How Some Mistakes Can be Generative for Teachers and Students Alike
How Indigenous, Black and POC Educators Envision a Better School Experience
How School Leaders Can Attend to the Emotional Side of Change
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Messing up does not come naturally for most people, especially teachers who are constantly under the scrutiny of students, guardians, colleagues and administrators. And because teachers are tasked with \u003c/span>\u003ca href=\"http://www.ascd.org/publications/books/112048/chapters/Why-Assignments-Matter.aspx\">\u003cspan style=\"font-weight: 400\">making an estimated 3,000 non-trivial decisions everyday\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it makes sense that some of those decisions will end up being mistakes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers navigate the pandemic in real time, many are trying to figure out how to hold themselves accountable in their mistake making without beating themselves up. In her new book “\u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">Risk. Fail. Rise.\u003c/a>\u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">: A Teacher’s Guide to Learning from Mistakes\u003c/a>,”\u003c/span>\u003cspan style=\"font-weight: 400\"> New York-based educator \u003ca href=\"https://www.colleencruz.com/\">Colleen Cruz\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> explores how it can be generative and fruitful for teachers and students alike when things do not go quite according to plan. While an educator’s margin for error is oftentimes very slim, determining how to classify and learn from mistakes can make space for more freedom and adaptability in one’s teaching practice. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Different kinds of mistakes and their varied impacts\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Believe it or not: even though it usually doesn’t feel good to make a mistake, there is such a thing as a good mistake. Eduardo Briceño, co-founder of \u003ca href=\"https://www.mindsetworks.com/about-us/bio/EduardoBriceno\">Mindset Works\u003c/a>, provides \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/42874/why-understanding-these-four-types-of-mistakes-can-help-us-learn\">\u003cspan style=\"font-weight: 400\">four categories that are useful for classifying mistakes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He looks at an error’s potential for meaningful learning opportunities to distinguish between positive and negative mistakes. \u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-42879\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3.jpg\" alt=\"\" width=\"792\" height=\"612\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3.jpg 792w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3-400x309.jpg 400w\" sizes=\"(max-width: 792px) 100vw, 792px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, stretch mistakes are positive and may occur when a person is trying something difficult and doesn’t get it right the first time. Similarly, with aha-moment mistakes there are sparks of realization that happen when someone understands they’re missing important information. On the more negative side, sloppy mistakes are the ones made in a rushed or a distracted state of mind. Lastly, high-stakes mistakes are the ones that everyone wants to avoid because they cause harm. And, unfortunately, they’re the ones that teachers are in a position to make because of their influence on young learners. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mistakes are not the only things that vary. The impact changes too. “It’s not just that our mistakes affect us differently because of where we stand in the world, but also that our mistakes affect students differently because of their identities,” Cruz explains in her book. There are some mistakes where the impact can be so harmful to kids that adults should establish “zero-fail missions” to make sure failure is unlikely to occur. \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4354297/\">\u003cspan style=\"font-weight: 400\">Teaching students to read \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and having students see themselves in their curriculum are important research-backed zero-fail missions, Cruz says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have a habit of picking the wrong zero fail missions that are often based on tradition and belief, and not fact.” Once a “zero-fail mission” is identified, she recommends identifying potential obstacles and upholding rigorous prioritization to make sure that goals are met. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How grades can create a class culture based on “failure-rich” learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grading systems both penalize learners who make mistakes and limit high achieving students. However, there are alternative assessment tools teachers can use to help students feel more comfortable with error. “I would give students a kid version of a report card and ask them to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49315/be-the-change-you-want-to-see\">\u003cspan style=\"font-weight: 400\">assess themselves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Then, I would make an assessment,” says Cruz. “And if I was sitting with a [student] who had a different assessment of themselves than what I thought, I would have a conference with them and try to figure out why we saw it differently.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, grading has become even more complex and contentious with \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/should-schools-be-giving-so-many-failing-grades-this-year/2020/12\">\u003cspan style=\"font-weight: 400\">many students receiving failing grades in academic subjects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What we say grading is, which is a communication system, is different from what it ends up being, which is a merit system,” says Cruz. “Those systems come with advantages for people who come to school with certain kinds of privileges, whether it's prior knowledge, full bellies, great Internet access or wonderful devices.” She recommends responding to learners who are not performing well with compassion. Teachers should make efforts to touch base with struggling students or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57369/home-visits-deliveries-and-care-can-help-students-whove-disappeared-from-online-learning\">\u003cspan style=\"font-weight: 400\">call their caregivers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to find out more about any obstacles to learning. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Debunking the teacher martyr trope\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers often fall into or are steered towards the savior-martyr stereotype, says Cruz. “The teacher archetype is basically working to the bone all hours of the night for a pittance.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first glance, that may seem like an asset. School closures and distance learning have created the conditions where teacher martyrdom seems more likely than ever before. However, she points out teachers are more likely to make mistakes when they haven’t taken care of their personal needs. And when teachers overcommit and overexert themselves, they are missing a valuable opportunity to show students that it is okay to prioritize self care. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead,\u003c/span>\u003cspan style=\"font-weight: 400\"> try setting boundaries to delineate personal time from teacher time. It can be as simple as preserving the sanctity of lunchtime. High school educator \u003ca href=\"http://kellygallagher.org/about\">Kelly Gallagher\u003c/a> recalls that his classroom used to be open for students to have lunch. “I got to a point in my career when I said, ‘Nope. I’m going to have lunch with adults and I’m going to talk about things that we wouldn’t talk about in a classroom full of kids.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stepping away from the classroom – which for some educators is currently the computer – can actually benefit educators’ teaching practices. “I think the best teacher planning is going to the museum,” reveals New York-based middle school teacher \u003ca href=\"https://www.heinemann.com/authors/1295.aspx\">Donna Santman\u003c/a>, who encourages educators to pursue their own interests outside of school. And while educators can’t necessarily access public spaces in the same way these days, regular breaks could reduce the number of avoidable mistakes they make in the classroom and increase capacity for more creative and innovative classes. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Even apologizing can become a meaningful model to students\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being an authority figure in a classroom can make teachers feel as if they have to put their best face forward all the time, so most teachers’ first instinct is to cover up their mistakes as soon as possible. However, second grade teacher \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://conniepertuzmeza.wordpress.com/about-me/\">Connie Pertuz-Meza\u003c/a> urges teachers to turn mistakes \u003c/span>\u003cspan style=\"font-weight: 400\">into teachable moments and turn classrooms into more mistake-friendly environments. “I always felt like if I made a mistake I needed to sweep it under the rug,” she says. \u003c/span>\u003cspan style=\"font-weight: 400\">“Students need to see the action of a teacher realizing and rewinding to say, ‘Oops, I made a mistake.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cruz advises that teachers own up to the harmful impact of their actions regardless of whether their intentions were good. While admitting to errors is uncomfortable, it shows students how to take ownership over their actions and impact\u003c/span>\u003cspan style=\"font-weight: 400\">. It also communicates that students are valuable and worthy of the respect that a genuine apology requires. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My first response used to be defense before, and now it is to assess the damage,” says Cruz, noting that a school-wide culture of mistake-making is most helpful when acknowledging and recovering from consequential mistakes. Unless schools make it explicit that mistake-making is welcome and expected, teachers will avoid the risks necessary to being adaptive teachers who are responsive to students’ needs. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can rethink the power they have in their classrooms to make the necessary changes in the education system that help students succeed. So instead of becoming fixated on pandemic schooling missteps, Cruz urges educators to refocus on the values and goals in their teaching practice by asking themselves, “What are the things I want to do going forward that this mistake is giving me insight into?”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Making mistakes in front of a captive audience can be terrifying, but learning about mistakes that help you grow can help everyone improve. ","status":"publish","parent":0,"modified":1613985936,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1358},"headData":{"title":"How Some Mistakes Can be Generative for Teachers and Students Alike - MindShift","description":"Making mistakes in front of a captive audience can be terrifying, but learning about mistakes that help you grow can help everyone improve.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57413 https://ww2.kqed.org/mindshift/?p=57413","disqusUrl":"https://ww2.kqed.org/mindshift/2021/02/22/how-some-mistakes-can-be-generative-for-teachers-and-students-alike/","disqusTitle":"How Some Mistakes Can be Generative for Teachers and Students Alike","path":"/mindshift/57413/how-some-mistakes-can-be-generative-for-teachers-and-students-alike","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">With all of the papers, homework and tests that cross a teacher’s desk, you’d think that a healthy relationship to mistake-making would come easy, but it’s not that simple. Messing up does not come naturally for most people, especially teachers who are constantly under the scrutiny of students, guardians, colleagues and administrators. And because teachers are tasked with \u003c/span>\u003ca href=\"http://www.ascd.org/publications/books/112048/chapters/Why-Assignments-Matter.aspx\">\u003cspan style=\"font-weight: 400\">making an estimated 3,000 non-trivial decisions everyday\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it makes sense that some of those decisions will end up being mistakes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers navigate the pandemic in real time, many are trying to figure out how to hold themselves accountable in their mistake making without beating themselves up. In her new book “\u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">Risk. Fail. Rise.\u003c/a>\u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">: A Teacher’s Guide to Learning from Mistakes\u003c/a>,”\u003c/span>\u003cspan style=\"font-weight: 400\"> New York-based educator \u003ca href=\"https://www.colleencruz.com/\">Colleen Cruz\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> explores how it can be generative and fruitful for teachers and students alike when things do not go quite according to plan. While an educator’s margin for error is oftentimes very slim, determining how to classify and learn from mistakes can make space for more freedom and adaptability in one’s teaching practice. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Different kinds of mistakes and their varied impacts\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Believe it or not: even though it usually doesn’t feel good to make a mistake, there is such a thing as a good mistake. Eduardo Briceño, co-founder of \u003ca href=\"https://www.mindsetworks.com/about-us/bio/EduardoBriceno\">Mindset Works\u003c/a>, provides \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/42874/why-understanding-these-four-types-of-mistakes-can-help-us-learn\">\u003cspan style=\"font-weight: 400\">four categories that are useful for classifying mistakes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He looks at an error’s potential for meaningful learning opportunities to distinguish between positive and negative mistakes. \u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-42879\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3.jpg\" alt=\"\" width=\"792\" height=\"612\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3.jpg 792w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3-400x309.jpg 400w\" sizes=\"(max-width: 792px) 100vw, 792px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, stretch mistakes are positive and may occur when a person is trying something difficult and doesn’t get it right the first time. Similarly, with aha-moment mistakes there are sparks of realization that happen when someone understands they’re missing important information. On the more negative side, sloppy mistakes are the ones made in a rushed or a distracted state of mind. Lastly, high-stakes mistakes are the ones that everyone wants to avoid because they cause harm. And, unfortunately, they’re the ones that teachers are in a position to make because of their influence on young learners. \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\">Mistakes are not the only things that vary. The impact changes too. “It’s not just that our mistakes affect us differently because of where we stand in the world, but also that our mistakes affect students differently because of their identities,” Cruz explains in her book. There are some mistakes where the impact can be so harmful to kids that adults should establish “zero-fail missions” to make sure failure is unlikely to occur. \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4354297/\">\u003cspan style=\"font-weight: 400\">Teaching students to read \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and having students see themselves in their curriculum are important research-backed zero-fail missions, Cruz says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have a habit of picking the wrong zero fail missions that are often based on tradition and belief, and not fact.” Once a “zero-fail mission” is identified, she recommends identifying potential obstacles and upholding rigorous prioritization to make sure that goals are met. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How grades can create a class culture based on “failure-rich” learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grading systems both penalize learners who make mistakes and limit high achieving students. However, there are alternative assessment tools teachers can use to help students feel more comfortable with error. “I would give students a kid version of a report card and ask them to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49315/be-the-change-you-want-to-see\">\u003cspan style=\"font-weight: 400\">assess themselves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Then, I would make an assessment,” says Cruz. “And if I was sitting with a [student] who had a different assessment of themselves than what I thought, I would have a conference with them and try to figure out why we saw it differently.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, grading has become even more complex and contentious with \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/should-schools-be-giving-so-many-failing-grades-this-year/2020/12\">\u003cspan style=\"font-weight: 400\">many students receiving failing grades in academic subjects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What we say grading is, which is a communication system, is different from what it ends up being, which is a merit system,” says Cruz. “Those systems come with advantages for people who come to school with certain kinds of privileges, whether it's prior knowledge, full bellies, great Internet access or wonderful devices.” She recommends responding to learners who are not performing well with compassion. Teachers should make efforts to touch base with struggling students or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57369/home-visits-deliveries-and-care-can-help-students-whove-disappeared-from-online-learning\">\u003cspan style=\"font-weight: 400\">call their caregivers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to find out more about any obstacles to learning. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Debunking the teacher martyr trope\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers often fall into or are steered towards the savior-martyr stereotype, says Cruz. “The teacher archetype is basically working to the bone all hours of the night for a pittance.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first glance, that may seem like an asset. School closures and distance learning have created the conditions where teacher martyrdom seems more likely than ever before. However, she points out teachers are more likely to make mistakes when they haven’t taken care of their personal needs. And when teachers overcommit and overexert themselves, they are missing a valuable opportunity to show students that it is okay to prioritize self care. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead,\u003c/span>\u003cspan style=\"font-weight: 400\"> try setting boundaries to delineate personal time from teacher time. It can be as simple as preserving the sanctity of lunchtime. High school educator \u003ca href=\"http://kellygallagher.org/about\">Kelly Gallagher\u003c/a> recalls that his classroom used to be open for students to have lunch. “I got to a point in my career when I said, ‘Nope. I’m going to have lunch with adults and I’m going to talk about things that we wouldn’t talk about in a classroom full of kids.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stepping away from the classroom – which for some educators is currently the computer – can actually benefit educators’ teaching practices. “I think the best teacher planning is going to the museum,” reveals New York-based middle school teacher \u003ca href=\"https://www.heinemann.com/authors/1295.aspx\">Donna Santman\u003c/a>, who encourages educators to pursue their own interests outside of school. And while educators can’t necessarily access public spaces in the same way these days, regular breaks could reduce the number of avoidable mistakes they make in the classroom and increase capacity for more creative and innovative classes. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Even apologizing can become a meaningful model to students\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being an authority figure in a classroom can make teachers feel as if they have to put their best face forward all the time, so most teachers’ first instinct is to cover up their mistakes as soon as possible. However, second grade teacher \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://conniepertuzmeza.wordpress.com/about-me/\">Connie Pertuz-Meza\u003c/a> urges teachers to turn mistakes \u003c/span>\u003cspan style=\"font-weight: 400\">into teachable moments and turn classrooms into more mistake-friendly environments. “I always felt like if I made a mistake I needed to sweep it under the rug,” she says. \u003c/span>\u003cspan style=\"font-weight: 400\">“Students need to see the action of a teacher realizing and rewinding to say, ‘Oops, I made a mistake.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cruz advises that teachers own up to the harmful impact of their actions regardless of whether their intentions were good. While admitting to errors is uncomfortable, it shows students how to take ownership over their actions and impact\u003c/span>\u003cspan style=\"font-weight: 400\">. It also communicates that students are valuable and worthy of the respect that a genuine apology requires. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My first response used to be defense before, and now it is to assess the damage,” says Cruz, noting that a school-wide culture of mistake-making is most helpful when acknowledging and recovering from consequential mistakes. Unless schools make it explicit that mistake-making is welcome and expected, teachers will avoid the risks necessary to being adaptive teachers who are responsive to students’ needs. \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\">Teachers can rethink the power they have in their classrooms to make the necessary changes in the education system that help students succeed. So instead of becoming fixated on pandemic schooling missteps, Cruz urges educators to refocus on the values and goals in their teaching practice by asking themselves, “What are the things I want to do going forward that this mistake is giving me insight into?”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57413/how-some-mistakes-can-be-generative-for-teachers-and-students-alike","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_358","mindshift_21107","mindshift_20512","mindshift_20987","mindshift_21147","mindshift_21398"],"featImg":"mindshift_57417","label":"mindshift"},"mindshift_56038":{"type":"posts","id":"mindshift_56038","meta":{"index":"posts_1591205157","site":"mindshift","id":"56038","score":null,"sort":[1591171802000]},"guestAuthors":[],"slug":"how-indigenous-black-and-poc-educators-envision-a-better-school-experience","title":"How Indigenous, Black and POC Educators Envision a Better School Experience","publishDate":1591171802,"format":"standard","headTitle":"How Indigenous, Black and POC Educators Envision a Better School Experience | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">When most of the nation’s schools closed in March due to COVID-19, educators turned to whatever methods they could to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">keep learning going\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — from online classes to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55743/phone-calls-become-crucial-tools-for-teachers-to-stay-in-touch-with-students\">\u003cspan style=\"font-weight: 400\">phone calls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to drive-by packet pick-ups. Still, many students were \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55701/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed\">\u003cspan style=\"font-weight: 400\">unreachable\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and as teachers \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/05/27/instruction-during-covid-19-less-learning-time-drives.html\">\u003cspan style=\"font-weight: 400\">navigated those challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they turned up the volume on \u003c/span>\u003ca href=\"https://www.vox.com/2020/4/9/21200159/coronavirus-school-digital-low-income-students-covid-new-york\">\u003cspan style=\"font-weight: 400\">discussion about educational inequities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much of focus has been on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55976/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\">\u003cspan style=\"font-weight: 400\">computer and internet access\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but there’s more to equity than technology, according to \u003c/span>\u003ca href=\"https://triciaebarvia.org/\">\u003cspan style=\"font-weight: 400\">Tricia Ebarvia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a high school English teacher in Pennsylvania. “We have to think about the ways in which we are recreating the systems and structures that have resulted in racial inequities in in-person education, but now in an online environment. And actually exacerbating them,” Ebarvia said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ebarvia and Massachusetts-based literacy organizer \u003c/span>\u003ca href=\"https://drkimparker.org/\">\u003cspan style=\"font-weight: 400\">Kimberly N. Parker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are the cofounders of \u003c/span>\u003ca href=\"https://31daysibpoc.wordpress.com/\">\u003cspan style=\"font-weight: 400\">#31DaysIBPOC\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a blog series that spotlighted the voices of Indigenous, Black and people of color educators throughout May. Now in its \u003c/span>\u003ca href=\"https://www.slj.com/?detailStory=may-means-31DaysIBPOC-centering-indigenous-black-and-people-of-color-in-education\">\u003cspan style=\"font-weight: 400\">second year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the project, Ebarvia said, serves as “a beacon and a flashing light to people, to educators, who are willing to listen, to say, ‘You know what? Maybe there’s a different way to go about this. Maybe there’s wisdom in the experiences of IBPOC communities that we can learn from.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That kind of wisdom could be useful to government and school leaders as they figure out \u003c/span>\u003ca href=\"http://blogs.edweek.org/edweek/campaign-k-12/2020/05/cdc-reopening-schools-covid-video.html\">\u003cspan style=\"font-weight: 400\">what the fall semester will look like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While more than \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cge.asp\">\u003cspan style=\"font-weight: 400\">50 percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of public school students are of color, about \u003c/span>\u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=28\">\u003cspan style=\"font-weight: 400\">80 percent of public school teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are white. In many of the #31DaysIBPOC posts, the contributors point to ways that the education system has harmed both IBPOC students and teachers by \u003c/span>\u003ca href=\"https://www.multiculturalclassroomconsulting.com/2020/05/what-i-remember/\">\u003cspan style=\"font-weight: 400\">devaluing them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, demanding \u003c/span>\u003ca href=\"https://dawnquigley.com/dawn-quigley-31daysibpoc/\">\u003cspan style=\"font-weight: 400\">assimilation to white values\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://booktoss.blog/2020/05/09/2020-the-hold-my-beer-decade/\">\u003cspan style=\"font-weight: 400\">centering only white voices in professional development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">T\u003c/span>\u003cspan style=\"font-weight: 400\">he authors also do \u003c/span>\u003ca href=\"http://hemakhodai.com/Amma/\">\u003cspan style=\"font-weight: 400\">more\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than provide examples of everyday, structural racism. They rejoice in \u003c/span>\u003ca href=\"https://medium.com/@freeyourheart/we-all-we-got-teaching-as-an-emancipatory-and-healing-practice-631e23fbb316\">\u003cspan style=\"font-weight: 400\">being the teachers they needed as children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They draw strength from IBPOC \u003c/span>\u003ca href=\"https://drkimparker.org/2020/05/01/31daysibpoc-we-begin/\">\u003cspan style=\"font-weight: 400\">educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://www.lstringfellow.com/blog/31daysibpoc-the-emotional-toll-of-speaking-up\">\u003cspan style=\"font-weight: 400\">activists\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the past. They envision \u003c/span>\u003ca href=\"https://www.sonjacherrypaul.com/post/becoming-the-architects-of-school\">\u003cspan style=\"font-weight: 400\">working together for a better future\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When organizing the series, Ebarvia and Parker asked contributors to pick a date and left the choice of what to write about open. During a month when the \u003c/span>\u003ca href=\"https://www.cdc.gov/media/releases/2020/s0528-coronavirus-death-toll.html\">\u003cspan style=\"font-weight: 400\">U.S. coronavirus death toll passed 100,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, with \u003c/span>\u003ca href=\"https://www.washingtonpost.com/graphics/2020/investigations/coronavirus-race-data-map/\">\u003cspan style=\"font-weight: 400\">disproportionate impact\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Black and brown communities, and when the \u003c/span>\u003ca href=\"https://www.npr.org/2020/05/29/865261916/a-decade-of-watching-black-people-die\">\u003cspan style=\"font-weight: 400\">deaths\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.npr.org/2020/05/26/862230724/white-woman-who-called-police-on-black-bird-watcher-in-central-park-placed-on-le\">\u003cspan style=\"font-weight: 400\">harassment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Black men and women dominated non-COVID news, they said their project had to be able to hold both pain and joy. In a \u003c/span>\u003ca href=\"https://kinderbender.com/2020/05/02/31daysibpoc-an-open-letter-to-black-joy/\">\u003cspan style=\"font-weight: 400\">post addressed directly to Black joy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, second-grade teacher Aeriale N. Johnson pointed to how this duality has long been necessary for marginalized communities:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That a people could rail against\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">the horrors of chattel slavery\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">for centuries,\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">spend every moment since emancipation\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">fighting for our humanity\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">and have you remain,\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">unspeakable,\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">in our hearts\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">is nothing short of a miraculous\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">gift from the ancestors.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And it’s the joy that motivates the cofounders of #31DaysIBPOC. Parker said what she loves most about the posts, along with the retweets and comments they generate, is the chance to celebrate IBPOC educators. “We’ve always known they’re excellent,” she said. “It’s nice that other people can know that, too.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With that recognition, Parker and Ebarvia hope the series will challenge teachers to reflect and to adopt \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54999/how-ibram-x-kendis-definition-of-antiracism-applies-to-schools\">\u003cspan style=\"font-weight: 400\">anti-racist\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning\">\u003cspan style=\"font-weight: 400\">culturally responsive practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They also hope education leaders will ask families what they \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">need from education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the pandemic and how their assets can be leveraged to transform schools. “Especially at this time, I think that there is a need to recenter education on a ethos of community and collectivism and organizing around those principles that has not traditionally been the mode of operation of most American schools which function on individualism and competition,” said Ebarvia.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You have to show people what it could look like to be different,” said Parker. “[\u003ca href=\"https://31daysibpoc.wordpress.com/\">#31DaysIBPOC\u003c/a>] is what is created just by asking people. And so, more people can do this.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Indigenous, Black and People of Color educators love their culture but also grappled with it because of racism at schools and in their communities. Many #31DaysIBPOC writers share their experiences growing up and how things can be improved.","status":"publish","parent":0,"modified":1702042842,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":685},"headData":{"title":"How Indigenous, Black and POC Educators Envision a Better School Experience | KQED","description":"Indigenous, Black and People of Color educators love their culture but also grappled with it because of racism at schools and in their communities. Many #31DaysIBPOC writers share their experiences growing up and how things can be improved.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/56038/how-indigenous-black-and-poc-educators-envision-a-better-school-experience","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When most of the nation’s schools closed in March due to COVID-19, educators turned to whatever methods they could to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">keep learning going\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — from online classes to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55743/phone-calls-become-crucial-tools-for-teachers-to-stay-in-touch-with-students\">\u003cspan style=\"font-weight: 400\">phone calls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to drive-by packet pick-ups. Still, many students were \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55701/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed\">\u003cspan style=\"font-weight: 400\">unreachable\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and as teachers \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/05/27/instruction-during-covid-19-less-learning-time-drives.html\">\u003cspan style=\"font-weight: 400\">navigated those challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they turned up the volume on \u003c/span>\u003ca href=\"https://www.vox.com/2020/4/9/21200159/coronavirus-school-digital-low-income-students-covid-new-york\">\u003cspan style=\"font-weight: 400\">discussion about educational inequities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much of focus has been on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55976/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\">\u003cspan style=\"font-weight: 400\">computer and internet access\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but there’s more to equity than technology, according to \u003c/span>\u003ca href=\"https://triciaebarvia.org/\">\u003cspan style=\"font-weight: 400\">Tricia Ebarvia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a high school English teacher in Pennsylvania. “We have to think about the ways in which we are recreating the systems and structures that have resulted in racial inequities in in-person education, but now in an online environment. And actually exacerbating them,” Ebarvia said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ebarvia and Massachusetts-based literacy organizer \u003c/span>\u003ca href=\"https://drkimparker.org/\">\u003cspan style=\"font-weight: 400\">Kimberly N. Parker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are the cofounders of \u003c/span>\u003ca href=\"https://31daysibpoc.wordpress.com/\">\u003cspan style=\"font-weight: 400\">#31DaysIBPOC\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a blog series that spotlighted the voices of Indigenous, Black and people of color educators throughout May. Now in its \u003c/span>\u003ca href=\"https://www.slj.com/?detailStory=may-means-31DaysIBPOC-centering-indigenous-black-and-people-of-color-in-education\">\u003cspan style=\"font-weight: 400\">second year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the project, Ebarvia said, serves as “a beacon and a flashing light to people, to educators, who are willing to listen, to say, ‘You know what? Maybe there’s a different way to go about this. Maybe there’s wisdom in the experiences of IBPOC communities that we can learn from.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That kind of wisdom could be useful to government and school leaders as they figure out \u003c/span>\u003ca href=\"http://blogs.edweek.org/edweek/campaign-k-12/2020/05/cdc-reopening-schools-covid-video.html\">\u003cspan style=\"font-weight: 400\">what the fall semester will look like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While more than \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cge.asp\">\u003cspan style=\"font-weight: 400\">50 percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of public school students are of color, about \u003c/span>\u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=28\">\u003cspan style=\"font-weight: 400\">80 percent of public school teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are white. In many of the #31DaysIBPOC posts, the contributors point to ways that the education system has harmed both IBPOC students and teachers by \u003c/span>\u003ca href=\"https://www.multiculturalclassroomconsulting.com/2020/05/what-i-remember/\">\u003cspan style=\"font-weight: 400\">devaluing them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, demanding \u003c/span>\u003ca href=\"https://dawnquigley.com/dawn-quigley-31daysibpoc/\">\u003cspan style=\"font-weight: 400\">assimilation to white values\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://booktoss.blog/2020/05/09/2020-the-hold-my-beer-decade/\">\u003cspan style=\"font-weight: 400\">centering only white voices in professional development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">T\u003c/span>\u003cspan style=\"font-weight: 400\">he authors also do \u003c/span>\u003ca href=\"http://hemakhodai.com/Amma/\">\u003cspan style=\"font-weight: 400\">more\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than provide examples of everyday, structural racism. They rejoice in \u003c/span>\u003ca href=\"https://medium.com/@freeyourheart/we-all-we-got-teaching-as-an-emancipatory-and-healing-practice-631e23fbb316\">\u003cspan style=\"font-weight: 400\">being the teachers they needed as children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They draw strength from IBPOC \u003c/span>\u003ca href=\"https://drkimparker.org/2020/05/01/31daysibpoc-we-begin/\">\u003cspan style=\"font-weight: 400\">educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://www.lstringfellow.com/blog/31daysibpoc-the-emotional-toll-of-speaking-up\">\u003cspan style=\"font-weight: 400\">activists\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the past. They envision \u003c/span>\u003ca href=\"https://www.sonjacherrypaul.com/post/becoming-the-architects-of-school\">\u003cspan style=\"font-weight: 400\">working together for a better future\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When organizing the series, Ebarvia and Parker asked contributors to pick a date and left the choice of what to write about open. During a month when the \u003c/span>\u003ca href=\"https://www.cdc.gov/media/releases/2020/s0528-coronavirus-death-toll.html\">\u003cspan style=\"font-weight: 400\">U.S. coronavirus death toll passed 100,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, with \u003c/span>\u003ca href=\"https://www.washingtonpost.com/graphics/2020/investigations/coronavirus-race-data-map/\">\u003cspan style=\"font-weight: 400\">disproportionate impact\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Black and brown communities, and when the \u003c/span>\u003ca href=\"https://www.npr.org/2020/05/29/865261916/a-decade-of-watching-black-people-die\">\u003cspan style=\"font-weight: 400\">deaths\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.npr.org/2020/05/26/862230724/white-woman-who-called-police-on-black-bird-watcher-in-central-park-placed-on-le\">\u003cspan style=\"font-weight: 400\">harassment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Black men and women dominated non-COVID news, they said their project had to be able to hold both pain and joy. In a \u003c/span>\u003ca href=\"https://kinderbender.com/2020/05/02/31daysibpoc-an-open-letter-to-black-joy/\">\u003cspan style=\"font-weight: 400\">post addressed directly to Black joy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, second-grade teacher Aeriale N. Johnson pointed to how this duality has long been necessary for marginalized communities:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That a people could rail against\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">the horrors of chattel slavery\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">for centuries,\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">spend every moment since emancipation\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">fighting for our humanity\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">and have you remain,\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">unspeakable,\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">in our hearts\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">is nothing short of a miraculous\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">gift from the ancestors.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And it’s the joy that motivates the cofounders of #31DaysIBPOC. Parker said what she loves most about the posts, along with the retweets and comments they generate, is the chance to celebrate IBPOC educators. “We’ve always known they’re excellent,” she said. “It’s nice that other people can know that, too.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With that recognition, Parker and Ebarvia hope the series will challenge teachers to reflect and to adopt \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54999/how-ibram-x-kendis-definition-of-antiracism-applies-to-schools\">\u003cspan style=\"font-weight: 400\">anti-racist\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning\">\u003cspan style=\"font-weight: 400\">culturally responsive practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They also hope education leaders will ask families what they \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">need from education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the pandemic and how their assets can be leveraged to transform schools. “Especially at this time, I think that there is a need to recenter education on a ethos of community and collectivism and organizing around those principles that has not traditionally been the mode of operation of most American schools which function on individualism and competition,” said Ebarvia.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You have to show people what it could look like to be different,” said Parker. “[\u003ca href=\"https://31daysibpoc.wordpress.com/\">#31DaysIBPOC\u003c/a>] is what is created just by asking people. And so, more people can do this.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56038/how-indigenous-black-and-poc-educators-envision-a-better-school-experience","authors":["11487"],"categories":["mindshift_192","mindshift_21345"],"tags":["mindshift_21322","mindshift_21321","mindshift_21344","mindshift_21343","mindshift_21126","mindshift_20610","mindshift_20701","mindshift_20784","mindshift_1040","mindshift_21354","mindshift_21223","mindshift_21859","mindshift_21317","mindshift_21147","mindshift_21860"],"featImg":"mindshift_56039","label":"mindshift"},"mindshift_49486":{"type":"posts","id":"mindshift_49486","meta":{"index":"posts_1591205157","site":"mindshift","id":"49486","score":null,"sort":[1508741078000]},"guestAuthors":[],"slug":"how-school-leaders-can-attend-to-the-emotional-side-of-change","title":"How School Leaders Can Attend to the Emotional Side of Change","publishDate":1508741078,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>During his work consulting with school leaders around change strategies, psychologist \u003ca href=\"http://www.robevans.org/Pages/about.htm\">Robert Evans\u003c/a> has found it tremendously important for leaders to understand that for many people, change -- at least at first -- isn’t about growth or capacity building or learning; it’s about loss.\u003c/p>\n\u003cp>“All of us respond to a change that someone says or does not because of what it is, but in terms of what it means to us,” said Evans during a keynote speech at the \u003ca href=\"http://novemberlearning.com/blc-education-conference-2017/\">Building Learning Communities\u003c/a> conference in Boston.\u003c/p>\n\u003cp>“Resistance to change is normal and necessary,” Evans said. “If you are part of some big change in your school and you aren’t expecting resistance, there’s something wrong with your plan.” But he also points out that resistance can be overcome when leaders understand its source and empathize with teachers.\u003c/p>\n\u003cp>It’s rare for anyone’s first reaction to a call for change to be all positive. Much more often those pushing for change don’t realize that they are devaluing everything colleagues hold dear. Sometimes the call for change makes people feel like everything they’ve been doing up to that point has been wrong and bad for students. Worse, it can sound like a devaluation of how the teacher learned and, by extension, those who taught her. That’s a personal loss. Educators react negatively when they are asked to change not because they don’t want to do what’s best for kids, but because they feel bereaved.\u003c/p>\n\u003cp>It doesn’t help that education is full of tensions. Teachers are supposed to prepare students for the future, but by default they have to teach the past because they haven’t yet experienced the future. And, while innovation may be the watchword, there are many good qualities inherent to school that educators don’t want to lose.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s a conservator’s occupation,” Evans said. “Tons of what we do in school are about values that don’t, we hope, change. It’s not just about things that do change.”\u003c/p>\n\u003cp>These tensions inherent to the system mean that what educators most need is not constant change, which can be off-putting and stressful if sustained for too long, but creativity. There is value in much of what schools currently teach, but there’s also plenty of room for creative teaching strategies to reach all students.\u003c/p>\n\u003cp>\u003cstrong>CHANGE BEGETS CONFLICT\u003c/strong>\u003c/p>\n\u003cp>One of the most difficult things about leading change in schools, according to Evans, is that there often aren’t clear structures to deal with conflict or disagreement. Leaders usually try to sell change as though it will be good for everyone, but that isn’t true. At first, there are winners and losers. In other professions people hash out these types of conflicts, addressing them head-on, but that’s rarely the case in schools. The maxim, “it’s not personal, it’s business,” doesn’t work in schools because teaching is a very personal profession.\u003c/p>\n\u003cp>“In school, everything is personal, which is how we want it,” Evans said. Many of the most powerful aspects of school community, relationship-building and support develop out of a work environment that is, and must be, personal. “But when it’s only personal it’s very hard to talk about, is it working out, is it not working.” The result is a lot of conflict avoidance.\u003c/p>\n\u003cp>Evans draws on \u003ca href=\"http://www.ascd.org/publications/educational-leadership/mar06/vol63/num06/Improving-Relationships-Within-the-Schoolhouse.aspx\">the work of Roland Barth\u003c/a>, who describes the difference between congeniality and collegiality. Barth says congenial relationships are personal and friendly. Positive interactions with colleagues are a crucial part of why teachers come to school each day. And congeniality is a requirement for the even more important, and elusive, collegial relationships that indicate the educators in the building are working together.\u003c/p>\n\u003cp>“If you take the congenial out of the school, you strip it of all the connective tissue that makes it a decent place to be,” Evans said. “But you can be the most congenial school in America and not talk about teaching and learning.”\u003c/p>\n\u003cp>Evans acknowledges that creating a school culture that encourages productive conflict, the hashing out of ideas and differing opinions, is particularly hard because the qualities that make someone a great teacher -- nurturing, extending beyond themselves, pulling out the best in people -- are not typically the characteristics of someone who is skilled at adult conflict. And yet, Evans encourages change leaders to think about structures that allow adults to disagree constructively. Without a forum for disagreement, grumbling about change moves underground and can undermine the whole project.\u003c/p>\n\u003cp>But no matter how productively colleagues can disagree or how much they work to improve, schools are only one part of the achievement puzzle. Evans wants education leaders, policymakers and the public to be aware that educators can only change so much about a child’s life. What happens outside of school and at home is as important, if not more important, for educational outcomes than anything within the control of teachers.\u003c/p>\n\u003cp>“The correlation between money and scores is tighter than it has ever been,” Evans said. How well students will perform on standardized tests is much \u003ca href=\"https://cepa.stanford.edu/sites/default/files/reardon%20whither%20opportunity%20-%20chapter%205.pdf\">more correlated to income\u003c/a> than what school they attend. “It’s possible to be a school that’s doing lots of really amazing things for kids and see slower progress than anyone who is busting a gut hopes for.”\u003c/p>\n\u003cp>While Evans doesn’t pull punches about the challenge of effectively leading and implementing lasting changes in schools, he has seen it happen. He’s well aware that most school leaders have an “overloaded change agenda,” and that they are trying to implement it on a ridiculously short time line. He advises leaders to choose one big thing to change at a time, and to think carefully about what other things will compete for colleagues’ time.\u003c/p>\n\u003cp>\u003cstrong>COPING WITH THE HUMAN SIDE OF CHANGE\u003c/strong>\u003c/p>\n\u003cp>Evans shared several tips on how to manage change.\u003c/p>\n\u003cp>\u003cstrong>Have a set of non-negotiables.\u003c/strong> There will always be resistance from staff, but when they understand what is negotiable and what isn’t, it’s much easier to move on and actually start making change. “As long as people imagine that if we keep talking about this it won’t really happen, they don’t have any motivation to do anything,” Evans said.\u003c/p>\n\u003cp>\u003cstrong>Change requires the deft use of both pressure and support.\u003c/strong> Without pressure no one will change; without support all the resistance will go underground, where it often lives in schools. Getting buy-in is important, but it can’t hold up action. “Buy-in is an end state, not a beginning condition,” Evans said. “The bigger the change you want to promote and the more loss it will cause, the less likely people will voluntarily bereave themselves to get into it.”\u003c/p>\n\u003cp>Evans cites a headmaster he worked with at an elite private school who struck a good balance between pressure and support. The headmaster decided that in order to attract more students the school would start a mini-term between semesters, but he wanted staff input on how to do it well. At first all the meetings focused on whether they should do a mini-term, but the headmaster quickly stepped in and made it clear the school was implementing the change -- that was a non-negotiable.\u003c/p>\n\u003cp>“Almost all of us would rather work with someone who disagrees with us, but who is clear, than with someone who seems to agree with us, but isn’t clear,” Evans said. That’s why it’s important for the leader to draw clear lines and then back them up. He also noted that far too often the people tasked to lead change in schools don’t actually have the authority to apply pressure, which isn’t fair or effective.\u003c/p>\n\u003cp>\u003cstrong>Leaders need to tell teachers they are asking to change what, how and why.\u003c/strong> Evans has watched many leaders explain what staff will be expected to do and how they will do it without offering any explanation of why it is important. “The why is far and away the most important because this is what bears on the motivation of people,” he said. However, it’s also what causes loss, a necessary condition to begin making change. Evans advises leaders be direct and honest about why change is imperative, but to do so in ways that don’t demonize or humiliate those who are experiencing a loss. Leaders can’t let them off the hook, but they can be respectful.\u003c/p>\n\u003cp>\u003cstrong>Recognize that flexibility is required.\u003c/strong> Evans likes to cite a retired school superintendent from Massachusetts, Matt King, who says there’s a difference between problems and dilemmas. Problems can be solved, but dilemmas are revisited. The issues educators face in schools are more akin to dilemmas than problems with easy fixes.\u003c/p>\n\u003cp>“Most things we’re trying to fix in American education were once the solution to something else,” Evans said. The issues are often cyclical and require patience. And, because the work is difficult and stressful, it’s even more important that change leaders celebrate small successes and compliment staff along the way.\u003c/p>\n\u003cp>“The evidence is clear that the most productive, the most successful, the most engaged and happiest people are those who have someone who cares about their development, and people who get to do every day what they’re best at instead of dwelling on what they need to change,” Evans said.\u003c/p>\n\u003cp>A positive school climate helps teachers feel like change is possible. And when school leaders can help teachers build on their strengths, instead of only remediating weaknesses, everyone will feel more competent and able to continue pushing for change.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Robert Evans in the author of two books, \"\u003ca href=\"http://robevans.org/Pages/pubBook_SchoolChange.htm\">The Human Side of School Change: Reform, Resistance, and the Real-Life Problems of Innovation\u003c/a>\" and \"\u003ca href=\"http://robevans.org/Pages/pubBook_SevenSecrets.htm\">Seven Secrets of the Savvy School Leader: A Guide to Surviving and Thriving\u003c/a>.\"\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"When teachers, parents and students are asked to change how they have been doing things, it often involves an element of loss that doesn't get recognized in the push for \"innovation.\"","status":"publish","parent":0,"modified":1508741078,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1739},"headData":{"title":"How School Leaders Can Attend to the Emotional Side of Change | KQED","description":"When teachers, parents and students are asked to change how they have been doing things, it often involves an element of loss that doesn't get recognized in the push for "innovation."","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"49486 https://ww2.kqed.org/mindshift/?p=49486","disqusUrl":"https://ww2.kqed.org/mindshift/2017/10/22/how-school-leaders-can-attend-to-the-emotional-side-of-change/","disqusTitle":"How School Leaders Can Attend to the Emotional Side of Change","path":"/mindshift/49486/how-school-leaders-can-attend-to-the-emotional-side-of-change","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>During his work consulting with school leaders around change strategies, psychologist \u003ca href=\"http://www.robevans.org/Pages/about.htm\">Robert Evans\u003c/a> has found it tremendously important for leaders to understand that for many people, change -- at least at first -- isn’t about growth or capacity building or learning; it’s about loss.\u003c/p>\n\u003cp>“All of us respond to a change that someone says or does not because of what it is, but in terms of what it means to us,” said Evans during a keynote speech at the \u003ca href=\"http://novemberlearning.com/blc-education-conference-2017/\">Building Learning Communities\u003c/a> conference in Boston.\u003c/p>\n\u003cp>“Resistance to change is normal and necessary,” Evans said. “If you are part of some big change in your school and you aren’t expecting resistance, there’s something wrong with your plan.” But he also points out that resistance can be overcome when leaders understand its source and empathize with teachers.\u003c/p>\n\u003cp>It’s rare for anyone’s first reaction to a call for change to be all positive. Much more often those pushing for change don’t realize that they are devaluing everything colleagues hold dear. Sometimes the call for change makes people feel like everything they’ve been doing up to that point has been wrong and bad for students. Worse, it can sound like a devaluation of how the teacher learned and, by extension, those who taught her. That’s a personal loss. Educators react negatively when they are asked to change not because they don’t want to do what’s best for kids, but because they feel bereaved.\u003c/p>\n\u003cp>It doesn’t help that education is full of tensions. Teachers are supposed to prepare students for the future, but by default they have to teach the past because they haven’t yet experienced the future. And, while innovation may be the watchword, there are many good qualities inherent to school that educators don’t want to lose.\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>“It’s a conservator’s occupation,” Evans said. “Tons of what we do in school are about values that don’t, we hope, change. It’s not just about things that do change.”\u003c/p>\n\u003cp>These tensions inherent to the system mean that what educators most need is not constant change, which can be off-putting and stressful if sustained for too long, but creativity. There is value in much of what schools currently teach, but there’s also plenty of room for creative teaching strategies to reach all students.\u003c/p>\n\u003cp>\u003cstrong>CHANGE BEGETS CONFLICT\u003c/strong>\u003c/p>\n\u003cp>One of the most difficult things about leading change in schools, according to Evans, is that there often aren’t clear structures to deal with conflict or disagreement. Leaders usually try to sell change as though it will be good for everyone, but that isn’t true. At first, there are winners and losers. In other professions people hash out these types of conflicts, addressing them head-on, but that’s rarely the case in schools. The maxim, “it’s not personal, it’s business,” doesn’t work in schools because teaching is a very personal profession.\u003c/p>\n\u003cp>“In school, everything is personal, which is how we want it,” Evans said. Many of the most powerful aspects of school community, relationship-building and support develop out of a work environment that is, and must be, personal. “But when it’s only personal it’s very hard to talk about, is it working out, is it not working.” The result is a lot of conflict avoidance.\u003c/p>\n\u003cp>Evans draws on \u003ca href=\"http://www.ascd.org/publications/educational-leadership/mar06/vol63/num06/Improving-Relationships-Within-the-Schoolhouse.aspx\">the work of Roland Barth\u003c/a>, who describes the difference between congeniality and collegiality. Barth says congenial relationships are personal and friendly. Positive interactions with colleagues are a crucial part of why teachers come to school each day. And congeniality is a requirement for the even more important, and elusive, collegial relationships that indicate the educators in the building are working together.\u003c/p>\n\u003cp>“If you take the congenial out of the school, you strip it of all the connective tissue that makes it a decent place to be,” Evans said. “But you can be the most congenial school in America and not talk about teaching and learning.”\u003c/p>\n\u003cp>Evans acknowledges that creating a school culture that encourages productive conflict, the hashing out of ideas and differing opinions, is particularly hard because the qualities that make someone a great teacher -- nurturing, extending beyond themselves, pulling out the best in people -- are not typically the characteristics of someone who is skilled at adult conflict. And yet, Evans encourages change leaders to think about structures that allow adults to disagree constructively. Without a forum for disagreement, grumbling about change moves underground and can undermine the whole project.\u003c/p>\n\u003cp>But no matter how productively colleagues can disagree or how much they work to improve, schools are only one part of the achievement puzzle. Evans wants education leaders, policymakers and the public to be aware that educators can only change so much about a child’s life. What happens outside of school and at home is as important, if not more important, for educational outcomes than anything within the control of teachers.\u003c/p>\n\u003cp>“The correlation between money and scores is tighter than it has ever been,” Evans said. How well students will perform on standardized tests is much \u003ca href=\"https://cepa.stanford.edu/sites/default/files/reardon%20whither%20opportunity%20-%20chapter%205.pdf\">more correlated to income\u003c/a> than what school they attend. “It’s possible to be a school that’s doing lots of really amazing things for kids and see slower progress than anyone who is busting a gut hopes for.”\u003c/p>\n\u003cp>While Evans doesn’t pull punches about the challenge of effectively leading and implementing lasting changes in schools, he has seen it happen. He’s well aware that most school leaders have an “overloaded change agenda,” and that they are trying to implement it on a ridiculously short time line. He advises leaders to choose one big thing to change at a time, and to think carefully about what other things will compete for colleagues’ time.\u003c/p>\n\u003cp>\u003cstrong>COPING WITH THE HUMAN SIDE OF CHANGE\u003c/strong>\u003c/p>\n\u003cp>Evans shared several tips on how to manage change.\u003c/p>\n\u003cp>\u003cstrong>Have a set of non-negotiables.\u003c/strong> There will always be resistance from staff, but when they understand what is negotiable and what isn’t, it’s much easier to move on and actually start making change. “As long as people imagine that if we keep talking about this it won’t really happen, they don’t have any motivation to do anything,” Evans said.\u003c/p>\n\u003cp>\u003cstrong>Change requires the deft use of both pressure and support.\u003c/strong> Without pressure no one will change; without support all the resistance will go underground, where it often lives in schools. Getting buy-in is important, but it can’t hold up action. “Buy-in is an end state, not a beginning condition,” Evans said. “The bigger the change you want to promote and the more loss it will cause, the less likely people will voluntarily bereave themselves to get into it.”\u003c/p>\n\u003cp>Evans cites a headmaster he worked with at an elite private school who struck a good balance between pressure and support. The headmaster decided that in order to attract more students the school would start a mini-term between semesters, but he wanted staff input on how to do it well. At first all the meetings focused on whether they should do a mini-term, but the headmaster quickly stepped in and made it clear the school was implementing the change -- that was a non-negotiable.\u003c/p>\n\u003cp>“Almost all of us would rather work with someone who disagrees with us, but who is clear, than with someone who seems to agree with us, but isn’t clear,” Evans said. That’s why it’s important for the leader to draw clear lines and then back them up. He also noted that far too often the people tasked to lead change in schools don’t actually have the authority to apply pressure, which isn’t fair or effective.\u003c/p>\n\u003cp>\u003cstrong>Leaders need to tell teachers they are asking to change what, how and why.\u003c/strong> Evans has watched many leaders explain what staff will be expected to do and how they will do it without offering any explanation of why it is important. “The why is far and away the most important because this is what bears on the motivation of people,” he said. However, it’s also what causes loss, a necessary condition to begin making change. Evans advises leaders be direct and honest about why change is imperative, but to do so in ways that don’t demonize or humiliate those who are experiencing a loss. Leaders can’t let them off the hook, but they can be respectful.\u003c/p>\n\u003cp>\u003cstrong>Recognize that flexibility is required.\u003c/strong> Evans likes to cite a retired school superintendent from Massachusetts, Matt King, who says there’s a difference between problems and dilemmas. Problems can be solved, but dilemmas are revisited. The issues educators face in schools are more akin to dilemmas than problems with easy fixes.\u003c/p>\n\u003cp>“Most things we’re trying to fix in American education were once the solution to something else,” Evans said. The issues are often cyclical and require patience. And, because the work is difficult and stressful, it’s even more important that change leaders celebrate small successes and compliment staff along the way.\u003c/p>\n\u003cp>“The evidence is clear that the most productive, the most successful, the most engaged and happiest people are those who have someone who cares about their development, and people who get to do every day what they’re best at instead of dwelling on what they need to change,” Evans said.\u003c/p>\n\u003cp>A positive school climate helps teachers feel like change is possible. And when school leaders can help teachers build on their strengths, instead of only remediating weaknesses, everyone will feel more competent and able to continue pushing for change.\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>Robert Evans in the author of two books, \"\u003ca href=\"http://robevans.org/Pages/pubBook_SchoolChange.htm\">The Human Side of School Change: Reform, Resistance, and the Real-Life Problems of Innovation\u003c/a>\" and \"\u003ca href=\"http://robevans.org/Pages/pubBook_SevenSecrets.htm\">Seven Secrets of the Savvy School Leader: A Guide to Surviving and Thriving\u003c/a>.\"\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49486/how-school-leaders-can-attend-to-the-emotional-side-of-change","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_70","mindshift_1041","mindshift_21147"],"featImg":"mindshift_49502","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. 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