're feeling anxious about,\" says Bufka.\u003c/p>\n\u003cp>If parents know what, exactly, is making students nervous — friends, classes, a new teacher — they can help problem-solve.\u003c/p>\n\u003cp>\u003cstrong>Let kids be the experts\u003c/strong>\u003c/p>\n\u003cp>Eleanor Mackey, a psychologist with Children's National Health System in Washington, D.C., suggests asking kids what might make them feel better.\u003c/p>\n\u003cp>\"Let them generate solutions,\" she says, \"Ask them what helps them feel better in other scary situations.\"\u003c/p>\n\u003cp>If they need help coming up with ideas, parents can help them role-play tough situations or come up with strategies they can use in situations that make them worried.\u003c/p>\n\u003cp>\u003cstrong>Positive messaging\u003c/strong>\u003c/p>\n\u003cp>Create a positive expectation. Talk about things your kids can look forward to in school, past experiences they've enjoyed. Friends or field trips are good examples.\u003c/p>\n\u003cp>\u003cstrong>Talk through previous triumphs\u003c/strong>\u003c/p>\n\u003cp>Many kids have been nervous or anxious before, so reminding them of their own successes with similar situations can help.\u003c/p>\n\u003cp>Try: \"Remember last year, when you were feeling this way? You got through it.\"\u003c/p>\n\u003cp>Reassuring kids that they have the tools to get through the challenge ahead, because they've overcome their fears in the past, can go a long way, says Lynn Bufka.\u003c/p>\n\u003cp>Eleanor Mackey says parents may be unsure what to say in situations like this. She offers a template:\u003c/p>\n\u003cblockquote>\u003cp>\"I understand you are scared – that's just fine. I also know that you can manage this. Remember last year when you were so nervous but you did it and made it through and ... made a great new friend, did well in Spanish, etc...\"\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Reach out to the teacher\u003c/strong>\u003c/p>\n\u003cp>\"I'm surprised at how reluctant parents are to talk to the teacher,\" says Mackey. \"They don't want to be \u003cem>that\u003c/em> parent, or they don't want to label their kid with issues.\"\u003c/p>\n\u003cp>And yet, she says, teachers have consistently told her they like hearing from parents.\u003c/p>\n\u003cp>Educators spend a lot of time trying to figure each kid out, she explains, so if you can save them the time, why not share? Parents are, after all, the experts on their kids.\u003c/p>\n\u003cp>Maybe your child is scared to answer questions in front of class, or has anxiety about being put on the spot — let the teacher know. She (or he) can use that information to help design the class, or maybe there can be more small-group work instead.\u003c/p>\n\u003cp>Parents can also tell their kids they've talked to the teacher, which can lower anxiety and send the message that the adults are on their side.\u003c/p>\n\u003cp>\u003cstrong>Start the routine early \u003c/strong>\u003c/p>\n\u003cp>\"It's always helpful to practice your routines before things start,\" says Bufka.\u003c/p>\n\u003cp>Find (and clean!) backpacks, lunch boxes, folders and other supplies. Plan ahead and get the child involved in the planning process — have them get their belongs ready, etc.\u003c/p>\n\u003cp>\"That gives the child a sense of mastery over the situation,\" Bufka explains. \"Getting your child engaged about \u003cem>the new thing \u003c/em>will help them feel like it's more under their control.\"\u003c/p>\n\u003cp>Often, families try and squeeze in a last fun adventure right at the end, but that can make things worse. Don't wait for the night before, says John Kelly, who is also the president of the National Association of School Psychologists. \"You really need to start that adjustment early.\"\u003c/p>\n\u003cp>That means getting up earlier — and going to bed earlier too.\u003c/p>\n\u003cp>It's kind of a no-brainer that sleep is essential, Mackey points out, but patterns can't be adjusted (literally) overnight.\u003c/p>\n\u003cp>\"Kids really get out of rhythm in the summer,\" she says, and this has a bigger impact than adults realize.\u003c/p>\n\u003cp>\"When we're tired, we're moody, and little things can feel really big,\" Mackey explains. \"Anxiety is much worse if sleep is bad. Make sure you have a good quiet routine and early enough bedtime that your child can get sufficient sleep.\"\u003c/p>\n\u003cp>Oh, and turn off that tablet or smartphone before bed, too.\u003c/p>\n\u003cp>\u003cstrong>Do a dry run\u003c/strong>\u003c/p>\n\u003cp>If it's a new school or a new neighborhood, introduce students to that situation before the big day. Visiting the school, or walking to and from the bus stop, can go a long way, says Mackey. You may have to do this more than once to make it seem familiar, she says. \"Just once may lead to more anxiety.\"\u003c/p>\n\u003cp>A dry run can help even if it's not a new school. Kelly calls it: Say Hello To the School Again.\u003c/p>\n\u003cp>It's a great way to remind anxious kids they've been here before. Many schools are open the week before Day 1, often teachers are around too. If the school has an orientation, don't miss it.\u003c/p>\n\u003cp>\u003cstrong>Social connections\u003c/strong>\u003c/p>\n\u003cp>When kids can make social connections before they start school, that's a really helpful step, says Kelly. Many kids have anxiety around friends, 'Who's going to be in my class? Who can I sit with at lunch? Ride the bus with?'\u003c/p>\n\u003cp>Especially for older students, comparing schedules with friends can help.\u003c/p>\n\u003cp>\u003cstrong>Don't ignore clothing anxiety\u003c/strong>\u003c/p>\n\u003cp>Parents may not think that what you wear on the first day matters, but for kids it can be huge. Especially, John Kelly says, in the middle and high school years.\u003c/p>\n\u003cp>\u003cstrong>Read some books\u003c/strong>\u003c/p>\n\u003cp>Kelly recommends \u003cem>School's First Day of School,\u003c/em> by Adam Rex. It's about how nervous the school itself is. \u003cem>First Day Jitters\u003c/em> by Julie Danneberg is helpful for kids starting new schools. And, Kelly says, for really young kids try Nancy Carlson's \u003cem>Look Out Kindergarten, Here I Come. \u003c/em>Carlson's book also has a Spanish version\u003cem>: Preparate, kindergarten! Alla voy!\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Chill out after school\u003c/strong>\u003c/p>\n\u003cp>Give kids a break after school, says Mackey. They don't need a lot of time, 5 to 10 minutes is just fine. Kids, she explains, need this after a hectic day when their brains are in overdrive.\u003c/p>\n\u003cp>Try doing it with them. A few minutes of quiet or light conversation can be great for the whole family — and it's another opportunity to connect with your kids.\u003c/p>\n\u003cp>\u003cstrong>Remember: Easing anxiety can take time\u003c/strong>\u003c/p>\n\u003cp>Not everyone is going to adjust to a new situation on the first day. Be patient. Each day can bring new challenges. This is especially true for older students, who are navigating new classes, different teachers and changing schedules.\u003c/p>\n\u003cp>It's very normal for kids to have trouble for a week or two weeks into the school year. \"It's all new,\" says Kelly. \"They're re-starting routines, or starting routines for the first time, and that can take a while.\"\u003c/p>\n\u003cp>\u003cstrong>Parents have anxiety, too\u003c/strong>\u003c/p>\n\u003cp>\"It's important for parents to realize that schools are filled with professionals who work with children all the time,\" says Bufka. Remember, Kelly adds, kids are going to pick up cues from parents, so making sure you're comfortable too is an important piece.\u003c/p>\n\u003cp>\u003cstrong>Signs that it's not normal\u003c/strong>\u003c/p>\n\u003cp>There are some warning signs that your child may need some extra help. Kelly ticks off a few: If you really see your child struggling, having a really difficult time just getting to school or feeling increasingly anxious at night time.\u003c/p>\n\u003cp>Lynn Bufka says as a parent, you're in the best position to observe changes in their behavior.\u003c/p>\n\u003cp>\"If the child is refusing to do things that they've normally done, or that they've not had difficulty doing before,\" she says, \"that's a sign that something isn't going right.\"\u003c/p>\n\u003cp>Maybe it's a bully, or your child is really overwhelmed and they need some extra work with a psychologist.\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>Bufka says that in some cases anxiety around school can develop into school refusal, where kids flat out refuse to go. And that's definitely the time to reach out to a professional.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Counter+Back-To-School+Anxiety+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49130/tips-to-help-kids-with-back-to-school-anxiety","authors":["byline_mindshift_49130"],"categories":["mindshift_20729","mindshift_192"],"tags":["mindshift_20589","mindshift_20738","mindshift_20784","mindshift_1040","mindshift_943"],"featImg":"mindshift_49131","label":"mindshift"},"mindshift_41695":{"type":"posts","id":"mindshift_41695","meta":{"index":"posts_1591205157","site":"mindshift","id":"41695","score":null,"sort":[1440104380000]},"guestAuthors":[],"slug":"the-funniest-back-to-school-pep-talk-you-may-have-missed","title":"The Funniest Back-To-School Pep Talk You May Have Missed","publishDate":1440104380,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Teachers and kids are headed back to school in the next couple weeks (if they haven't already started), which means hectic days, new schedules and lots of excitement. Let \u003ca href=\"https://www.youtube.com/watch?v=IcZVGjG6LWM\" target=\"_blank\">Kid President\u003c/a> boost your energy with his funny, on-point advice to go out and make the world more awesome. As he says: \"Get your learn on!\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/RwlhUcSGqgs?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"It's time to head back to school and in the words of Kid President, \"Be more awesome.\"","status":"publish","parent":0,"modified":1440104380,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/RwlhUcSGqgs"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":59},"headData":{"title":"The Funniest Back-To-School Pep Talk You May Have Missed | KQED","description":"It's time to head back to school and in the words of Kid President, "Be more awesome."","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Funniest Back-To-School Pep Talk You May Have Missed","datePublished":"2015-08-20T20:59:40.000Z","dateModified":"2015-08-20T20:59:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41695 http://ww2.kqed.org/mindshift/?p=41695","disqusUrl":"https://ww2.kqed.org/mindshift/2015/08/20/the-funniest-back-to-school-pep-talk-you-may-have-missed/","disqusTitle":"The Funniest Back-To-School Pep Talk You May Have Missed","path":"/mindshift/41695/the-funniest-back-to-school-pep-talk-you-may-have-missed","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers and kids are headed back to school in the next couple weeks (if they haven't already started), which means hectic days, new schedules and lots of excitement. Let \u003ca href=\"https://www.youtube.com/watch?v=IcZVGjG6LWM\" target=\"_blank\">Kid President\u003c/a> boost your energy with his funny, on-point advice to go out and make the world more awesome. As he says: \"Get your learn on!\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/RwlhUcSGqgs?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41695/the-funniest-back-to-school-pep-talk-you-may-have-missed","authors":["4354"],"categories":["mindshift_20827"],"tags":["mindshift_20738","mindshift_1040"],"featImg":"mindshift_41696","label":"mindshift"},"mindshift_37805":{"type":"posts","id":"mindshift_37805","meta":{"index":"posts_1591205157","site":"mindshift","id":"37805","score":null,"sort":[1411070405000]},"guestAuthors":[],"slug":"three-tips-to-focus-parent-teacher-conferences-on-creating-a-partnership","title":"Three Tips to Focus Parent-Teacher Conferences On Creating a Partnership","publishDate":1411070405,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37808\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/parent-teacher-conference.jpg\">\u003cimg class=\"size-large wp-image-37808\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/parent-teacher-conference-640x360.jpg\" alt=\"LA Johnson/NPR\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">LA Johnson/NPR\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Elissa Nadworny\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">So you finally get the chance to meet one on one with your child's teacher — now what?\u003c/p>\n\u003cp>Like a good Boy Scout, be prepared: Educators agree that doing your homework before a parent-teacher conference can make a big difference.\u003c/p>\n\u003cp>The Harvard Family Research Project's \u003ca href=\"http://www.hfrp.org/var/hfrp/storage/fckeditor/File/Parent-Teacher-ConferenceTipSheet-100610.pdf\">Tip Sheet for Parents\u003c/a> suggests reviewing your child's work, grades and past teacher feedback. Ask your child about his experience at school and make a list of questions ahead of time to ask during the conference. \u003ca href=\"https://www.care.com/a/20-questions-to-ask-during-a-parent-teacher-conference-1309201640\">Care.com\u003c/a> — a website that matches up parents and child caregivers — created a list of questions to print out and take with you.\u003c/p>\n\u003cp>A good parent-teacher conference, experts say, should cover three major topics: the child, the classroom and the future.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>The Child\u003c/strong>\u003c/p>\n\u003cp>Most experts suggest telling the teacher about your child: Describe what they're like at home, what interests and excites them, and explain any issues at home that may be affecting your child at school.\u003c/p>\n\u003cp>\"Often times we don't have any understanding of what happens when a child leaves school,\" says Amanda Wirene, a reading specialist at the Montessori School of Englewood in Chicago. \"Often parents are our only way to know what's going on at home.\"\u003c/p>\n\u003cp>Be thorough, but do be aware of the time.\u003c/p>\n\u003cp>\"You always get that one parent who wants to stay forever and tells you in great detail all about their child,\" says Colleen Holmes, assistant principal at Lincoln Elementary School in Erie, Pa. Share information, she says, and if you need to talk more, schedule another time.\u003c/p>\n\u003cp>\u003cstrong>The Classroom\u003c/strong>\u003c/p>\n\u003cp>Ask about what's happening in the classroom — both academically and socially.\u003c/p>\n\u003cp>\"Parents have more access to student information than ever before,\" says Scot Graden, superintendent of Saline Area Schools in Saline, Mich. \"Chances are, anything that's going to come up at parent-teacher conferences, the student will already know about it.\"\u003c/p>\n\u003cp>By talking to your child in advance, you can ask more specific questions about grades or behaviors, says Graden.\u003c/p>\n\u003cp>Don't be afraid to ask the teacher to clarify what assessment or grades actually mean.\u003c/p>\n\u003cp>\"Teachers can sometimes use educational jargon that may seem alien to you,\" Karen Mira writes in \u003ca href=\"http://sg.theasianparent.com/10-things-parents-shouldnt-do-during-parent-teacher-conferences/3/\">The Asian Parent\u003c/a>, a parenting magazine in Singapore. \"Don't be shy to ask your child's teacher to explain what a certain educational word means.\"\u003c/p>\n\u003cp>If teachers bring up areas for improvement, don't get defensive, says Holmes, the elementary school assistant principal.\u003c/p>\n\u003cp>And don't let the meetings be a dumping ground for pent-up concerns or frustrations.\u003c/p>\n\u003cp>\"We don't want parents to load up on things they've wanted to discuss and are looking to have a sort of 'gotcha' moment,\" says Graden.\u003c/p>\n\u003cp>The same holds true for teachers: Lindsay Rollin, a second-grade teacher at Teachers College Community School in New York, says conferences should never be the first time parents are hearing about problems their child is having.\u003c/p>\n\u003cp>\"I am not dropping bombs on anybody,\" she says.\u003c/p>\n\u003cp>Before the meeting is over, you should be sure you're clear on the teacher's expectations for your child.\u003c/p>\n\u003cp>\"It's important for everyone to understand what the goal is at the end of the year,\" says Graden, the school superintendent. \"That way you all have a stake in that success.\"\u003c/p>\n\u003cp>\u003cstrong>The Future\u003c/strong>\u003c/p>\n\u003cp>Spin the conversation forward and ask what you can do to help.\u003c/p>\n\u003cp>Parent-teacher conferences are no longer a once-a-year check-in; they can provide useful insight for immediate and clear next steps.\u003c/p>\n\u003cp>\"Conferences are now a progress report timed so parents can actually do something about what they learn from teachers,\" says Heather Bastow Weiss, founder and director of the Harvard Family Research Project.\u003c/p>\n\u003cp>To get the most out of the conversation, she says, both the teacher and the parent should know what comes next. Brainstorm with the teacher to come up with ways to solve challenges your child faces. Ask for concrete examples of things you can do at home to help.\u003c/p>\n\u003cp>\"Go in looking for an opportunity to get involved with supporting your child,\" advises Holmes, who taught for 16 years before becoming an administrator. Parents should leave knowing the resources that are available to them, says Holmes, such as teacher or school websites and assignment calendars.\u003c/p>\n\u003cp>Ask if the teachers can recommend resources outside of school.\u003c/p>\n\u003cp>\"There are many out-of-school programs that can help kids improve their success in school,\" says Weiss. \"The nonschool learning experience should be part of the conversation at conferences.\"\u003c/p>\n\u003cp>Concrete next steps are essential, says Graden. If parents feel as though they didn't get answers to all of their questions, he recommends trying to connect with the teacher again within a week.\u003c/p>\n\u003cp>\"We want both the teacher and the parent to have a positive experience,\" he says. \"When parents and teachers work together, the results are always better.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Copyright 2014 NPR\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Parent-teacher conferences are a great time for the adults in a child's life to get on the same page about the student's educational journey at school and at home.","status":"publish","parent":0,"modified":1411063604,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":833},"headData":{"title":"Three Tips to Focus Parent-Teacher Conferences On Creating a Partnership | KQED","description":"Parent-teacher conferences are a great time for the adults in a child's life to get on the same page about the student's educational journey at school and at home.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Three Tips to Focus Parent-Teacher Conferences On Creating a Partnership","datePublished":"2014-09-18T20:00:05.000Z","dateModified":"2014-09-18T18:06:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37805 http://blogs.kqed.org/mindshift/?p=37805","disqusUrl":"https://ww2.kqed.org/mindshift/2014/09/18/three-tips-to-focus-parent-teacher-conferences-on-creating-a-partnership/","disqusTitle":"Three Tips to Focus Parent-Teacher Conferences On Creating a Partnership","nprByline":"Elissa Nadworny","nprStoryId":"349337543","nprApiLink":"http://api.npr.org/query?id=349337543&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/ed/2014/09/18/349337543/how-to-make-the-most-of-your-10-minutes-with-teacher?ft=3&f=349337543","nprRetrievedStory":"1","nprPubDate":"Thu, 18 Sep 2014 09:11:00 -0400","nprStoryDate":"Thu, 18 Sep 2014 07:47:00 -0400","nprLastModifiedDate":"Thu, 18 Sep 2014 09:19:39 -0400","path":"/mindshift/37805/three-tips-to-focus-parent-teacher-conferences-on-creating-a-partnership","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37808\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/parent-teacher-conference.jpg\">\u003cimg class=\"size-large wp-image-37808\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/parent-teacher-conference-640x360.jpg\" alt=\"LA Johnson/NPR\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">LA Johnson/NPR\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Elissa Nadworny\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">So you finally get the chance to meet one on one with your child's teacher — now what?\u003c/p>\n\u003cp>Like a good Boy Scout, be prepared: Educators agree that doing your homework before a parent-teacher conference can make a big difference.\u003c/p>\n\u003cp>The Harvard Family Research Project's \u003ca href=\"http://www.hfrp.org/var/hfrp/storage/fckeditor/File/Parent-Teacher-ConferenceTipSheet-100610.pdf\">Tip Sheet for Parents\u003c/a> suggests reviewing your child's work, grades and past teacher feedback. Ask your child about his experience at school and make a list of questions ahead of time to ask during the conference. \u003ca href=\"https://www.care.com/a/20-questions-to-ask-during-a-parent-teacher-conference-1309201640\">Care.com\u003c/a> — a website that matches up parents and child caregivers — created a list of questions to print out and take with you.\u003c/p>\n\u003cp>A good parent-teacher conference, experts say, should cover three major topics: the child, the classroom and the future.\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>\u003cstrong>The Child\u003c/strong>\u003c/p>\n\u003cp>Most experts suggest telling the teacher about your child: Describe what they're like at home, what interests and excites them, and explain any issues at home that may be affecting your child at school.\u003c/p>\n\u003cp>\"Often times we don't have any understanding of what happens when a child leaves school,\" says Amanda Wirene, a reading specialist at the Montessori School of Englewood in Chicago. \"Often parents are our only way to know what's going on at home.\"\u003c/p>\n\u003cp>Be thorough, but do be aware of the time.\u003c/p>\n\u003cp>\"You always get that one parent who wants to stay forever and tells you in great detail all about their child,\" says Colleen Holmes, assistant principal at Lincoln Elementary School in Erie, Pa. Share information, she says, and if you need to talk more, schedule another time.\u003c/p>\n\u003cp>\u003cstrong>The Classroom\u003c/strong>\u003c/p>\n\u003cp>Ask about what's happening in the classroom — both academically and socially.\u003c/p>\n\u003cp>\"Parents have more access to student information than ever before,\" says Scot Graden, superintendent of Saline Area Schools in Saline, Mich. \"Chances are, anything that's going to come up at parent-teacher conferences, the student will already know about it.\"\u003c/p>\n\u003cp>By talking to your child in advance, you can ask more specific questions about grades or behaviors, says Graden.\u003c/p>\n\u003cp>Don't be afraid to ask the teacher to clarify what assessment or grades actually mean.\u003c/p>\n\u003cp>\"Teachers can sometimes use educational jargon that may seem alien to you,\" Karen Mira writes in \u003ca href=\"http://sg.theasianparent.com/10-things-parents-shouldnt-do-during-parent-teacher-conferences/3/\">The Asian Parent\u003c/a>, a parenting magazine in Singapore. \"Don't be shy to ask your child's teacher to explain what a certain educational word means.\"\u003c/p>\n\u003cp>If teachers bring up areas for improvement, don't get defensive, says Holmes, the elementary school assistant principal.\u003c/p>\n\u003cp>And don't let the meetings be a dumping ground for pent-up concerns or frustrations.\u003c/p>\n\u003cp>\"We don't want parents to load up on things they've wanted to discuss and are looking to have a sort of 'gotcha' moment,\" says Graden.\u003c/p>\n\u003cp>The same holds true for teachers: Lindsay Rollin, a second-grade teacher at Teachers College Community School in New York, says conferences should never be the first time parents are hearing about problems their child is having.\u003c/p>\n\u003cp>\"I am not dropping bombs on anybody,\" she says.\u003c/p>\n\u003cp>Before the meeting is over, you should be sure you're clear on the teacher's expectations for your child.\u003c/p>\n\u003cp>\"It's important for everyone to understand what the goal is at the end of the year,\" says Graden, the school superintendent. \"That way you all have a stake in that success.\"\u003c/p>\n\u003cp>\u003cstrong>The Future\u003c/strong>\u003c/p>\n\u003cp>Spin the conversation forward and ask what you can do to help.\u003c/p>\n\u003cp>Parent-teacher conferences are no longer a once-a-year check-in; they can provide useful insight for immediate and clear next steps.\u003c/p>\n\u003cp>\"Conferences are now a progress report timed so parents can actually do something about what they learn from teachers,\" says Heather Bastow Weiss, founder and director of the Harvard Family Research Project.\u003c/p>\n\u003cp>To get the most out of the conversation, she says, both the teacher and the parent should know what comes next. Brainstorm with the teacher to come up with ways to solve challenges your child faces. Ask for concrete examples of things you can do at home to help.\u003c/p>\n\u003cp>\"Go in looking for an opportunity to get involved with supporting your child,\" advises Holmes, who taught for 16 years before becoming an administrator. Parents should leave knowing the resources that are available to them, says Holmes, such as teacher or school websites and assignment calendars.\u003c/p>\n\u003cp>Ask if the teachers can recommend resources outside of school.\u003c/p>\n\u003cp>\"There are many out-of-school programs that can help kids improve their success in school,\" says Weiss. \"The nonschool learning experience should be part of the conversation at conferences.\"\u003c/p>\n\u003cp>Concrete next steps are essential, says Graden. If parents feel as though they didn't get answers to all of their questions, he recommends trying to connect with the teacher again within a week.\u003c/p>\n\u003cp>\"We want both the teacher and the parent to have a positive experience,\" he says. \"When parents and teachers work together, the results are always better.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Copyright 2014 NPR\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37805/three-tips-to-focus-parent-teacher-conferences-on-creating-a-partnership","authors":["byline_mindshift_37805"],"categories":["mindshift_192"],"tags":["mindshift_20738","mindshift_1040","mindshift_231","mindshift_20737"],"featImg":"mindshift_37808","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. 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Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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