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"content": "\u003cp>What are the hidden messages in the storybooks we read to our kids?\u003c/p>\n\u003cp>That's a question that may occur to parents as their children dive into the new books that arrived over the holidays.\u003c/p>\n\u003cp>And it's a question that inspired a team of researchers to set up a study. Specifically, they wondered how the lessons varied from storybooks of one country to another.\u003c/p>\n\u003cp>For a taste of their findings, take a typical book in China: \u003cem>The Cat That Eats Letters.\u003c/em>\u003c/p>\n\u003cp>Ostensibly it's about a cat that has an appetite for sloppy letters — \"written too large or too small, or if the letter is missing a stroke,\" explains one of the researchers, psychologist \u003ca href=\"https://psych.ucr.edu/faculty/cheung/index.html\">Cecilia Cheung\u003c/a>, a professor at University of California Riverside. \"So the only way children can stop their letters from being eaten is to write really carefully and practice every day.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But the underlying point is clear: \"This is really instilling the idea of effort — that children have to learn to consistently practice in order to achieve a certain level,\" says Cheung. And that idea, she says, is a core tenet of Chinese culture.\u003c/p>\n\u003cp>The book is one of dozens of storybooks from a list recommended by the education agencies of China, the United States and Mexico that Cheung and her collaborators \u003ca href=\"http://journals.sagepub.com/doi/full/10.1177/0022022117696801\">analyzed for the study\u003c/a>.\u003c/p>\n\u003cp>They created a list of \"learning-related\" values and checked to see how often the books promoted them. The values included setting a goal to achieve something difficult, putting in a lot effort to complete the task and generally viewing intelligence as a trait that can be acquired through hard work rather than a quality that you're born with.\u003c/p>\n\u003cp>The results — published in the \u003cem>Journal of Cross Cultural Psychology:\u003c/em> The storybooks from China stress those values about twice as frequently as the books from the U.S. and Mexico.\u003c/p>\n\u003cp>Take another typical example from China — \u003cem>The Foolish Old Man Who Removed The Mountain,\u003c/em> which recounts a folktale about a man who is literally trying to remove a mountain that's blocking the path from his village to the city.\u003c/p>\n\u003cp>\"Every day he has to dig some dirt from the mountain,\" says Cheung.\u003c/p>\n\u003cp>The book celebrates perseverance, of course — but also another value Cheung and her collaborators tracked: steering clear of bad influences. As Cheung puts it, \"avoiding a negative person and staying on track and not being distracted by things that would derail you from achieving your goals.\"\u003c/p>\n\u003cp>In this case the man keeps on digging \"even as he has to endure criticism from his fellow villagers who call him silly. And in the end he actually removes the mountain.\"\u003c/p>\n\u003cp>By contrast, Cheung says a typical book from the U.S. is one called \u003cem>The Jar of Happiness.\u003c/em>\u003c/p>\n\u003cp>\"A little girl attempts to make a potion of happiness in a jar,\" explains Cheung. Only to lose the jar. She's really upset — until all her friends come to cheer her up. \"At the end of the story she comes to the realization that happiness does not actually come from a jar of potion but from having good friends.\"\u003c/p>\n\u003cp>Cheung says this emphasis on happiness comes up a lot in the books from the U.S. In some cases it's overt – central to the plot of the story. But often it's more subtle.\u003c/p>\n\u003cp>\"They'll just have a lot of drawings of children who are playing happily in all sorts of settings — emphasizing that smiling is important, that laughing is important, that being surrounded by people who are happy is important.\"\u003c/p>\n\u003cp>The same held true of the books from Mexico.\u003c/p>\n\u003cp>\"They're just not so focused on the importance of achieving a particular goal or persisting so that you can overcome an obstacle. Those are much more emphasized in the storybooks from China.\"\u003c/p>\n\u003cp>What are the implications?\u003c/p>\n\u003cp>Cheung notes that children in China consistently score higher on academic tests compared to children in the U.S. and Mexico. But she says more research is needed to determine how much of that is due to the storybooks or even to the larger differences in cultural values that the books reflect. Other completely unrelated factors, such as different teaching techniques could be at work.\u003c/p>\n\u003cp>In the meantime, Cheung says her study suggests all three cultures might have something to learn from each other.\u003c/p>\n\u003cp>For instance American parents might want to take a cue from Chinese storybooks and supplement their children's reading with more tales that promote a view of intelligence as changeable.\u003c/p>\n\u003cp>After all, says Cheung, if you think intelligence is gained through effort, then when you're confronted with a challenge or even an outright failure, \"you just put more effort into it. You try to learn from the experience and you think about different ways of approaching the problem rather than saying, 'No, I'm just not smart and I'm just going to give up right away.'\"\u003c/p>\n\u003cp>Conversely, Chinese parents might want to learn from the American focus on encouraging children's happiness and sense of connection to others. \"This is something that's really important to instill in children,\" she says. \"And happiness is also important when it comes to learning. It can be a predictor of future achievement.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And lest you've been worrying about the fate of that cat — Cheung has reassuring news. Once the kids improve their handwriting, \"the cat feels very hungry,\" says Cheung. But then the kids take pity on him — and write a few sloppy letters for him to eat.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>What are the hidden messages in the storybooks we read to our kids?\u003c/p>\n\u003cp>That's a question that may occur to parents as their children dive into the new books that arrived over the holidays.\u003c/p>\n\u003cp>And it's a question that inspired a team of researchers to set up a study. Specifically, they wondered how the lessons varied from storybooks of one country to another.\u003c/p>\n\u003cp>For a taste of their findings, take a typical book in China: \u003cem>The Cat That Eats Letters.\u003c/em>\u003c/p>\n\u003cp>Ostensibly it's about a cat that has an appetite for sloppy letters — \"written too large or too small, or if the letter is missing a stroke,\" explains one of the researchers, psychologist \u003ca href=\"https://psych.ucr.edu/faculty/cheung/index.html\">Cecilia Cheung\u003c/a>, a professor at University of California Riverside. \"So the only way children can stop their letters from being eaten is to write really carefully and practice every day.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the underlying point is clear: \"This is really instilling the idea of effort — that children have to learn to consistently practice in order to achieve a certain level,\" says Cheung. And that idea, she says, is a core tenet of Chinese culture.\u003c/p>\n\u003cp>The book is one of dozens of storybooks from a list recommended by the education agencies of China, the United States and Mexico that Cheung and her collaborators \u003ca href=\"http://journals.sagepub.com/doi/full/10.1177/0022022117696801\">analyzed for the study\u003c/a>.\u003c/p>\n\u003cp>They created a list of \"learning-related\" values and checked to see how often the books promoted them. The values included setting a goal to achieve something difficult, putting in a lot effort to complete the task and generally viewing intelligence as a trait that can be acquired through hard work rather than a quality that you're born with.\u003c/p>\n\u003cp>The results — published in the \u003cem>Journal of Cross Cultural Psychology:\u003c/em> The storybooks from China stress those values about twice as frequently as the books from the U.S. and Mexico.\u003c/p>\n\u003cp>Take another typical example from China — \u003cem>The Foolish Old Man Who Removed The Mountain,\u003c/em> which recounts a folktale about a man who is literally trying to remove a mountain that's blocking the path from his village to the city.\u003c/p>\n\u003cp>\"Every day he has to dig some dirt from the mountain,\" says Cheung.\u003c/p>\n\u003cp>The book celebrates perseverance, of course — but also another value Cheung and her collaborators tracked: steering clear of bad influences. As Cheung puts it, \"avoiding a negative person and staying on track and not being distracted by things that would derail you from achieving your goals.\"\u003c/p>\n\u003cp>In this case the man keeps on digging \"even as he has to endure criticism from his fellow villagers who call him silly. And in the end he actually removes the mountain.\"\u003c/p>\n\u003cp>By contrast, Cheung says a typical book from the U.S. is one called \u003cem>The Jar of Happiness.\u003c/em>\u003c/p>\n\u003cp>\"A little girl attempts to make a potion of happiness in a jar,\" explains Cheung. Only to lose the jar. She's really upset — until all her friends come to cheer her up. \"At the end of the story she comes to the realization that happiness does not actually come from a jar of potion but from having good friends.\"\u003c/p>\n\u003cp>Cheung says this emphasis on happiness comes up a lot in the books from the U.S. In some cases it's overt – central to the plot of the story. But often it's more subtle.\u003c/p>\n\u003cp>\"They'll just have a lot of drawings of children who are playing happily in all sorts of settings — emphasizing that smiling is important, that laughing is important, that being surrounded by people who are happy is important.\"\u003c/p>\n\u003cp>The same held true of the books from Mexico.\u003c/p>\n\u003cp>\"They're just not so focused on the importance of achieving a particular goal or persisting so that you can overcome an obstacle. Those are much more emphasized in the storybooks from China.\"\u003c/p>\n\u003cp>What are the implications?\u003c/p>\n\u003cp>Cheung notes that children in China consistently score higher on academic tests compared to children in the U.S. and Mexico. But she says more research is needed to determine how much of that is due to the storybooks or even to the larger differences in cultural values that the books reflect. Other completely unrelated factors, such as different teaching techniques could be at work.\u003c/p>\n\u003cp>In the meantime, Cheung says her study suggests all three cultures might have something to learn from each other.\u003c/p>\n\u003cp>For instance American parents might want to take a cue from Chinese storybooks and supplement their children's reading with more tales that promote a view of intelligence as changeable.\u003c/p>\n\u003cp>After all, says Cheung, if you think intelligence is gained through effort, then when you're confronted with a challenge or even an outright failure, \"you just put more effort into it. You try to learn from the experience and you think about different ways of approaching the problem rather than saying, 'No, I'm just not smart and I'm just going to give up right away.'\"\u003c/p>\n\u003cp>Conversely, Chinese parents might want to learn from the American focus on encouraging children's happiness and sense of connection to others. \"This is something that's really important to instill in children,\" she says. \"And happiness is also important when it comes to learning. It can be a predictor of future achievement.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And lest you've been worrying about the fate of that cat — Cheung has reassuring news. Once the kids improve their handwriting, \"the cat feels very hungry,\" says Cheung. But then the kids take pity on him — and write a few sloppy letters for him to eat.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What%27s+The+Difference+Between+Children%27s+Books+In+China+And+The+U.S.%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Teachers Must Consider When Moving to Flexible Seating",
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"content": "\u003cp>Flexible seating in classrooms has become popular over the past few years as educators try to make school feel like a welcoming place with different kinds of spaces for different types of learning. Frustrated with static rows of clunky desks, some teachers have taken to rearranging their rooms, bringing in furniture from home, and generally trying to shake up the way classrooms feel by paying attention to lighting, color and clutter. Educators who have followed this path insist there are some serious considerations to keep in mind.\u003c/p>\n\u003cp>“I’m huge into student choice,” said \u003ca href=\"https://twitter.com/mrsfoxs3rdgrade\">Sarah Fox\u003c/a>, a third-grade teacher in rural North Dakota. Fox presented with several other educators at the International Society for Technology in Education on the challenges large and small to changing her classroom design. “I really like the collaborative piece of doing this because I can group my students and they can go find a spot and work.”\u003c/p>\n\u003cfigure id=\"attachment_49669\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49669\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/Fox-seating-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/Fox-seating-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Fox-seating-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Fox-seating-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Fox-seating-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Fox-seating-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Fox-seating-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Fox-seating-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Fox-seating-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Fox-seating-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Sarah Fox has many different types of inexpensive seating options in her classroom. \u003ccite>(Photos Courtesy Sarah Fox)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Fox spent last year transitioning into a flexible seating classroom, but this year she got rid of the desks entirely. She likes the way it opens up the space for students to move and makes them feel like every part of the room is theirs for learning. Fox reinforces this feeling by letting students rearrange the tables and chairs every few weeks. Each student gets a chance to set up the room on a rotating schedule (made easier this year because Fox has only eight students).\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Because literacy gets better when you’re comfy. \u003ca href=\"https://twitter.com/hashtag/flexibleseating?src=hash&ref_src=twsrc%5Etfw\">#flexibleseating\u003c/a> \u003ca href=\"https://twitter.com/hashtag/successfulseats?src=hash&ref_src=twsrc%5Etfw\">#successfulseats\u003c/a> \u003ca href=\"https://twitter.com/hashtag/nec287?src=hash&ref_src=twsrc%5Etfw\">#nec287\u003c/a> \u003ca href=\"https://twitter.com/hashtag/287edchat?src=hash&ref_src=twsrc%5Etfw\">#287edchat\u003c/a> \u003ca href=\"https://t.co/l1rmrZbC4z\">pic.twitter.com/l1rmrZbC4z\u003c/a>\u003c/p>\n\u003cp>— Ms Melis (@MelisBrand) \u003ca href=\"https://twitter.com/MelisBrand/status/923586034964852742?ref_src=twsrc%5Etfw\">October 26, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“For the most part my classroom is a lot more positive,” Fox said. “My students are learning to interact with each other by using the flexible seating.” Sometimes two students want the same chair and Fox said they have learned valuable conflict resolution skills in those moments. Students know if they get into an argument about where to sit Fox will choose for them, and students don’t want to lose the privilege of free choice, so they’ve learned to peacefully resolve their problems.\u003c/p>\n\u003cp>\u003cstrong>WHO ELSE IS AFFECTED?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When thinking about moving to a flexible classroom design, the most important person to consult with may be the custodian. Getting buy-in from administrators is important, but the janitorial staff will be directly impacted by these physical changes, so making sure they are on board is both respectful and crucial to the project’s success. They also might know about unused furniture in storage that could be repurposed inexpensively.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"und\">\u003ca href=\"https://t.co/9PgbYyoYkr\">pic.twitter.com/9PgbYyoYkr\u003c/a>\u003c/p>\n\u003cp>— Heather Caldwell (@hnicole12) \u003ca href=\"https://twitter.com/hnicole12/status/923629232676392960?ref_src=twsrc%5Etfw\">October 26, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Students are also great consultants. “No matter if you have money or you don’t have money, I learned this the hard way, you have to get the kids involved,” said Brian Seymour, the director of instructional technology for Pickerington Local Schools in Ohio. He works in a district lucky enough to have some resources, so they put the question to students in a Shark Tank-like competition on classroom redesign.\u003c/p>\n\u003cp>It all started when the district went one-to-one with devices and no longer needed a computer lab. Administrators wanted to turn that room into a “learning lab,” collaborative space teachers could use when they needed a more flexible space for a project or activity. The experiment was such a success that teachers wanted to implement aspects of the learning lab design in their own classrooms. Seymour and his team turned the momentum into a project-based learning activity for students.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Finally have windows after years of teaching without-kids love them,teacher loves them & the flexible seating is perfect \u003ca href=\"https://twitter.com/hashtag/happyteach?src=hash&ref_src=twsrc%5Etfw\">#happyteach\u003c/a> \u003ca href=\"https://t.co/mxsSFihujS\">pic.twitter.com/mxsSFihujS\u003c/a>\u003c/p>\n\u003cp>— jonann ellner (@jaellner) \u003ca href=\"https://twitter.com/jaellner/status/926409699947401216?ref_src=twsrc%5Etfw\">November 3, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>They researched the active learning movement, priced out different furniture options, crafted budgets and put together plans that they presented to school officials. “Almost every group got rid of the teacher desk,” Seymour said. Students even used 3-D modeling software to make sure their choices would fit in the rooms. The team that won is now helping the district rethink classrooms in several other buildings.\u003c/p>\n\u003cp>“We’re working with that group of four kids to try to redesign one or two classrooms in all of our middle school buildings,” Seymour said. He thinks the biggest mistake a district can make is to hop on the active learning space bandwagon, buy expensive furniture, and then find out the kids don’t like it. “The biggest thing I can say about working with children is: get them involved.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Challenges: school rules abt classrm design & custodian. Pros: Ss LOVED it! Grt for fidgeters. Ss shcked thy had choice. \u003ca href=\"https://twitter.com/hashtag/flexibleseating?src=hash&ref_src=twsrc%5Etfw\">#flexibleseating\u003c/a>\u003c/p>\n\u003cp>— Dana Conn (@ProseAndConns) \u003ca href=\"https://twitter.com/ProseAndConns/status/923663449703321600?ref_src=twsrc%5Etfw\">October 26, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Fox also asked her students to give input on her space, but she didn’t have a budget for fancy furniture. Instead, she brings in items from home, looks for cheap furniture in thrift stores, and buys exercise balls and yoga mats at the Five Below. Her advice for teachers on a budget is to start with what they’ve got and ask for donations from friends and local businesses. She has velcro “sit spots” on the floor where her kids sit when she needs to do some direct instruction. Otherwise they work wherever is most comfortable for them around the room.\u003c/p>\n\u003cp>\u003cstrong>OTHER THINGS TO CONSIDER\u003c/strong>\u003c/p>\n\u003cp>Some districts have policies that require desks in the classroom. April DeGennaro teaches advanced kids in a Georgia district with that policy. Her students are all different ages who get pulled out of their general education class for more advanced work, but aren’t all working on the same thing at the same time. The traditional classroom with desks in rows facing forward makes very little sense for DeGennaro’s teaching environment. She has pushed the desks to the perimeter of the room so they form a border facing the wall. Some students sit there when they want to work quietly on something alone.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/hashtag/iteach9th?src=hash&ref_src=twsrc%5Etfw\">#iteach9th\u003c/a> and they love it. \u003ca href=\"https://t.co/pPpForkc45\">pic.twitter.com/pPpForkc45\u003c/a>\u003c/p>\n\u003cp>— Amy Causey (@causeya) \u003ca href=\"https://twitter.com/causeya/status/923496884408389633?ref_src=twsrc%5Etfw\">October 26, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Storage is another consideration. In a traditional classroom with desks, especially in elementary school, students store many of their supplies in their desks. When teachers remove the desks they come up with creative ways to deal with storage. Fox uses bookshelves for students’ notebooks and has each student store their markers, scissors and other supplies in bath totes that she repurposed. Storage and organization systems could be another fun challenge to put in the hands of students.\u003c/p>\n\u003cp>Fox also spends time laying out the expectations for how students should behave with the new class setup. Exercise balls may be a great way for fidgety kids to stay focused, but they’re also fun to bounce and throw at one another. Fox finds she has to continually remind her students about appropriate behavior and remain flexible herself.\u003c/p>\n\u003cp>“It doesn’t work if you go in and change your learning space, but you’re super rigid about it,” Fox said.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">We have a lot at \u003ca href=\"https://twitter.com/MCCS_Leobreds?ref_src=twsrc%5Etfw\">@MCCS_Leobreds\u003c/a>! Take a look at a few of our classrooms \u003ca href=\"https://t.co/W0z66zILM5\">pic.twitter.com/W0z66zILM5\u003c/a>\u003c/p>\n\u003cp>— Middleburg Charter (@MCCS_Leobreds) \u003ca href=\"https://twitter.com/MCCS_Leobreds/status/923587799600783360?ref_src=twsrc%5Etfw\">October 26, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When thinking about different spaces in the classroom, it may be helpful to think about \u003ca href=\"https://www.nsd.org/cms/lib/WA01918953/Centricity/Domain/87/TLC%20Documents/Other%20TLC%20Documents/CampfiresInCyberspace.pdf\" target=\"_blank\" rel=\"noopener\">David Thornberg’s framework\u003c/a> for the learning spaces humans have always used: the campfire, the watering hole and the cave. The campfire is a place for storytelling, the direct flow of information from one person to another. The watering hole is a social place where peers can learn from one another. And the cave is solitary, a space for personal reflection and individual work. Teachers who have successfully moved to flexible learning spaces don’t just ditch desks. They provide all three of these learning spaces to kids.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Flexible seating in classrooms has become popular over the past few years as educators try to make school feel like a welcoming place with different kinds of spaces for different types of learning. Frustrated with static rows of clunky desks, some teachers have taken to rearranging their rooms, bringing in furniture from home, and generally trying to shake up the way classrooms feel by paying attention to lighting, color and clutter. Educators who have followed this path insist there are some serious considerations to keep in mind.\u003c/p>\n\u003cp>“I’m huge into student choice,” said \u003ca href=\"https://twitter.com/mrsfoxs3rdgrade\">Sarah Fox\u003c/a>, a third-grade teacher in rural North Dakota. Fox presented with several other educators at the International Society for Technology in Education on the challenges large and small to changing her classroom design. “I really like the collaborative piece of doing this because I can group my students and they can go find a spot and work.”\u003c/p>\n\u003cfigure id=\"attachment_49669\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49669\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/Fox-seating-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/Fox-seating-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Fox-seating-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Fox-seating-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Fox-seating-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Fox-seating-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Fox-seating-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Fox-seating-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Fox-seating-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Fox-seating-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Sarah Fox has many different types of inexpensive seating options in her classroom. \u003ccite>(Photos Courtesy Sarah Fox)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Fox spent last year transitioning into a flexible seating classroom, but this year she got rid of the desks entirely. She likes the way it opens up the space for students to move and makes them feel like every part of the room is theirs for learning. Fox reinforces this feeling by letting students rearrange the tables and chairs every few weeks. Each student gets a chance to set up the room on a rotating schedule (made easier this year because Fox has only eight students).\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Because literacy gets better when you’re comfy. \u003ca href=\"https://twitter.com/hashtag/flexibleseating?src=hash&ref_src=twsrc%5Etfw\">#flexibleseating\u003c/a> \u003ca href=\"https://twitter.com/hashtag/successfulseats?src=hash&ref_src=twsrc%5Etfw\">#successfulseats\u003c/a> \u003ca href=\"https://twitter.com/hashtag/nec287?src=hash&ref_src=twsrc%5Etfw\">#nec287\u003c/a> \u003ca href=\"https://twitter.com/hashtag/287edchat?src=hash&ref_src=twsrc%5Etfw\">#287edchat\u003c/a> \u003ca href=\"https://t.co/l1rmrZbC4z\">pic.twitter.com/l1rmrZbC4z\u003c/a>\u003c/p>\n\u003cp>— Ms Melis (@MelisBrand) \u003ca href=\"https://twitter.com/MelisBrand/status/923586034964852742?ref_src=twsrc%5Etfw\">October 26, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“For the most part my classroom is a lot more positive,” Fox said. “My students are learning to interact with each other by using the flexible seating.” Sometimes two students want the same chair and Fox said they have learned valuable conflict resolution skills in those moments. Students know if they get into an argument about where to sit Fox will choose for them, and students don’t want to lose the privilege of free choice, so they’ve learned to peacefully resolve their problems.\u003c/p>\n\u003cp>\u003cstrong>WHO ELSE IS AFFECTED?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When thinking about moving to a flexible classroom design, the most important person to consult with may be the custodian. Getting buy-in from administrators is important, but the janitorial staff will be directly impacted by these physical changes, so making sure they are on board is both respectful and crucial to the project’s success. They also might know about unused furniture in storage that could be repurposed inexpensively.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"und\">\u003ca href=\"https://t.co/9PgbYyoYkr\">pic.twitter.com/9PgbYyoYkr\u003c/a>\u003c/p>\n\u003cp>— Heather Caldwell (@hnicole12) \u003ca href=\"https://twitter.com/hnicole12/status/923629232676392960?ref_src=twsrc%5Etfw\">October 26, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Students are also great consultants. “No matter if you have money or you don’t have money, I learned this the hard way, you have to get the kids involved,” said Brian Seymour, the director of instructional technology for Pickerington Local Schools in Ohio. He works in a district lucky enough to have some resources, so they put the question to students in a Shark Tank-like competition on classroom redesign.\u003c/p>\n\u003cp>It all started when the district went one-to-one with devices and no longer needed a computer lab. Administrators wanted to turn that room into a “learning lab,” collaborative space teachers could use when they needed a more flexible space for a project or activity. The experiment was such a success that teachers wanted to implement aspects of the learning lab design in their own classrooms. Seymour and his team turned the momentum into a project-based learning activity for students.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Finally have windows after years of teaching without-kids love them,teacher loves them & the flexible seating is perfect \u003ca href=\"https://twitter.com/hashtag/happyteach?src=hash&ref_src=twsrc%5Etfw\">#happyteach\u003c/a> \u003ca href=\"https://t.co/mxsSFihujS\">pic.twitter.com/mxsSFihujS\u003c/a>\u003c/p>\n\u003cp>— jonann ellner (@jaellner) \u003ca href=\"https://twitter.com/jaellner/status/926409699947401216?ref_src=twsrc%5Etfw\">November 3, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>They researched the active learning movement, priced out different furniture options, crafted budgets and put together plans that they presented to school officials. “Almost every group got rid of the teacher desk,” Seymour said. Students even used 3-D modeling software to make sure their choices would fit in the rooms. The team that won is now helping the district rethink classrooms in several other buildings.\u003c/p>\n\u003cp>“We’re working with that group of four kids to try to redesign one or two classrooms in all of our middle school buildings,” Seymour said. He thinks the biggest mistake a district can make is to hop on the active learning space bandwagon, buy expensive furniture, and then find out the kids don’t like it. “The biggest thing I can say about working with children is: get them involved.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Challenges: school rules abt classrm design & custodian. Pros: Ss LOVED it! Grt for fidgeters. Ss shcked thy had choice. \u003ca href=\"https://twitter.com/hashtag/flexibleseating?src=hash&ref_src=twsrc%5Etfw\">#flexibleseating\u003c/a>\u003c/p>\n\u003cp>— Dana Conn (@ProseAndConns) \u003ca href=\"https://twitter.com/ProseAndConns/status/923663449703321600?ref_src=twsrc%5Etfw\">October 26, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Fox also asked her students to give input on her space, but she didn’t have a budget for fancy furniture. Instead, she brings in items from home, looks for cheap furniture in thrift stores, and buys exercise balls and yoga mats at the Five Below. Her advice for teachers on a budget is to start with what they’ve got and ask for donations from friends and local businesses. She has velcro “sit spots” on the floor where her kids sit when she needs to do some direct instruction. Otherwise they work wherever is most comfortable for them around the room.\u003c/p>\n\u003cp>\u003cstrong>OTHER THINGS TO CONSIDER\u003c/strong>\u003c/p>\n\u003cp>Some districts have policies that require desks in the classroom. April DeGennaro teaches advanced kids in a Georgia district with that policy. Her students are all different ages who get pulled out of their general education class for more advanced work, but aren’t all working on the same thing at the same time. The traditional classroom with desks in rows facing forward makes very little sense for DeGennaro’s teaching environment. She has pushed the desks to the perimeter of the room so they form a border facing the wall. Some students sit there when they want to work quietly on something alone.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/hashtag/iteach9th?src=hash&ref_src=twsrc%5Etfw\">#iteach9th\u003c/a> and they love it. \u003ca href=\"https://t.co/pPpForkc45\">pic.twitter.com/pPpForkc45\u003c/a>\u003c/p>\n\u003cp>— Amy Causey (@causeya) \u003ca href=\"https://twitter.com/causeya/status/923496884408389633?ref_src=twsrc%5Etfw\">October 26, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Storage is another consideration. In a traditional classroom with desks, especially in elementary school, students store many of their supplies in their desks. When teachers remove the desks they come up with creative ways to deal with storage. Fox uses bookshelves for students’ notebooks and has each student store their markers, scissors and other supplies in bath totes that she repurposed. Storage and organization systems could be another fun challenge to put in the hands of students.\u003c/p>\n\u003cp>Fox also spends time laying out the expectations for how students should behave with the new class setup. Exercise balls may be a great way for fidgety kids to stay focused, but they’re also fun to bounce and throw at one another. Fox finds she has to continually remind her students about appropriate behavior and remain flexible herself.\u003c/p>\n\u003cp>“It doesn’t work if you go in and change your learning space, but you’re super rigid about it,” Fox said.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">We have a lot at \u003ca href=\"https://twitter.com/MCCS_Leobreds?ref_src=twsrc%5Etfw\">@MCCS_Leobreds\u003c/a>! Take a look at a few of our classrooms \u003ca href=\"https://t.co/W0z66zILM5\">pic.twitter.com/W0z66zILM5\u003c/a>\u003c/p>\n\u003cp>— Middleburg Charter (@MCCS_Leobreds) \u003ca href=\"https://twitter.com/MCCS_Leobreds/status/923587799600783360?ref_src=twsrc%5Etfw\">October 26, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When thinking about different spaces in the classroom, it may be helpful to think about \u003ca href=\"https://www.nsd.org/cms/lib/WA01918953/Centricity/Domain/87/TLC%20Documents/Other%20TLC%20Documents/CampfiresInCyberspace.pdf\" target=\"_blank\" rel=\"noopener\">David Thornberg’s framework\u003c/a> for the learning spaces humans have always used: the campfire, the watering hole and the cave. The campfire is a place for storytelling, the direct flow of information from one person to another. The watering hole is a social place where peers can learn from one another. And the cave is solitary, a space for personal reflection and individual work. Teachers who have successfully moved to flexible learning spaces don’t just ditch desks. They provide all three of these learning spaces to kids.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Digital technologies have added a new element of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/06/how-do-parents-honor-the-benefits-of-digital-devices-while-limiting-kids-use/\" target=\"_blank\" rel=\"noopener\">anxiety to family life\u003c/a> for many parents. A lot of kids now have access to mobile devices, which brings up parent concerns that kids \u003ca href=\"https://www.theatlantic.com/magazine/archive/2017/09/has-the-smartphone-destroyed-a-generation/534198/\" target=\"_blank\" rel=\"noopener\">aren't learning to interact with people\u003c/a>, spend too much time on devices and no longer play outside. Often parents are most concerned about their young children spending time on devices because they know the early years are a crucial time for a child's brain development. But at the same time, parents are often just as addicted to technology as their children, constantly checking phones for news, work and fun. The discussion around the best way to handle mobile devices is a good one to continue, but \u003ca href=\"https://twitter.com/saradewitt\">Sara DeWitt\u003c/a> of PBS Kids Digital says some of parents' deepest fears could be holding them back from seeing the potential of digital technology.\u003c/p>\n\u003cp>\u003cstrong>Fear #1: Screens are passive.\u003c/strong> While some activities on devices are passive, not all are. DeWitt describes games she tested that had kids pretending to be the animals they saw on the screen. And, when adults shut off the device kids continued pretending to be animals. Even better, they remembered many of the facts they'd learned in the game as they were flapping their arms. \"The digital technology prompted embodied learning that kids can now take out into the world,\" DeWitt said. And \u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/26/why-kids-need-to-move-touch-and-experience-to-learn/\">moving while they learned\u003c/a> helped kids remember the science facts about the animal they imitated.\u003c/p>\n\u003cp>\u003cstrong>Fear #2: Digital games waste time that kids should be using to learn.\u003c/strong> Again, there are digital products that don't offer much learning potential, but increasingly researchers are interested in the data behind game play. A group of UCLA researchers wanted to know if the back-end data from a Curious George math game produced by WGBH could predict preschoolers' scores on a standardized test. They found that even though the game was not built to assess math, the choices a player makes while playing says a lot about cognition. The researchers could predict how different kids would perform on the standardized math test by analyzing how they played the game. DeWitt wonders if advances in this field could reduce in-class standardized testing. Could they give a more nuanced picture of a child's cognition and areas of growth that teachers could use to direct learning?\u003c/p>\n\u003cp>\u003cstrong>Fear #3: Screens isolate.\u003c/strong> Research around digital media and parenting shows that kids learn a lot \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/11/how-to-provide-kids-with-screen-time-that-supports-learning/\" target=\"_blank\" rel=\"noopener\">when their parents interact with them\u003c/a> about the digital media they are consuming. The back and forth conversations that have always been a bedrock of child development still hold true, but \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/04/they-still-need-you-how-adults-help-young-kids-learn-with-technology/\" target=\"_blank\" rel=\"noopener\">digital technologies can add content\u003c/a> to those conversations. And kids \"love to play with their parents,\" DeWitt says. \u003ca href=\"https://daily.jstor.org/yes-smartphones-are-destroying-a-generation-but-not-of-kids/\" target=\"_blank\" rel=\"noopener\">They don't want to compete with a device\u003c/a> for their parents' time.\u003c/p>\n\u003cp>\"Kids are living in the same world we do, the world where grown-ups check their phones 50 times a day,\" DeWitt said. Rather than being scared that all digital devices are bad for children, she encourages parents to raise their expectations of media, consume products responsibly, and to look for the positive qualities of technology, which has undoubtedly changed how people interact with one another already. Check out DeWitt's \u003ca href=\"https://www.ted.com/talks/sara_dewitt_3_fears_about_screen_time_for_kids_and_why_they_re_not_true\" target=\"_blank\" rel=\"noopener\">TED talk\u003c/a> to learn more.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\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/8woKcr7u-YQ?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Digital technologies have added a new element of \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/06/how-do-parents-honor-the-benefits-of-digital-devices-while-limiting-kids-use/\" target=\"_blank\" rel=\"noopener\">anxiety to family life\u003c/a> for many parents. A lot of kids now have access to mobile devices, which brings up parent concerns that kids \u003ca href=\"https://www.theatlantic.com/magazine/archive/2017/09/has-the-smartphone-destroyed-a-generation/534198/\" target=\"_blank\" rel=\"noopener\">aren't learning to interact with people\u003c/a>, spend too much time on devices and no longer play outside. Often parents are most concerned about their young children spending time on devices because they know the early years are a crucial time for a child's brain development. But at the same time, parents are often just as addicted to technology as their children, constantly checking phones for news, work and fun. The discussion around the best way to handle mobile devices is a good one to continue, but \u003ca href=\"https://twitter.com/saradewitt\">Sara DeWitt\u003c/a> of PBS Kids Digital says some of parents' deepest fears could be holding them back from seeing the potential of digital technology.\u003c/p>\n\u003cp>\u003cstrong>Fear #1: Screens are passive.\u003c/strong> While some activities on devices are passive, not all are. DeWitt describes games she tested that had kids pretending to be the animals they saw on the screen. And, when adults shut off the device kids continued pretending to be animals. Even better, they remembered many of the facts they'd learned in the game as they were flapping their arms. \"The digital technology prompted embodied learning that kids can now take out into the world,\" DeWitt said. And \u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/26/why-kids-need-to-move-touch-and-experience-to-learn/\">moving while they learned\u003c/a> helped kids remember the science facts about the animal they imitated.\u003c/p>\n\u003cp>\u003cstrong>Fear #2: Digital games waste time that kids should be using to learn.\u003c/strong> Again, there are digital products that don't offer much learning potential, but increasingly researchers are interested in the data behind game play. A group of UCLA researchers wanted to know if the back-end data from a Curious George math game produced by WGBH could predict preschoolers' scores on a standardized test. They found that even though the game was not built to assess math, the choices a player makes while playing says a lot about cognition. The researchers could predict how different kids would perform on the standardized math test by analyzing how they played the game. DeWitt wonders if advances in this field could reduce in-class standardized testing. Could they give a more nuanced picture of a child's cognition and areas of growth that teachers could use to direct learning?\u003c/p>\n\u003cp>\u003cstrong>Fear #3: Screens isolate.\u003c/strong> Research around digital media and parenting shows that kids learn a lot \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/11/how-to-provide-kids-with-screen-time-that-supports-learning/\" target=\"_blank\" rel=\"noopener\">when their parents interact with them\u003c/a> about the digital media they are consuming. The back and forth conversations that have always been a bedrock of child development still hold true, but \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/04/they-still-need-you-how-adults-help-young-kids-learn-with-technology/\" target=\"_blank\" rel=\"noopener\">digital technologies can add content\u003c/a> to those conversations. And kids \"love to play with their parents,\" DeWitt says. \u003ca href=\"https://daily.jstor.org/yes-smartphones-are-destroying-a-generation-but-not-of-kids/\" target=\"_blank\" rel=\"noopener\">They don't want to compete with a device\u003c/a> for their parents' time.\u003c/p>\n\u003cp>\"Kids are living in the same world we do, the world where grown-ups check their phones 50 times a day,\" DeWitt said. Rather than being scared that all digital devices are bad for children, she encourages parents to raise their expectations of media, consume products responsibly, and to look for the positive qualities of technology, which has undoubtedly changed how people interact with one another already. Check out DeWitt's \u003ca href=\"https://www.ted.com/talks/sara_dewitt_3_fears_about_screen_time_for_kids_and_why_they_re_not_true\" target=\"_blank\" rel=\"noopener\">TED talk\u003c/a> to learn more.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Anxiety is increasingly becoming a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/21/20-tips-to-help-de-escalate-interactions-with-anxious-or-defiant-students/\" target=\"_blank\" rel=\"noopener\">serious issue \u003c/a>for American teens. Sixty-two percent of incoming freshman surveyed by the American College Health Association said they'd experienced overwhelming anxiety the year before, up from 50-percent in 2011. High school counselors and parents are increasingly aware of the problem, especially when teens are so anxious they \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/03/is-school-for-everyone-some-say-no/\" target=\"_blank\" rel=\"noopener\">don't want to go to school\u003c/a>.\u003c/p>\n\u003cp>While teens from many backgrounds experience anxiety, it's often the more affluent families who find \u003ca href=\"https://ww2.kqed.org/mindshift/2013/11/12/how-can-students-be-successful-in-a-high-stakes-world/\">the problem most baffling\u003c/a>. Adults aren't surprised when teens from poor neighborhoods feel anxious about safety or home dynamics, but it can be harder to understand what's going on with kids who seem to have everything going for them.\u003c/p>\n\u003cp>In his \u003ca href=\"https://www.nytimes.com/2017/10/11/magazine/why-are-more-american-teenagers-than-ever-suffering-from-severe-anxiety.html\" target=\"_blank\" rel=\"noopener\">New York Times Magazine article\u003c/a>, Benoit Denizet-Lewis follows several teens from this group in an effort to understand what anxious teens are feeling and the treatment options available to them. Often their anxiety stems from feeling they aren't in control of their futures. Denizet-Lewis writes:\u003c/p>\n\u003cblockquote>\u003cp>Teenagers raised in more affluent communities might seemingly have less to feel anxious about. But Suniya Luthar, a professor of psychology at Arizona State University who has studied distress and resilience in both well-off and disadvantaged teenagers, has found that privileged youths are among the most emotionally distressed young people in America. “These kids are incredibly anxious and perfectionistic,” she says, but there’s “contempt and scorn for the idea that kids who have it all might be hurting.”\u003c/p>\n\u003cp>For many of these young people, the biggest single stressor is that they “never get to the point where they can say, ‘I’ve done enough, and now I can stop,’ ” Luthar says. “There’s always one more activity, one more A.P. class, one more thing to do in order to get into a top college. Kids have a sense that they’re not measuring up. The pressure is relentless and getting worse.”\u003c/p>\u003c/blockquote>\n\u003cp>Denizet-Lewis goes on to write that many people assume teens feel this stress because of \u003ca href=\"https://ww2.kqed.org/mindshift/2017/09/12/stepping-back-from-overparenting-a-stanford-deans-perspective/\" target=\"_blank\" rel=\"noopener\">helicopter parents\u003c/a> who do too much for their kids. But that assumption may be faulty. Some psychologists are saying the adolescents they see are driving themselves crazy, and many parents don't know how to help. Denizet-Lewis writes about one teen, Jillian, whose mother struggled with how to treat her:\u003c/p>\n\u003cblockquote>\u003cp>“The million-dollar question of raising an anxious child is: When is pushing her going to help because she has to face her fears, and when is it going to make the situation worse and she’s going to have a panic attack?” Allison told me. “I feel like I made the wrong decision many times, and it destroyed my confidence as a mother.”\u003c/p>\u003c/blockquote>\n\u003cp>Young people like those profiled in Denizet-Lewis' article are struggling mightily against their own worst instincts, but perhaps the larger question here is about the messages they are receiving from the world around them. How can educators and parents help kids understand there's more than one \"right\" path and multiple ways of being successful in the world?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>https://www.nytimes.com/2017/10/11/magazine/why-are-more-american-teenagers-than-ever-suffering-from-severe-anxiety.html\u003c/p>\n\n",
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"excerpt": "The anxiety kids feel about how to be successful in life has skyrocketed in the last decade. How can educators and parents help kids feel comfortable in their own skins?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Anxiety is increasingly becoming a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/21/20-tips-to-help-de-escalate-interactions-with-anxious-or-defiant-students/\" target=\"_blank\" rel=\"noopener\">serious issue \u003c/a>for American teens. Sixty-two percent of incoming freshman surveyed by the American College Health Association said they'd experienced overwhelming anxiety the year before, up from 50-percent in 2011. High school counselors and parents are increasingly aware of the problem, especially when teens are so anxious they \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/03/is-school-for-everyone-some-say-no/\" target=\"_blank\" rel=\"noopener\">don't want to go to school\u003c/a>.\u003c/p>\n\u003cp>While teens from many backgrounds experience anxiety, it's often the more affluent families who find \u003ca href=\"https://ww2.kqed.org/mindshift/2013/11/12/how-can-students-be-successful-in-a-high-stakes-world/\">the problem most baffling\u003c/a>. Adults aren't surprised when teens from poor neighborhoods feel anxious about safety or home dynamics, but it can be harder to understand what's going on with kids who seem to have everything going for them.\u003c/p>\n\u003cp>In his \u003ca href=\"https://www.nytimes.com/2017/10/11/magazine/why-are-more-american-teenagers-than-ever-suffering-from-severe-anxiety.html\" target=\"_blank\" rel=\"noopener\">New York Times Magazine article\u003c/a>, Benoit Denizet-Lewis follows several teens from this group in an effort to understand what anxious teens are feeling and the treatment options available to them. Often their anxiety stems from feeling they aren't in control of their futures. Denizet-Lewis writes:\u003c/p>\n\u003cblockquote>\u003cp>Teenagers raised in more affluent communities might seemingly have less to feel anxious about. But Suniya Luthar, a professor of psychology at Arizona State University who has studied distress and resilience in both well-off and disadvantaged teenagers, has found that privileged youths are among the most emotionally distressed young people in America. “These kids are incredibly anxious and perfectionistic,” she says, but there’s “contempt and scorn for the idea that kids who have it all might be hurting.”\u003c/p>\n\u003cp>For many of these young people, the biggest single stressor is that they “never get to the point where they can say, ‘I’ve done enough, and now I can stop,’ ” Luthar says. “There’s always one more activity, one more A.P. class, one more thing to do in order to get into a top college. Kids have a sense that they’re not measuring up. The pressure is relentless and getting worse.”\u003c/p>\u003c/blockquote>\n\u003cp>Denizet-Lewis goes on to write that many people assume teens feel this stress because of \u003ca href=\"https://ww2.kqed.org/mindshift/2017/09/12/stepping-back-from-overparenting-a-stanford-deans-perspective/\" target=\"_blank\" rel=\"noopener\">helicopter parents\u003c/a> who do too much for their kids. But that assumption may be faulty. Some psychologists are saying the adolescents they see are driving themselves crazy, and many parents don't know how to help. Denizet-Lewis writes about one teen, Jillian, whose mother struggled with how to treat her:\u003c/p>\n\u003cblockquote>\u003cp>“The million-dollar question of raising an anxious child is: When is pushing her going to help because she has to face her fears, and when is it going to make the situation worse and she’s going to have a panic attack?” Allison told me. “I feel like I made the wrong decision many times, and it destroyed my confidence as a mother.”\u003c/p>\u003c/blockquote>\n\u003cp>Young people like those profiled in Denizet-Lewis' article are struggling mightily against their own worst instincts, but perhaps the larger question here is about the messages they are receiving from the world around them. How can educators and parents help kids understand there's more than one \"right\" path and multiple ways of being successful in the world?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>It's not your imagination: Tiny tots are spending dramatically more time with tiny screens.\u003c/p>\n\u003cp>Common Sense Media, a nonprofit organization, \u003ca href=\"https://www.commonsensemedia.org/user/register?destination=homepage&gclid=CjwKCAjwyIHPBRAIEiwAHPS-GPjmpnrnD3a1M7wCAgEqRCPIZji7gS3ifNdHZ4UxiG1gJifFSWz0txoC_zsQAvD_BwE\" target=\"_blank\" rel=\"noopener\">just released new numbers\u003c/a> on media use by children 8 and under. The nationally representative parent survey found that 98 percent of homes with children now have a mobile device — such as a tablet or smartphone.\u003c/p>\n\u003cp>That's a huge leap from 52 percent just six years ago. Mobile devices are now just as common as televisions in family homes.\u003c/p>\n\u003cp>And, the average amount of time our smallest children spend with those handheld devices each day is skyrocketing too: from 5 minutes a day in 2011, to 15 minutes a day in 2013, to 48 minutes a day in 2017.\u003c/p>\n\u003cp>James Steyer, CEO and founder of Common Sense Media, calls this \"a seismic shift\" that is \"fundamentally redefining childhood experiences\" with \"enormous implications we have just begun to understand.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Other eye-grabbing highlights from the survey:\u003c/p>\n\u003cul>\n\u003cli>42 percent of young children now have their very own tablet device — up from 7 percent four years ago and less than 1 percent in 2011.\u003c/li>\n\u003cli>Screen media use among infants under 2 appears to be trending downward, from 58 minutes a day in 2013 to 42 minutes in 2017. This decline correlates with a drop in sales of DVDs, and particularly those marketed at babies, such as Baby Einstein. Updated pediatricians' \u003ca href=\"http://www.npr.org/sections/ed/2016/10/21/498550475/american-academy-of-pediatrics-lifts-no-screens-under-2-rule\" target=\"_blank\" rel=\"noopener\">recommendations released last year\u003c/a> call for limited, but not banned, screen use among the youngest set.\u003c/li>\n\u003cli>Nearly half, 49 percent, of children 8 or under \"often or sometimes\" use screens in the hour before bedtime, which experts say is bad for sleep habits.\u003c/li>\n\u003cli>42 percent of parents say the TV is on \"always\" or \"most of the time\" in their home, whether anyone is watching or not. Research has shown this so-called \"background TV\" reduces parent-child interaction, which in turn can hurt language development.\u003c/li>\n\u003c/ul>\n\u003cp>The growth of mobile is a dramatic change. But other aspects of kids' media use have been more stable over time, this periodic census reveals.\u003c/p>\n\u003cp>When you take every source of screen media together, children 8 and under spend an average of about two-and-a-quarter hours (2:19) a day, a figure that's flat from 2011 (2:16). That implies mobile is apparently cannibalizing, not adding on to, the boob tube and other types of media.\u003c/p>\n\u003cp>And, whether young kids are looking at small screens or big ones, most often they are passively watching videos, not using interactive apps. Video watching has dominated children's media use for decades.\u003c/p>\n\u003cp>Finally, young children are still being read to by their parents about 30 minutes a day.\u003c/p>\n\u003cp>\u003cstrong>More questions than answers\u003c/strong>\u003c/p>\n\u003cp>What does all this mean?\u003c/p>\n\u003cp>Researchers don't really know, and that concerns observers like Pamela Hurst-Della Pietra, the founder of \u003ca href=\"http://www.childrenandscreens.com/institute/\">Children and Screens: The Institute of Digital Media and Child Development.\u003c/a>\u003c/p>\n\u003cp>\"How different is the brain of a child who's never known anything but sustained digital media exposure to the brain of her parents, or even older siblings? she asks. \"And what are the implications for parents, educators or policymakers?\"\u003c/p>\n\u003cp>Hurst-Della Pietra says these are questions \"we're only beginning to ask, let alone answer.\" Children and Screens is getting ready to release its own series of reports that sets an agenda for future research.\u003c/p>\n\u003cp>Steyer, of Common Sense Media, agrees. \"I would argue there are big implications for brain and social-emotional development, many of which we don't know the answer to,\" he says.\u003c/p>\n\u003cp>The public conversation about kids and screens is somewhat schizophrenic. American schools, \u003ca href=\"http://www.npr.org/sections/ed/2015/09/18/441122285/learning-to-code-in-preschool\" target=\"_blank\" rel=\"noopener\">even preschools,\u003c/a> are buying millions of electronic devices, and there are tens of thousands of apps meant to enhance learning for even the smallest babies.\u003c/p>\n\u003cp>On the other hand, doctors warn, and parents worry, about negative effects from too much screen time, ranging from obesity to anxiety.\u003c/p>\n\u003cp>One part of the Common Sense report that really plays up this contradiction is the section on the so-called digital divide. The phrase reflects the idea that learning how to use computers and the Internet at home helps kids get ahead in school and in life.\u003c/p>\n\u003cp>Unlike in previous years, this census shows both rich and poor families now appear to have nearly equal access to smartphones. At the same time, kids from lower-income families are spending twice as much time with screens daily as those from the most advantaged families. Is this a boon or a danger?\u003c/p>\n\u003cp>Lynn Schofield Clark at the University of Denver studies media use with a focus on disadvantaged youth and youth of color. She says the missing ingredient in understanding the real impact of the digital divide is time.\u003c/p>\n\u003cp>That is, parenting time: showing a kid how to use a laptop, how to do Internet research, \u003ca href=\"http://www.npr.org/sections/ed/2017/06/26/533788062/how-to-pick-kids-apps-for-the-backseat-this-summer\" target=\"_blank\" rel=\"noopener\">picking out highly rated educational apps\u003c/a> or steering a child toward programs with positive messages.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"People who have more advantages have more time and education to help their kids use the technology,\" she explains. \"We have set up a society where it's structurally very difficult for families to spend time together.\"\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=Young+Children+Are+Spending+Much+More+Time+In+Front+Of+Small+Screens&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's not your imagination: Tiny tots are spending dramatically more time with tiny screens.\u003c/p>\n\u003cp>Common Sense Media, a nonprofit organization, \u003ca href=\"https://www.commonsensemedia.org/user/register?destination=homepage&gclid=CjwKCAjwyIHPBRAIEiwAHPS-GPjmpnrnD3a1M7wCAgEqRCPIZji7gS3ifNdHZ4UxiG1gJifFSWz0txoC_zsQAvD_BwE\" target=\"_blank\" rel=\"noopener\">just released new numbers\u003c/a> on media use by children 8 and under. The nationally representative parent survey found that 98 percent of homes with children now have a mobile device — such as a tablet or smartphone.\u003c/p>\n\u003cp>That's a huge leap from 52 percent just six years ago. Mobile devices are now just as common as televisions in family homes.\u003c/p>\n\u003cp>And, the average amount of time our smallest children spend with those handheld devices each day is skyrocketing too: from 5 minutes a day in 2011, to 15 minutes a day in 2013, to 48 minutes a day in 2017.\u003c/p>\n\u003cp>James Steyer, CEO and founder of Common Sense Media, calls this \"a seismic shift\" that is \"fundamentally redefining childhood experiences\" with \"enormous implications we have just begun to understand.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Other eye-grabbing highlights from the survey:\u003c/p>\n\u003cul>\n\u003cli>42 percent of young children now have their very own tablet device — up from 7 percent four years ago and less than 1 percent in 2011.\u003c/li>\n\u003cli>Screen media use among infants under 2 appears to be trending downward, from 58 minutes a day in 2013 to 42 minutes in 2017. This decline correlates with a drop in sales of DVDs, and particularly those marketed at babies, such as Baby Einstein. Updated pediatricians' \u003ca href=\"http://www.npr.org/sections/ed/2016/10/21/498550475/american-academy-of-pediatrics-lifts-no-screens-under-2-rule\" target=\"_blank\" rel=\"noopener\">recommendations released last year\u003c/a> call for limited, but not banned, screen use among the youngest set.\u003c/li>\n\u003cli>Nearly half, 49 percent, of children 8 or under \"often or sometimes\" use screens in the hour before bedtime, which experts say is bad for sleep habits.\u003c/li>\n\u003cli>42 percent of parents say the TV is on \"always\" or \"most of the time\" in their home, whether anyone is watching or not. Research has shown this so-called \"background TV\" reduces parent-child interaction, which in turn can hurt language development.\u003c/li>\n\u003c/ul>\n\u003cp>The growth of mobile is a dramatic change. But other aspects of kids' media use have been more stable over time, this periodic census reveals.\u003c/p>\n\u003cp>When you take every source of screen media together, children 8 and under spend an average of about two-and-a-quarter hours (2:19) a day, a figure that's flat from 2011 (2:16). That implies mobile is apparently cannibalizing, not adding on to, the boob tube and other types of media.\u003c/p>\n\u003cp>And, whether young kids are looking at small screens or big ones, most often they are passively watching videos, not using interactive apps. Video watching has dominated children's media use for decades.\u003c/p>\n\u003cp>Finally, young children are still being read to by their parents about 30 minutes a day.\u003c/p>\n\u003cp>\u003cstrong>More questions than answers\u003c/strong>\u003c/p>\n\u003cp>What does all this mean?\u003c/p>\n\u003cp>Researchers don't really know, and that concerns observers like Pamela Hurst-Della Pietra, the founder of \u003ca href=\"http://www.childrenandscreens.com/institute/\">Children and Screens: The Institute of Digital Media and Child Development.\u003c/a>\u003c/p>\n\u003cp>\"How different is the brain of a child who's never known anything but sustained digital media exposure to the brain of her parents, or even older siblings? she asks. \"And what are the implications for parents, educators or policymakers?\"\u003c/p>\n\u003cp>Hurst-Della Pietra says these are questions \"we're only beginning to ask, let alone answer.\" Children and Screens is getting ready to release its own series of reports that sets an agenda for future research.\u003c/p>\n\u003cp>Steyer, of Common Sense Media, agrees. \"I would argue there are big implications for brain and social-emotional development, many of which we don't know the answer to,\" he says.\u003c/p>\n\u003cp>The public conversation about kids and screens is somewhat schizophrenic. American schools, \u003ca href=\"http://www.npr.org/sections/ed/2015/09/18/441122285/learning-to-code-in-preschool\" target=\"_blank\" rel=\"noopener\">even preschools,\u003c/a> are buying millions of electronic devices, and there are tens of thousands of apps meant to enhance learning for even the smallest babies.\u003c/p>\n\u003cp>On the other hand, doctors warn, and parents worry, about negative effects from too much screen time, ranging from obesity to anxiety.\u003c/p>\n\u003cp>One part of the Common Sense report that really plays up this contradiction is the section on the so-called digital divide. The phrase reflects the idea that learning how to use computers and the Internet at home helps kids get ahead in school and in life.\u003c/p>\n\u003cp>Unlike in previous years, this census shows both rich and poor families now appear to have nearly equal access to smartphones. At the same time, kids from lower-income families are spending twice as much time with screens daily as those from the most advantaged families. Is this a boon or a danger?\u003c/p>\n\u003cp>Lynn Schofield Clark at the University of Denver studies media use with a focus on disadvantaged youth and youth of color. She says the missing ingredient in understanding the real impact of the digital divide is time.\u003c/p>\n\u003cp>That is, parenting time: showing a kid how to use a laptop, how to do Internet research, \u003ca href=\"http://www.npr.org/sections/ed/2017/06/26/533788062/how-to-pick-kids-apps-for-the-backseat-this-summer\" target=\"_blank\" rel=\"noopener\">picking out highly rated educational apps\u003c/a> or steering a child toward programs with positive messages.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"People who have more advantages have more time and education to help their kids use the technology,\" she explains. \"We have set up a society where it's structurally very difficult for families to spend time together.\"\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=Young+Children+Are+Spending+Much+More+Time+In+Front+Of+Small+Screens&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How To Handle Anxiety-Fueled Refusals To Go To School",
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"content": "\u003cp>Your child doesn't want to go to school. It's a daily struggle that many parents are familiar with.\u003c/p>\n\u003cp>But what if your child refuses to go to school?\u003c/p>\n\u003cp>Mental health professionals and educators say what used to be considered run-of-the-mill truancy could actually be something else. Some cases of chronic absenteeism are now being called \"school refusal,\" which is triggered by anxiety, depression, family crises and other traumatic events. It can lead to weeks or even months of missed school days.\u003c/p>\n\u003cp>The Anxiety and Depression Association of America estimates anxiety-based school refusal \u003ca href=\"https://adaa.org/living-with-anxiety/children/school-refusal\">affects 2 to 5 percent\u003c/a> of school-age children. It is often triggered when \u003ca href=\"https://www.nytimes.com/2017/10/11/magazine/why-are-more-american-teenagers-than-ever-suffering-from-severe-anxiety.html?rref=collection%2Fsectioncollection%2Fmagazine&action=click&contentCollection=magazine®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=0\">students are transitioning\u003c/a> into middle or high school. Doctors say it should be treated with flexibility and therapy - not punishment.\u003c/p>\n\u003cp>\"Before you are even in the building, the mind is racing,\" says Matt Doyle, a therapist and clinical social worker in Massachusetts. He \u003ca href=\"http://www.wbur.org/hereandnow/2017/10/09/school-refusal\">tells Here & Now's Robin Young\u003c/a>, it's like \"the domino effect.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"So the perceived inability to complete a homework assignment creates this sense of panic and dread: 'What's coming the next day? Am I even going to sleep tonight? What are my parents going to say? What are my friends going to say, because I've come for the fifth day in a row with no homework?' \"\u003c/p>\n\u003cp>As the anxiety snowballs, many children will refuse to even get out of bed in the morning, Doyle says. Some suffer physical symptoms such as panic attacks and stomach aches.\u003c/p>\n\u003cp>The cause of school refusal is different for every child, but Emanuel Pariser, of the Maine Academy of Natural Sciences, says it likely reflects the heightened state of stress and anxiety in today's society. \u003ca href=\"http://www.wbur.org/hereandnow/2017/10/16/school-refusal-maine-school\">He also tells Young\u003c/a> it comes down to trust.\u003c/p>\n\u003cp>\"I do feel like the immediate cause for our kids is some kind of rupture in their relationships with adults, and that school does not feel like a safe place for them to be. And when you look at Maslow's hierarchy of needs, safety is the No. 1. If they don't feel they're safe, they cannot learn,\" says Pariser, referring to the psychological theory of human motivation.\u003c/p>\n\u003cp>Some schools are employing new strategies. The Threshold Program at the Maine Academy of Natural Sciences, which is a public charter high school, sends teachers into the homes of students. The school is four weeks into the program. Twenty-one students are enrolled, 18 of whom are diagnosed or identify as having some type of social anxiety.\u003c/p>\n\u003cp>Teachers develop a curriculum for each student that is tailored to something that interests them, Pariser says.\u003c/p>\n\u003cp>\"We want them engaged in the act of learning,\" he says, which begins with developing trust between the teacher and student.\u003c/p>\n\u003cp>Similar to the Threshold Program, Doyle, the clinical social worker from Massachusetts, calls his work \"home-based intervention,\" in which he and his colleagues observe parents' struggles to get a child to school.\u003c/p>\n\u003cp>\"I typically pull up a chair next to this child's bed, and we talk about what's going on, 'Help me understand a little bit about what is happening this morning,' \" Doyle says. \"And the things I hear about are very diverse,\" ranging anywhere from social bullying to online harassment.\u003c/p>\n\u003cp>Doyle says by reframing chronic absenteeism as a mental health issue — not a behavioral problem — helps children ease back into the classroom.\u003c/p>\n\u003cp>\"For example, having a greeter at the school, making it feel like a welcoming environment for that child to come to, versus, 'Two more times and the truancy officer will be coming to your home,' \" Doyle says.\u003c/p>\n\u003cp>On the other hand, even if kids have to stay at home, they can still make progress, Pariser says. Since the Threshold Program started in September, some students have started to go back to school, while others are still stuck in similar patterns.\u003c/p>\n\u003cp>\"Our overarching goal is to get them to graduate from high school,\" he says, \"and if we can work them back into a more conventional school environment, that is great.\"\u003c/p>\n\u003cp>While some critics dismiss these programs as coddling students, Pariser says most kids are not trying to manipulate their parents when they refuse to go to school.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It is much more often an act coming out of fear and coming out of a sense of a lack of empowerment as opposed to a sense that you can push back on things and get what you want,\" he says.\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=Educators+Employ+Strategies+To+Help+Kids+With+Anxiety+Return+To+School&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Your child doesn't want to go to school. It's a daily struggle that many parents are familiar with.\u003c/p>\n\u003cp>But what if your child refuses to go to school?\u003c/p>\n\u003cp>Mental health professionals and educators say what used to be considered run-of-the-mill truancy could actually be something else. Some cases of chronic absenteeism are now being called \"school refusal,\" which is triggered by anxiety, depression, family crises and other traumatic events. It can lead to weeks or even months of missed school days.\u003c/p>\n\u003cp>The Anxiety and Depression Association of America estimates anxiety-based school refusal \u003ca href=\"https://adaa.org/living-with-anxiety/children/school-refusal\">affects 2 to 5 percent\u003c/a> of school-age children. It is often triggered when \u003ca href=\"https://www.nytimes.com/2017/10/11/magazine/why-are-more-american-teenagers-than-ever-suffering-from-severe-anxiety.html?rref=collection%2Fsectioncollection%2Fmagazine&action=click&contentCollection=magazine®ion=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectionfront&_r=0\">students are transitioning\u003c/a> into middle or high school. Doctors say it should be treated with flexibility and therapy - not punishment.\u003c/p>\n\u003cp>\"Before you are even in the building, the mind is racing,\" says Matt Doyle, a therapist and clinical social worker in Massachusetts. He \u003ca href=\"http://www.wbur.org/hereandnow/2017/10/09/school-refusal\">tells Here & Now's Robin Young\u003c/a>, it's like \"the domino effect.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"So the perceived inability to complete a homework assignment creates this sense of panic and dread: 'What's coming the next day? Am I even going to sleep tonight? What are my parents going to say? What are my friends going to say, because I've come for the fifth day in a row with no homework?' \"\u003c/p>\n\u003cp>As the anxiety snowballs, many children will refuse to even get out of bed in the morning, Doyle says. Some suffer physical symptoms such as panic attacks and stomach aches.\u003c/p>\n\u003cp>The cause of school refusal is different for every child, but Emanuel Pariser, of the Maine Academy of Natural Sciences, says it likely reflects the heightened state of stress and anxiety in today's society. \u003ca href=\"http://www.wbur.org/hereandnow/2017/10/16/school-refusal-maine-school\">He also tells Young\u003c/a> it comes down to trust.\u003c/p>\n\u003cp>\"I do feel like the immediate cause for our kids is some kind of rupture in their relationships with adults, and that school does not feel like a safe place for them to be. And when you look at Maslow's hierarchy of needs, safety is the No. 1. If they don't feel they're safe, they cannot learn,\" says Pariser, referring to the psychological theory of human motivation.\u003c/p>\n\u003cp>Some schools are employing new strategies. The Threshold Program at the Maine Academy of Natural Sciences, which is a public charter high school, sends teachers into the homes of students. The school is four weeks into the program. Twenty-one students are enrolled, 18 of whom are diagnosed or identify as having some type of social anxiety.\u003c/p>\n\u003cp>Teachers develop a curriculum for each student that is tailored to something that interests them, Pariser says.\u003c/p>\n\u003cp>\"We want them engaged in the act of learning,\" he says, which begins with developing trust between the teacher and student.\u003c/p>\n\u003cp>Similar to the Threshold Program, Doyle, the clinical social worker from Massachusetts, calls his work \"home-based intervention,\" in which he and his colleagues observe parents' struggles to get a child to school.\u003c/p>\n\u003cp>\"I typically pull up a chair next to this child's bed, and we talk about what's going on, 'Help me understand a little bit about what is happening this morning,' \" Doyle says. \"And the things I hear about are very diverse,\" ranging anywhere from social bullying to online harassment.\u003c/p>\n\u003cp>Doyle says by reframing chronic absenteeism as a mental health issue — not a behavioral problem — helps children ease back into the classroom.\u003c/p>\n\u003cp>\"For example, having a greeter at the school, making it feel like a welcoming environment for that child to come to, versus, 'Two more times and the truancy officer will be coming to your home,' \" Doyle says.\u003c/p>\n\u003cp>On the other hand, even if kids have to stay at home, they can still make progress, Pariser says. Since the Threshold Program started in September, some students have started to go back to school, while others are still stuck in similar patterns.\u003c/p>\n\u003cp>\"Our overarching goal is to get them to graduate from high school,\" he says, \"and if we can work them back into a more conventional school environment, that is great.\"\u003c/p>\n\u003cp>While some critics dismiss these programs as coddling students, Pariser says most kids are not trying to manipulate their parents when they refuse to go to school.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It is much more often an act coming out of fear and coming out of a sense of a lack of empowerment as opposed to a sense that you can push back on things and get what you want,\" he says.\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=Educators+Employ+Strategies+To+Help+Kids+With+Anxiety+Return+To+School&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A funny thing happened in the Dutch city of Maastricht in the fall of 2011. A policy went into effect banning the sale of marijuana at the city’s 13 legal cannabis shops to visitors from most other countries. The goal was to discourage disruptive drug tourism in a city close to several international borders. The policy had its intended effect, but also a remarkable unintended one: foreign students attending Maastricht University starting getting better grades. According to an analysis published earlier this year in \u003ca href=\"https://academic.oup.com/restud/article-abstract/84/3/1210/3091869/High-Achievers-Cannabis-Access-and-Academic?redirectedFrom=fulltext\">Review of Economic Studies\u003c/a>, students who had been passing their courses at a rate of 73.9% when they could legally buy weed were now passing at a rate of 77.9% — a sizeable jump.\u003c/p>\n\u003cp>The effect, which was based on data from 336 undergraduates in more than 4,000 courses, was most dramatic for weaker students, women, and in classes that required more math. Some of this falls in line with past research: marijuana use has been linked to inferior academic achievement (and vice versa), so it makes sense that poorer students might benefit most from a ban, and the drug is known to have immediate effects on cognitive performance, including in math.\u003c/p>\n\u003cp>But what’s really unusual about the study, notes one of its authors, economist \u003ca href=\"http://ulfzoelitz.com/\">Ulf Zoelitz\u003c/a> of the Briq Institute on Behavior and Inequality, is that rather than merely correlating academic performance with cannabis use, as much past research has done, “we could cleanly identify the causal impact of a drug policy.” Zoelitz co-authored the study with \u003ca href=\"http://roa.sbe.maastrichtuniversity.nl/?page_id=838\">Olivier Marie\u003c/a> of Erasmus University Rotterdam.\u003c/p>\n\u003cp>The findings come in the wake of a movement to liberalize marijuana laws in the U.S. and some other countries. A total of 29 states and Washington, D.C. now allow the use of medical marijuana and eight states have decriminalized recreational use. \u003ca href=\"http://monitoringthefuture.org/pubs/monographs/mtf-vol2_2013.pdf\">Research shows\u003c/a> that the legalization movement has coincided with a shift in attitudes among teenagers over the past decade: a steep decline in the perception of marijuana as risky. Use of all illicit drugs by adolescents has been dropping in the U.S., but smoking weed remains broadly popular: more than a \u003ca href=\"https://www.drugabuse.gov/publications/drugfacts/monitoring-future-survey-high-school-youth-trends\">third of high school seniors report some use and 6% \u003c/a>admit they partake daily.\u003c/p>\n\u003cp>How much harm are they wreaking on their brains and academic performance? Obviously, students who are actively high in class are not doing themselves any favors. There’s a rich scientific literature demonstrating that learning, memory and attention all take a hit from cannabis intoxication.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The bigger question concerns cumulative damage. A substantial body of research – much of it summarized in \u003ca href=\"http://jamanetwork.com/journals/jamapsychiatry/article-abstract/2488041\">2016 review paper in JAMA Psychiatry\u003c/a> – shows that heavy marijuana use that begins in adolescence and continues over many years predicts lower achievement and less overall happiness in life. It has also been linked to a variety of changes in brain anatomy and function, such as altered patterns of connectivity between the two hemispheres and within the prefrontal cortex — the center for higher thinking and learning. Brain imaging studies of habitual marijuana users have revealed a smaller amygdala and hippocampus — structures that, among other things, play a role in regulating emotions and forming memories. Marijuana also appears to be a trigger for schizophrenia in people with underlying vulnerabilities.\u003c/p>\n\u003cp>But it’s maddingly difficult to separate the impact of cannabis from other factors, such as poverty and childhood trauma, which increase the odds of using marijuana and which themselves can directly alter the brain. In an attempt to eliminate the role of poverty, psychologist \u003ca href=\"https://isearch.asu.edu/profile/2215386\">Madeline Meier\u003c/a> and colleagues at Arizona State University published a \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4633365/\">study in 2015\u003c/a> that looked at the relationship between smoking pot and grade-point average among upper-middle-class high school students. Sure enough, she found a correlation, but it was impossible to disentangle it from the effects of drinking and smoking. “The problem is that adolescents who use marijuana tend to also use alcohol and smoke tobacco,” she explains.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.ncbi.nlm.nih.gov/m/pubmed/26237288/\">study published the same year\u003c/a> by epidemiologist \u003ca href=\"https://sph.umd.edu/people/amelia-arria\">Amelia Arria\u003c/a> and colleagues at the University of Maryland, managed to separate these influences and found that as students’ weed consumption rose, their GPA fell — just as the experience in Maastricht would suggest. In addition, they found that the frequency of marijuana use during freshman year predicted how likely students were to graduate on time.\u003c/p>\n\u003caside class=\"pullquote alignright\">'The fact that this [endocannabinoids] system is changing significantly during adolescence is of major importance.’\u003ccite>Yasmin Hurd, neuroscientist and director of the Addiction Institute at Mount Sinai Hospital, New York City.\u003c/cite>\u003c/aside>\n\u003cp>Perhaps the biggest source of worry, where teenagers are concerned, stems from scientists’ growing appreciation of how much the body’s own cannabis-like chemicals shape the brain. These “endocannabinoids,” which are made in nerve cells throughout the body, play a key role in wiring the brain during fetal development and also in guiding major changes that occur from puberty through the mid-20s, when the brain reaches full maturity. Throughout life, this system influences reward-seeking behavior around food, sex and social interaction and regulates our emotions, memory, movement and sleep.\u003c/p>\n\u003cp>“The fact that this system is changing significantly during adolescence is of major importance,” says neuroscientist \u003ca href=\"http://www.mountsinai.org/profiles/yasmin-hurd\">Yasmin Hurd\u003c/a>, director of the Addiction Institute at Mount Sinai in New York City. She wonders if young people would be quite so cavalier about “flooding their brain with marijuana” if they knew that this system is “one of the most important players in regulating communication between nerve cells and therefore in determining who we are on multiple levels — from motivation and cognition to motor function.”\u003c/p>\n\u003cp>Still, no one can say for sure that cannabis disrupts this system, and even less clear is the impact of short-term or moderate use. But answers are coming. The National Institutes of Health has launched the massive Adolescent Brain Cognitive Development Study (ABCD), which will track more than 10,000 nine- and ten-year-olds for 10 years — before and after the period when substance use typically begins. The children will undergo brain scans every two years to examine both structure and function, says Nora Volkow, director of the National Institute on Drug Abuse. In addition, she says, “we will be very carefully recording exposure to drugs, social environment and performance at school.” Researchers cannot wait to get their hands on the data, which should answer many of the unresolved questions about marijuana in the teenage years.\u003c/p>\n\u003cp>For now, though, it makes sense to talk to kids about what we do know: the startling role of the endocannabinoid system and the findings in Maastricht and elsewhere about the impact of marijuana on achievement in school. Even if the ABCD study winds up showing that marijuana does not directly harm the brain, it certainly hits kids in another place that matters: their GPA.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, the nonprofit, independent news website focused on inequality and innovation in education. Sign up for our \u003c/em>\u003ca href=\"http://eepurl.com/6PKcL\">newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A funny thing happened in the Dutch city of Maastricht in the fall of 2011. A policy went into effect banning the sale of marijuana at the city’s 13 legal cannabis shops to visitors from most other countries. The goal was to discourage disruptive drug tourism in a city close to several international borders. The policy had its intended effect, but also a remarkable unintended one: foreign students attending Maastricht University starting getting better grades. According to an analysis published earlier this year in \u003ca href=\"https://academic.oup.com/restud/article-abstract/84/3/1210/3091869/High-Achievers-Cannabis-Access-and-Academic?redirectedFrom=fulltext\">Review of Economic Studies\u003c/a>, students who had been passing their courses at a rate of 73.9% when they could legally buy weed were now passing at a rate of 77.9% — a sizeable jump.\u003c/p>\n\u003cp>The effect, which was based on data from 336 undergraduates in more than 4,000 courses, was most dramatic for weaker students, women, and in classes that required more math. Some of this falls in line with past research: marijuana use has been linked to inferior academic achievement (and vice versa), so it makes sense that poorer students might benefit most from a ban, and the drug is known to have immediate effects on cognitive performance, including in math.\u003c/p>\n\u003cp>But what’s really unusual about the study, notes one of its authors, economist \u003ca href=\"http://ulfzoelitz.com/\">Ulf Zoelitz\u003c/a> of the Briq Institute on Behavior and Inequality, is that rather than merely correlating academic performance with cannabis use, as much past research has done, “we could cleanly identify the causal impact of a drug policy.” Zoelitz co-authored the study with \u003ca href=\"http://roa.sbe.maastrichtuniversity.nl/?page_id=838\">Olivier Marie\u003c/a> of Erasmus University Rotterdam.\u003c/p>\n\u003cp>The findings come in the wake of a movement to liberalize marijuana laws in the U.S. and some other countries. A total of 29 states and Washington, D.C. now allow the use of medical marijuana and eight states have decriminalized recreational use. \u003ca href=\"http://monitoringthefuture.org/pubs/monographs/mtf-vol2_2013.pdf\">Research shows\u003c/a> that the legalization movement has coincided with a shift in attitudes among teenagers over the past decade: a steep decline in the perception of marijuana as risky. Use of all illicit drugs by adolescents has been dropping in the U.S., but smoking weed remains broadly popular: more than a \u003ca href=\"https://www.drugabuse.gov/publications/drugfacts/monitoring-future-survey-high-school-youth-trends\">third of high school seniors report some use and 6% \u003c/a>admit they partake daily.\u003c/p>\n\u003cp>How much harm are they wreaking on their brains and academic performance? Obviously, students who are actively high in class are not doing themselves any favors. There’s a rich scientific literature demonstrating that learning, memory and attention all take a hit from cannabis intoxication.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The bigger question concerns cumulative damage. A substantial body of research – much of it summarized in \u003ca href=\"http://jamanetwork.com/journals/jamapsychiatry/article-abstract/2488041\">2016 review paper in JAMA Psychiatry\u003c/a> – shows that heavy marijuana use that begins in adolescence and continues over many years predicts lower achievement and less overall happiness in life. It has also been linked to a variety of changes in brain anatomy and function, such as altered patterns of connectivity between the two hemispheres and within the prefrontal cortex — the center for higher thinking and learning. Brain imaging studies of habitual marijuana users have revealed a smaller amygdala and hippocampus — structures that, among other things, play a role in regulating emotions and forming memories. Marijuana also appears to be a trigger for schizophrenia in people with underlying vulnerabilities.\u003c/p>\n\u003cp>But it’s maddingly difficult to separate the impact of cannabis from other factors, such as poverty and childhood trauma, which increase the odds of using marijuana and which themselves can directly alter the brain. In an attempt to eliminate the role of poverty, psychologist \u003ca href=\"https://isearch.asu.edu/profile/2215386\">Madeline Meier\u003c/a> and colleagues at Arizona State University published a \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4633365/\">study in 2015\u003c/a> that looked at the relationship between smoking pot and grade-point average among upper-middle-class high school students. Sure enough, she found a correlation, but it was impossible to disentangle it from the effects of drinking and smoking. “The problem is that adolescents who use marijuana tend to also use alcohol and smoke tobacco,” she explains.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.ncbi.nlm.nih.gov/m/pubmed/26237288/\">study published the same year\u003c/a> by epidemiologist \u003ca href=\"https://sph.umd.edu/people/amelia-arria\">Amelia Arria\u003c/a> and colleagues at the University of Maryland, managed to separate these influences and found that as students’ weed consumption rose, their GPA fell — just as the experience in Maastricht would suggest. In addition, they found that the frequency of marijuana use during freshman year predicted how likely students were to graduate on time.\u003c/p>\n\u003caside class=\"pullquote alignright\">'The fact that this [endocannabinoids] system is changing significantly during adolescence is of major importance.’\u003ccite>Yasmin Hurd, neuroscientist and director of the Addiction Institute at Mount Sinai Hospital, New York City.\u003c/cite>\u003c/aside>\n\u003cp>Perhaps the biggest source of worry, where teenagers are concerned, stems from scientists’ growing appreciation of how much the body’s own cannabis-like chemicals shape the brain. These “endocannabinoids,” which are made in nerve cells throughout the body, play a key role in wiring the brain during fetal development and also in guiding major changes that occur from puberty through the mid-20s, when the brain reaches full maturity. Throughout life, this system influences reward-seeking behavior around food, sex and social interaction and regulates our emotions, memory, movement and sleep.\u003c/p>\n\u003cp>“The fact that this system is changing significantly during adolescence is of major importance,” says neuroscientist \u003ca href=\"http://www.mountsinai.org/profiles/yasmin-hurd\">Yasmin Hurd\u003c/a>, director of the Addiction Institute at Mount Sinai in New York City. She wonders if young people would be quite so cavalier about “flooding their brain with marijuana” if they knew that this system is “one of the most important players in regulating communication between nerve cells and therefore in determining who we are on multiple levels — from motivation and cognition to motor function.”\u003c/p>\n\u003cp>Still, no one can say for sure that cannabis disrupts this system, and even less clear is the impact of short-term or moderate use. But answers are coming. The National Institutes of Health has launched the massive Adolescent Brain Cognitive Development Study (ABCD), which will track more than 10,000 nine- and ten-year-olds for 10 years — before and after the period when substance use typically begins. The children will undergo brain scans every two years to examine both structure and function, says Nora Volkow, director of the National Institute on Drug Abuse. In addition, she says, “we will be very carefully recording exposure to drugs, social environment and performance at school.” Researchers cannot wait to get their hands on the data, which should answer many of the unresolved questions about marijuana in the teenage years.\u003c/p>\n\u003cp>For now, though, it makes sense to talk to kids about what we do know: the startling role of the endocannabinoid system and the findings in Maastricht and elsewhere about the impact of marijuana on achievement in school. Even if the ABCD study winds up showing that marijuana does not directly harm the brain, it certainly hits kids in another place that matters: their GPA.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, the nonprofit, independent news website focused on inequality and innovation in education. Sign up for our \u003c/em>\u003ca href=\"http://eepurl.com/6PKcL\">newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "4 Digital Tools to Help Students Increase Appreciation and Self-Worth in Any Classroom",
"title": "4 Digital Tools to Help Students Increase Appreciation and Self-Worth in Any Classroom",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As teachers, we sometimes forget that little, everyday actions in the classroom have a huge impact on our students' lives. Just a small offering of appreciation can transform relationships and boost student self-worth. Simple tokens of gratitude, such as \u003c/span>\u003ca href=\"http://www.clickorlando.com/education/students-protest-osceola-county-teachers-firing\">\u003cspan style=\"font-weight: 400\">students voicing their appreciation for a fired teacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, can shift the climate of entire schools and strengthen the bonds among teachers, kids, and the community. But it’s not just about recognition -- it's also about supporting and inspiring others. Studies have shown that \u003c/span>\u003ca href=\"http://www.umkc.edu/facultyombuds/documents/grant_gino_jpsp_2010.pdf\">\u003cspan style=\"font-weight: 400\">when someone gets appreciated, they feel more socially valued, and this can lead to prosocial behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In other words, when someone receives thanks, they are more likely to pay it forward. The more teachers express and practice gratitude, the more inclined students will be to do the same, leading to a more supportive and equitable world.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these picks to help students develop a greater sense of self-worth and inspire a positive classroom culture. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/this-i-believe\">\u003cimg class=\"alignleft wp-image-49065\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/ThisIBelieve.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/this-i-believe\">\u003cb>This I Believe\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This inspirational site focuses on the writing, sharing, and discussing of people's core beliefs through short essays. Students can practice listening to or reading essays about what others have to say. After spending some time in the \u003c/span>\u003ca href=\"http://thisibelieve.org/theme/gratitude/\">\u003cspan style=\"font-weight: 400\">Gratitude\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> section, students can then compose and publish their own self-reflective essay on the site. Guide students towards understanding that success often depends on not letting others force you to break your own core beliefs and values.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/diy\">\u003cimg class=\"alignleft wp-image-49066\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/diy.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/diy\">\u003cb>DIY\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003cspan style=\"font-weight: 400\">DIY site gets kids \"making.\" Whether they're \u003c/span>\u003ca href=\"https://diy.org/skills/beekeeper\">\u003cspan style=\"font-weight: 400\">harvesting honey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://diy.org/skills/circuitbender\">\u003cspan style=\"font-weight: 400\">building a circuit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or \u003c/span>\u003ca href=\"https://diy.org/skills/filmmaker\">\u003cspan style=\"font-weight: 400\">creating their own film\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, kids complete challenges in various skill areas by posting their creations online and getting helpful feedback. Have students practice expressing thanks for any comments they receive, and further reciprocate kindness by commenting on others’ creations. Letting others know you’re grateful and demonstrating openness to receiving feedback can be integral factors in developing self-worth.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/mindprint-learning\">\u003cimg class=\"alignleft wp-image-49067\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/mindprint_0.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0.jpg 458w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/mindprint-learning\">\u003cb>Mindprint Learning\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students take online assessments to measure their strengths and challenges -- like processing speed or verbal reasoning. Teachers can use Mindprint's \u003c/span>\u003ca href=\"http://s3.amazonaws.com/wordpress_uploads/site/uploads/2014/04/SharingMindprintwithaChild-1.pdf\">\u003cspan style=\"font-weight: 400\">advice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to discuss the results with each student, helping them appreciate the assets they’ve been given.\u003c/span> \u003cspan style=\"font-weight: 400\"> With this assessment, kids can learn to self-advocate for their own success by making a plan to build on their strengths, while also addressing any weaknesses. Hopefully students will believe in themselves a little more, and be more willing to pick up new skills.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/seesaw-the-learning-journal\">\u003cimg class=\"alignleft wp-image-49068\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Seesaw.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/seesaw-the-learning-journal\">\u003cb>Seesaw: The Learning Journal\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seesaw's digital portfolio allows students to submit a variety of work, such as videos, pictures, or drawings. They then can reflect on their learning through a voice recording. Have students practice describing their work to parents and teachers. Teachers can help students take pride in their achievements, and work with parents to send encouraging notes back to students. Through the tool, educators are able to facilitate communication that is supportive and builds student confidence.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/span>\u003c/em>\u003c/p>\n\n",
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"excerpt": "The ability to appreciate others can spread positive experiences to oneself and others. Common Sense Education reviewed four apps that can help students and teachers develop and express gratitude. ",
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"description": "The ability to appreciate others can spread positive experiences to oneself and others. Common Sense Education reviewed four apps that can help students and teachers develop and express gratitude. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As teachers, we sometimes forget that little, everyday actions in the classroom have a huge impact on our students' lives. Just a small offering of appreciation can transform relationships and boost student self-worth. Simple tokens of gratitude, such as \u003c/span>\u003ca href=\"http://www.clickorlando.com/education/students-protest-osceola-county-teachers-firing\">\u003cspan style=\"font-weight: 400\">students voicing their appreciation for a fired teacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, can shift the climate of entire schools and strengthen the bonds among teachers, kids, and the community. But it’s not just about recognition -- it's also about supporting and inspiring others. Studies have shown that \u003c/span>\u003ca href=\"http://www.umkc.edu/facultyombuds/documents/grant_gino_jpsp_2010.pdf\">\u003cspan style=\"font-weight: 400\">when someone gets appreciated, they feel more socially valued, and this can lead to prosocial behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In other words, when someone receives thanks, they are more likely to pay it forward. The more teachers express and practice gratitude, the more inclined students will be to do the same, leading to a more supportive and equitable world.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these picks to help students develop a greater sense of self-worth and inspire a positive classroom culture. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/this-i-believe\">\u003cimg class=\"alignleft wp-image-49065\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/ThisIBelieve.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/ThisIBelieve-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/this-i-believe\">\u003cb>This I Believe\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This inspirational site focuses on the writing, sharing, and discussing of people's core beliefs through short essays. Students can practice listening to or reading essays about what others have to say. After spending some time in the \u003c/span>\u003ca href=\"http://thisibelieve.org/theme/gratitude/\">\u003cspan style=\"font-weight: 400\">Gratitude\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> section, students can then compose and publish their own self-reflective essay on the site. Guide students towards understanding that success often depends on not letting others force you to break your own core beliefs and values.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/diy\">\u003cimg class=\"alignleft wp-image-49066\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/diy.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/diy-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/diy\">\u003cb>DIY\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003cspan style=\"font-weight: 400\">DIY site gets kids \"making.\" Whether they're \u003c/span>\u003ca href=\"https://diy.org/skills/beekeeper\">\u003cspan style=\"font-weight: 400\">harvesting honey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://diy.org/skills/circuitbender\">\u003cspan style=\"font-weight: 400\">building a circuit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or \u003c/span>\u003ca href=\"https://diy.org/skills/filmmaker\">\u003cspan style=\"font-weight: 400\">creating their own film\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, kids complete challenges in various skill areas by posting their creations online and getting helpful feedback. Have students practice expressing thanks for any comments they receive, and further reciprocate kindness by commenting on others’ creations. Letting others know you’re grateful and demonstrating openness to receiving feedback can be integral factors in developing self-worth.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/mindprint-learning\">\u003cimg class=\"alignleft wp-image-49067\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/mindprint_0.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0.jpg 458w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/mindprint_0-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/mindprint-learning\">\u003cb>Mindprint Learning\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students take online assessments to measure their strengths and challenges -- like processing speed or verbal reasoning. Teachers can use Mindprint's \u003c/span>\u003ca href=\"http://s3.amazonaws.com/wordpress_uploads/site/uploads/2014/04/SharingMindprintwithaChild-1.pdf\">\u003cspan style=\"font-weight: 400\">advice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to discuss the results with each student, helping them appreciate the assets they’ve been given.\u003c/span> \u003cspan style=\"font-weight: 400\"> With this assessment, kids can learn to self-advocate for their own success by making a plan to build on their strengths, while also addressing any weaknesses. Hopefully students will believe in themselves a little more, and be more willing to pick up new skills.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/seesaw-the-learning-journal\">\u003cimg class=\"alignleft wp-image-49068\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Seesaw.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Seesaw-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/seesaw-the-learning-journal\">\u003cb>Seesaw: The Learning Journal\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seesaw's digital portfolio allows students to submit a variety of work, such as videos, pictures, or drawings. They then can reflect on their learning through a voice recording. Have students practice describing their work to parents and teachers. Teachers can help students take pride in their achievements, and work with parents to send encouraging notes back to students. Through the tool, educators are able to facilitate communication that is supportive and builds student confidence.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A lot of parents are worried about helping their children get ahead in a world that feels increasingly competitive, demanding, and high-stakes. That anxiety can take many shapes including \u003ca href=\"https://ww2.kqed.org/mindshift/2015/06/09/what-overparenting-looks-like-from-a-stanford-deans-perspective/\" target=\"_blank\" rel=\"noopener noreferrer\">overparenting\u003c/a>, \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/29/can-free-play-prevent-depression-and-anxiety-in-kids/\" target=\"_blank\" rel=\"noopener noreferrer\">over-scheduling\u003c/a>, and constantly looking for that special opportunity that will give a child the competitive edge. But while parents are fretting about what they can do to help their kids academically and socially, it's easy to forget about the emotional health that is a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/01/02/why-emotional-learning-may-be-as-important-as-the-abcs/\" target=\"_blank\" rel=\"noopener noreferrer\">foundation for success\u003c/a> in life. Discussions of \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\" rel=\"noopener noreferrer\">growth mindset\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/14/how-to-develop-mindsets-for-compassion-and-caring-in-students/\" target=\"_blank\" rel=\"noopener noreferrer\">resiliency\u003c/a> have become more common in recent years, but how can parents foster a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/08/talking-about-failure-what-parents-can-do-to-motivate-kids-in-school/\" target=\"_blank\" rel=\"noopener noreferrer\">healthy view of struggle\u003c/a> in their kids?\u003c/p>\n\u003cp>Organizational psychologist \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/14/what-kind-of-group-work-encourages-the-most-original-thinking/\" target=\"_blank\" rel=\"noopener noreferrer\">Adam Grant\u003c/a> says protecting kids from struggle may be counterproductive. He shared one tactic he uses with his own children with \u003ca href=\"https://www.theatlantic.com/video/index/536442/raising-children-in-the-participation-trophy-era/\" target=\"_blank\" rel=\"noopener noreferrer\">The Atlantic\u003c/a> at the Aspen Ideas Festival. It's not hard to do; he asks his kids for help when he faces a setback. He not only gets good advice from his kids, but he can reflect that wisdom back to them when they struggle. And, by putting his mistakes out in the open, he's \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\" rel=\"noopener noreferrer\">normalizing the experience of struggle\u003c/a>.\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/n9slDgJioS0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>It's no secret that the socioeconomic background of students in the United States plays a big role in the quality of education they receive. Too often students from poor families attend underfunded schools staffed by the least experienced teachers. This trend has led to inequity throughout the education system and countless reform efforts.\u003c/p>\n\u003cp>The Organization for Economic Co-operation and Development (OECD), a group of 35 wealthy countries, has found that Japan does a better job than most peer countries at providing equitable education to its students, regardless of economic background. That isn't by accident. The Japanese have multiple structures in place to help funnel extra resources and high quality teachers to the places that need them the most.\u003c/p>\n\u003cp>In \u003ca href=\"https://www.theatlantic.com/business/archive/2017/08/japan-equal-education-school-cost/535611/\" target=\"_blank\">an article\u003c/a> for \u003cem>The Atlantic \u003c/em>about the Japanese system Alana Semuels explains the system isn't perfect, but there is a focus on pedagogy and equity from the top down.\u003c/p>\n\u003cblockquote>\u003cp>There are a number of reasons why Japan excels in providing educational opportunities. One of them is how it assigns teachers to schools. Teachers in Japan are hired not by individual schools, but by prefectures, which are roughly analogous to states. Their school assignments within the prefecture change every three years or so in the beginning of their careers, and then not quite as often later on in their careers. This means that the prefectural government can make sure the strongest teachers are assigned to the students and schools that need them the most. “There’s a lot going on to redirect the better teachers, and more precious resources, towards the more disadvantaged students,” Schleicher said.\u003c/p>\n\u003cp>It also means that teachers can learn from different environments. Young teachers are exposed to a series of different talented peers and learn from their methods. That’s a big contrast to some place like the United States, said Akihiko Takahashi, a onetime teacher in Japan and now an associate professor of elementary math at DePaul University’s College of Education. “Here in the U.S., the good teachers go to the good schools and stay there the whole time,” he told me.\u003c/p>\u003c/blockquote>\n\u003cp>https://www.theatlantic.com/business/archive/2017/08/japan-equal-education-school-cost/535611/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>U.S. high schools got a high-tech update this past school year. Not by federal fiat or by state law, but largely at the hand of independent nonprofits, including one founded by twin brothers less than five years ago.\u003c/p>\n\u003cp>The College Board last fall introduced a new course and exam called AP Computer Science Principles. Eight years in the planning, it was the largest such course launch in history. While the existing AP Computer Science course focuses on the Java programming language, the new course is billed as a creative exploration of real-world problems. It's designed to appeal to people who might have assumed that computers were not for them.\u003c/p>\n\u003cp>And in that sense, it's working.\u003c/p>\n\u003cp>According to \u003ca href=\"https://medium.com/@codeorg/girls-set-ap-computer-science-record-skyrocketing-growth-outpaces-boys-41b7c01373a5\">figures just released\u003c/a>, from 2016 to 2017 the number of underrepresented minorities who took an AP Computer Science exam nearly tripled, from 8,283 to 22,199. The number of girls shot up from 12,642 to 29,708.\u003c/p>\n\u003cp>While significant, this increase was not enough for those two groups to reach parity. Only 1 in 5 of those taking AP CS last year were underrepresented minorities and about 1 in 4 were women.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The course opened doors on a school level as well. Maureen Reyes, the executive director of the AP program at the College Board, says that 100 new schools last year offered the new class as their first AP course ever.\u003c/p>\n\u003cp>\u003cstrong>How CS Principles was born\u003c/strong>\u003c/p>\n\u003cp>\"The entire reason the new exam and course were created was to broaden participation in computer science,\" says Hadi Partovi, a tech entrepreneur and investor. That's also the mission of Code.org, the nonprofit Partovi started with his brother Ali. The organization first made a name for itself with \u003ca href=\"https://hourofcode.com/us\">Hour of Code\u003c/a>, a voluntary effort to introduce a single coding lesson that the organization says has now reached 100 million K-12 students around the world.\u003c/p>\n\u003cp>Code.org, along with its Silicon Valley backers, is taking a leadership role in the rollout of AP CSP. It is one of eight authorized course providers; more than half of all schools teaching the course are using their curriculum. They've created a slick online production featuring interactive exercises and special guest stars. For example, Vint Cerf, one of the \"Fathers of the Internet,\" \u003ca href=\"https://www.youtube.com/watch?v=Dxcc6ycZ73M\" target=\"_blank\" rel=\"noopener noreferrer\">recorded a video\u003c/a> explaining how it works.\u003c/p>\n\u003cp>The College Board, Code.org and other authorized providers are also training teachers to facilitate the course. Hundreds of them, not necessarily from STEM disciplines. \"We are by far the largest player in creating new computer science teachers,\" Partovi claims.\u003c/p>\n\u003cp>Code.org trained 500 teachers last year, and plans to train another 900 this year, with a blend of in-person intensive workshops and online support. The group concentrates its programs in low-income areas. In all, says Reyes, the College Board prepared about 1,300 teachers last year, and its partners another 1,300, all to teach this one course.\u003c/p>\n\u003cp>Whenever a particular subject starts to be taught much more widely, there is a worry that it's going to be watered down. That's not the case with AP CSP, says Reyes.\u003c/p>\n\u003cp>The course, developed with the help of the National Science Foundation, is patterned after introductory computer science classes at top colleges, she notes. In fact, in addition to Code.org, other authorized course materials come from the Beauty and Joy of Computing, a course taught at the University of California, Berkeley; and CS50, a Harvard course that is among the \u003ca href=\"http://www.thecrimson.com/article/2015/9/14/ec10-cs50-largest-enrollments/\">most popular\u003c/a> for freshmen.\u003c/p>\n\u003cp>\"The new course is much more about making things, rather than answering multiple-choice questions,\" says Partovi. AP CSP requires students to submit a portfolio of original work. The only other regular AP course that does that is Studio Art.\u003c/p>\n\u003cp>Students learn about the structure of the Internet, data analysis and representation and making apps. AP CSP doesn't require a particular language. Instead, you can use a visual, drag-and-drop programming \"environment\" such as Scratch, which was originally designed for elementary school kids.\u003c/p>\n\u003cp>Just imagine for a minute that there was an initiative to teach some other subject — say, Chinese — at the Advanced Placement level to tens of thousands more students next year, using teachers who don't speak Chinese themselves and copies of Rosetta Stone language software. Partovi says it works with CS because \"Our curriculum is designed to be a little more self-teaching. The teachers' job is to facilitate.\"\u003c/p>\n\u003cp>Now imagine that that initiative was led by, say, Chinese companies like Alibaba. Or that the fossil fuel industry led a successful push for an AP Petrochemistry course (the way they \u003ca href=\"http://www.npr.org/2017/07/11/535653913/heres-what-the-oil-industry-is-teaching-oklahomas-students\">fund science curricula\u003c/a> in states like Oklahoma.)\u003c/p>\n\u003cp>Industry support has \"been a huge factor in the success of CSP,\" says Reyes, and that's a good thing. \"We're looking at a pretty innovative time where industry is stepping in to help education offer computer science to students.\"\u003c/p>\n\u003cp>In the end, the promise of any AP course is that students will find what they learn to be worthwhile in the future — and that they will burnish college applications, of course.\u003c/p>\n\u003cp>Harvey Mudd College, a small private college in California that focuses on both engineering and liberal arts, is one of hundreds of colleges that have agreed to recognize AP CSP.\u003c/p>\n\u003cp>Harvey Mudd freshmen who have taken either AP CS course can choose to track into the more advanced version of the required freshman CS course. The college's president, Maria Klawe, is on the advisory board of Code.Org.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I love the new AP CS Principles course,\" she says. \"It's very similar to the course we put together for every student at Harvey Mudd in the first semester. The whole idea was to let students see that what they're going to learn matters in life.\"\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=Tens+Of+Thousands+More+Women+And+Minorities+Are+Taking+Computer+Science&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>U.S. high schools got a high-tech update this past school year. Not by federal fiat or by state law, but largely at the hand of independent nonprofits, including one founded by twin brothers less than five years ago.\u003c/p>\n\u003cp>The College Board last fall introduced a new course and exam called AP Computer Science Principles. Eight years in the planning, it was the largest such course launch in history. While the existing AP Computer Science course focuses on the Java programming language, the new course is billed as a creative exploration of real-world problems. It's designed to appeal to people who might have assumed that computers were not for them.\u003c/p>\n\u003cp>And in that sense, it's working.\u003c/p>\n\u003cp>According to \u003ca href=\"https://medium.com/@codeorg/girls-set-ap-computer-science-record-skyrocketing-growth-outpaces-boys-41b7c01373a5\">figures just released\u003c/a>, from 2016 to 2017 the number of underrepresented minorities who took an AP Computer Science exam nearly tripled, from 8,283 to 22,199. The number of girls shot up from 12,642 to 29,708.\u003c/p>\n\u003cp>While significant, this increase was not enough for those two groups to reach parity. Only 1 in 5 of those taking AP CS last year were underrepresented minorities and about 1 in 4 were women.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The course opened doors on a school level as well. Maureen Reyes, the executive director of the AP program at the College Board, says that 100 new schools last year offered the new class as their first AP course ever.\u003c/p>\n\u003cp>\u003cstrong>How CS Principles was born\u003c/strong>\u003c/p>\n\u003cp>\"The entire reason the new exam and course were created was to broaden participation in computer science,\" says Hadi Partovi, a tech entrepreneur and investor. That's also the mission of Code.org, the nonprofit Partovi started with his brother Ali. The organization first made a name for itself with \u003ca href=\"https://hourofcode.com/us\">Hour of Code\u003c/a>, a voluntary effort to introduce a single coding lesson that the organization says has now reached 100 million K-12 students around the world.\u003c/p>\n\u003cp>Code.org, along with its Silicon Valley backers, is taking a leadership role in the rollout of AP CSP. It is one of eight authorized course providers; more than half of all schools teaching the course are using their curriculum. They've created a slick online production featuring interactive exercises and special guest stars. For example, Vint Cerf, one of the \"Fathers of the Internet,\" \u003ca href=\"https://www.youtube.com/watch?v=Dxcc6ycZ73M\" target=\"_blank\" rel=\"noopener noreferrer\">recorded a video\u003c/a> explaining how it works.\u003c/p>\n\u003cp>The College Board, Code.org and other authorized providers are also training teachers to facilitate the course. Hundreds of them, not necessarily from STEM disciplines. \"We are by far the largest player in creating new computer science teachers,\" Partovi claims.\u003c/p>\n\u003cp>Code.org trained 500 teachers last year, and plans to train another 900 this year, with a blend of in-person intensive workshops and online support. The group concentrates its programs in low-income areas. In all, says Reyes, the College Board prepared about 1,300 teachers last year, and its partners another 1,300, all to teach this one course.\u003c/p>\n\u003cp>Whenever a particular subject starts to be taught much more widely, there is a worry that it's going to be watered down. That's not the case with AP CSP, says Reyes.\u003c/p>\n\u003cp>The course, developed with the help of the National Science Foundation, is patterned after introductory computer science classes at top colleges, she notes. In fact, in addition to Code.org, other authorized course materials come from the Beauty and Joy of Computing, a course taught at the University of California, Berkeley; and CS50, a Harvard course that is among the \u003ca href=\"http://www.thecrimson.com/article/2015/9/14/ec10-cs50-largest-enrollments/\">most popular\u003c/a> for freshmen.\u003c/p>\n\u003cp>\"The new course is much more about making things, rather than answering multiple-choice questions,\" says Partovi. AP CSP requires students to submit a portfolio of original work. The only other regular AP course that does that is Studio Art.\u003c/p>\n\u003cp>Students learn about the structure of the Internet, data analysis and representation and making apps. AP CSP doesn't require a particular language. Instead, you can use a visual, drag-and-drop programming \"environment\" such as Scratch, which was originally designed for elementary school kids.\u003c/p>\n\u003cp>Just imagine for a minute that there was an initiative to teach some other subject — say, Chinese — at the Advanced Placement level to tens of thousands more students next year, using teachers who don't speak Chinese themselves and copies of Rosetta Stone language software. Partovi says it works with CS because \"Our curriculum is designed to be a little more self-teaching. The teachers' job is to facilitate.\"\u003c/p>\n\u003cp>Now imagine that that initiative was led by, say, Chinese companies like Alibaba. Or that the fossil fuel industry led a successful push for an AP Petrochemistry course (the way they \u003ca href=\"http://www.npr.org/2017/07/11/535653913/heres-what-the-oil-industry-is-teaching-oklahomas-students\">fund science curricula\u003c/a> in states like Oklahoma.)\u003c/p>\n\u003cp>Industry support has \"been a huge factor in the success of CSP,\" says Reyes, and that's a good thing. \"We're looking at a pretty innovative time where industry is stepping in to help education offer computer science to students.\"\u003c/p>\n\u003cp>In the end, the promise of any AP course is that students will find what they learn to be worthwhile in the future — and that they will burnish college applications, of course.\u003c/p>\n\u003cp>Harvey Mudd College, a small private college in California that focuses on both engineering and liberal arts, is one of hundreds of colleges that have agreed to recognize AP CSP.\u003c/p>\n\u003cp>Harvey Mudd freshmen who have taken either AP CS course can choose to track into the more advanced version of the required freshman CS course. 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"disqusTitle": "Are Helicopter Parents Ruining Summer Camp?",
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"content": "\u003cp>\"It beeped in the envelope. That's how we knew.\"\u003c/p>\n\u003cp>Leslie Conrad is the director of Clemson Outdoor Lab in Pendleton, S.C., which runs several different camps during the summer. Clemson bans cellphones and other electronic devices for campers.\u003c/p>\n\u003cp>That makes sense. We traditionally think of summer camp as a place to swim in the lake and weave friendship bracelets, not text and play video games.\u003c/p>\n\u003cp>But sometimes, Conrad says, parents will give their children a decoy to turn in and a second phone to keep hidden. And, a few years ago, an 11-year-old camper was sent a cellphone in a care package. \"We just held on to it and sent it back home at the end of the session,\" Conrad says.\u003c/p>\n\u003cp>Millions of children will attend nearly 8,400 different sleepaway camps around the U.S. this summer, according to the American Camp Association, the industry's main accrediting agency. Most limit access to technology: \"Only 17 percent of ACA-accredited camps allow access to the Internet on a scheduled basis, and only 10 percent allow access to cellphones,\" says Tom Rosenberg, the ACA's director.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Researchers say that campers develop invaluable social and emotional skills from navigating friendships, facing risks and getting through bouts of homesickness — all on their own.\u003c/p>\n\u003cp>And as young people's lives grow increasingly wired, camp provides a correspondingly rare break from that.\u003c/p>\n\u003cp>\"It's kind of like letting go of everything and coming to a different world,\" says Alexa Sherman, 11, who is currently spending her fifth summer at Camp Echo in Bloomingburg, N.Y. This year, the camp's unplugged policy got tougher; one camper was sent home for a three-day suspension after being caught with a phone. And that was just in the first week.\u003c/p>\n\u003cp>Many of the campers here say they miss YouTube and Snapchat, but they quickly come to appreciate the hands-on activities and in-person friendships. \"It's hard to have as much fun if you're just looking down at a screen the whole time,\" Alexa says.\u003c/p>\n\u003cp>The people who have the hardest time letting go, say camp directors, aren't necessarily the campers themselves. It's the parents of campers, the young staff members, and sometimes even the counselors' parents as well.\u003c/p>\n\u003cp>Barry Garst studies youth development at Clemson University, with a focus on out-of-school learning. He said that whether you call them \"helicopter,\" \"snowmobile\" or \"lawnmower\" parents, overinvolved parenting is on the verge of ruining camp.\u003c/p>\n\u003cp>\"We started to hear from camp directors a number of years ago that parents were the most problematic areas of a camp experience,\" says Garst. Not weather, not water safety, not grizzly bears. Nope, it's parents who call daily demanding reports on their kids, who expect to hear from the camp director about every skinned knee.\u003c/p>\n\u003cp>Meg Barthel, the lead girls' counselor at Camp Echo, carries a device with Wi-Fi around camp. \"I have to respond to the mothers who are used to this constant communication with their daughters,\" she says. How many messages a day? \"Up to 100.\"\u003c/p>\n\u003cp>Garst says thanks to mobile devices, parents today are conditioned to hour-by-hour check-ins. \"The No. 1 concern is the separation that parents feel, and the difficulty in accepting a different type of communication with their child when their child is at camp.\"\u003c/p>\n\u003cp>Hence, the phones buried in luggage, mailed to campers, or even, he says, stitched into a stuffed animal.\u003c/p>\n\u003cp>Some camps address parents' thirst for updates by posting pictures and video online.\u003c/p>\n\u003cp>But, sometimes that backfires, too, says Garst.\u003c/p>\n\u003cp>\"They'll get that phone call: 'Hello, camp director, I was on your website and I don't see them. Are they OK? Were they sent to the hospital?'\"\u003c/p>\n\u003cp>\"They dissect every picture,\" agrees Jeff Grabow, the director of Camp Echo. \"It can throw a first-year parent into a spiral. Very often we'll have children playing a game and in the background they might see their child looking up at the sky, and we'll hear, 'My son or daughter looks sad.' \"\u003c/p>\n\u003cp>The research on overparenting, says Garst, shows that when parents behave this way, children's developing independence can be stunted. The parents are telegraphing that they don't think kids can get through tough moments on their own, and kids pick up on that attitude. \"Children are not really learning how to problem-solve.\"\u003c/p>\n\u003cp>Conrad, the Clemson Outdoor Lab director, says camp provides the perfect place to practice independence, and a digital detox is one important step. \"I don't want to say it's an easier place to disconnect, because it's not easy at all for this generation, but it makes a little more bearable because they're in a group of their peers who are doing the same thing.\"\u003c/p>\n\u003cp>What's harder, she says, is getting the college-age staff to disconnect. Like many other camps, Clemson Outdoor Lab has a rule that counselors can't use phones around the campers, and that can be tough for the 18- to 24-year-olds she employs.\u003c/p>\n\u003cp>\"We just went over this yesterday,\" she said. \"This week, during staff training, we're challenging them to start leaving your phone in your cabin. Start off with an hour, build up to three hours.\"\u003c/p>\n\u003cp>While that may not sound too tough if you were born in the 1970s or earlier, consider that over 90 percent of young adults today own smartphones and are used to checking them all day long. Data going back to 2015 showed 92 percent of college students using their phones in class, and checking phones an average of 11 times a day \u003cem>during class\u003c/em>.\u003c/p>\n\u003cp>\"I've seen a huge, huge difference in the last few years with these college-aged folks,\" Conrad says. \"I believe that [tech dependence] is real.\"\u003c/p>\n\u003cp>Dan Mathews agrees. He is the head of Camp Twin Lakes in Rutledge, Ga. \"The camper piece has been fairly easy for us. What we're struggling with is the college kids,\" he says. \"They're the ones we really have to stay on.\"\u003c/p>\n\u003cp>Conrad and Mathews both say their young adult staff members have helicopter parents as well, who also expect to be in constant contact. Last year, Mathews says, he got four or five phone calls from parents of staff members: \"I can't reach my child, they haven't texted yet to say that they're safe, they don't like their cabin assignment, another staff member isn't pulling their weight ...\" One parent complained about the poor cellphone reception in the Georgia woods.\u003c/p>\n\u003cp>Summer vacation is a time of growth and change. Understanding the relationship between tech overdependence and parent-child interdependence may be key to untangling it, so kids can fly free.\u003c/p>\n\u003cp>But Mathews is the first to admit that he shouldn't throw stones. He has a 13-year-old daughter heading all the way to Nebraska for a weeklong theater program this summer. The program does not ban phones.\u003c/p>\n\u003cp>\"My plan is not to call her,\" he says. \"My wife, on the other hand, will call her every day.\"\u003c/p>\n\u003cp>And what about his daughter's own phone policy?\u003c/p>\n\u003cp>\"I told her, just be aware of when you're using it. Are you using it because you're bored, or you're feeling shy? Put the phone down and talk to people.\"\u003c/p>\n\u003cp>Will she listen?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"Ahh hell. She's 13. Probably not.\"\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=Are+Helicopter+Parents+Ruining+Summer+Camp%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"headline": "Are Helicopter Parents Ruining Summer Camp?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"It beeped in the envelope. That's how we knew.\"\u003c/p>\n\u003cp>Leslie Conrad is the director of Clemson Outdoor Lab in Pendleton, S.C., which runs several different camps during the summer. Clemson bans cellphones and other electronic devices for campers.\u003c/p>\n\u003cp>That makes sense. We traditionally think of summer camp as a place to swim in the lake and weave friendship bracelets, not text and play video games.\u003c/p>\n\u003cp>But sometimes, Conrad says, parents will give their children a decoy to turn in and a second phone to keep hidden. And, a few years ago, an 11-year-old camper was sent a cellphone in a care package. \"We just held on to it and sent it back home at the end of the session,\" Conrad says.\u003c/p>\n\u003cp>Millions of children will attend nearly 8,400 different sleepaway camps around the U.S. this summer, according to the American Camp Association, the industry's main accrediting agency. Most limit access to technology: \"Only 17 percent of ACA-accredited camps allow access to the Internet on a scheduled basis, and only 10 percent allow access to cellphones,\" says Tom Rosenberg, the ACA's director.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Researchers say that campers develop invaluable social and emotional skills from navigating friendships, facing risks and getting through bouts of homesickness — all on their own.\u003c/p>\n\u003cp>And as young people's lives grow increasingly wired, camp provides a correspondingly rare break from that.\u003c/p>\n\u003cp>\"It's kind of like letting go of everything and coming to a different world,\" says Alexa Sherman, 11, who is currently spending her fifth summer at Camp Echo in Bloomingburg, N.Y. This year, the camp's unplugged policy got tougher; one camper was sent home for a three-day suspension after being caught with a phone. And that was just in the first week.\u003c/p>\n\u003cp>Many of the campers here say they miss YouTube and Snapchat, but they quickly come to appreciate the hands-on activities and in-person friendships. \"It's hard to have as much fun if you're just looking down at a screen the whole time,\" Alexa says.\u003c/p>\n\u003cp>The people who have the hardest time letting go, say camp directors, aren't necessarily the campers themselves. It's the parents of campers, the young staff members, and sometimes even the counselors' parents as well.\u003c/p>\n\u003cp>Barry Garst studies youth development at Clemson University, with a focus on out-of-school learning. He said that whether you call them \"helicopter,\" \"snowmobile\" or \"lawnmower\" parents, overinvolved parenting is on the verge of ruining camp.\u003c/p>\n\u003cp>\"We started to hear from camp directors a number of years ago that parents were the most problematic areas of a camp experience,\" says Garst. Not weather, not water safety, not grizzly bears. Nope, it's parents who call daily demanding reports on their kids, who expect to hear from the camp director about every skinned knee.\u003c/p>\n\u003cp>Meg Barthel, the lead girls' counselor at Camp Echo, carries a device with Wi-Fi around camp. \"I have to respond to the mothers who are used to this constant communication with their daughters,\" she says. How many messages a day? \"Up to 100.\"\u003c/p>\n\u003cp>Garst says thanks to mobile devices, parents today are conditioned to hour-by-hour check-ins. \"The No. 1 concern is the separation that parents feel, and the difficulty in accepting a different type of communication with their child when their child is at camp.\"\u003c/p>\n\u003cp>Hence, the phones buried in luggage, mailed to campers, or even, he says, stitched into a stuffed animal.\u003c/p>\n\u003cp>Some camps address parents' thirst for updates by posting pictures and video online.\u003c/p>\n\u003cp>But, sometimes that backfires, too, says Garst.\u003c/p>\n\u003cp>\"They'll get that phone call: 'Hello, camp director, I was on your website and I don't see them. Are they OK? Were they sent to the hospital?'\"\u003c/p>\n\u003cp>\"They dissect every picture,\" agrees Jeff Grabow, the director of Camp Echo. \"It can throw a first-year parent into a spiral. Very often we'll have children playing a game and in the background they might see their child looking up at the sky, and we'll hear, 'My son or daughter looks sad.' \"\u003c/p>\n\u003cp>The research on overparenting, says Garst, shows that when parents behave this way, children's developing independence can be stunted. The parents are telegraphing that they don't think kids can get through tough moments on their own, and kids pick up on that attitude. \"Children are not really learning how to problem-solve.\"\u003c/p>\n\u003cp>Conrad, the Clemson Outdoor Lab director, says camp provides the perfect place to practice independence, and a digital detox is one important step. \"I don't want to say it's an easier place to disconnect, because it's not easy at all for this generation, but it makes a little more bearable because they're in a group of their peers who are doing the same thing.\"\u003c/p>\n\u003cp>What's harder, she says, is getting the college-age staff to disconnect. Like many other camps, Clemson Outdoor Lab has a rule that counselors can't use phones around the campers, and that can be tough for the 18- to 24-year-olds she employs.\u003c/p>\n\u003cp>\"We just went over this yesterday,\" she said. \"This week, during staff training, we're challenging them to start leaving your phone in your cabin. Start off with an hour, build up to three hours.\"\u003c/p>\n\u003cp>While that may not sound too tough if you were born in the 1970s or earlier, consider that over 90 percent of young adults today own smartphones and are used to checking them all day long. Data going back to 2015 showed 92 percent of college students using their phones in class, and checking phones an average of 11 times a day \u003cem>during class\u003c/em>.\u003c/p>\n\u003cp>\"I've seen a huge, huge difference in the last few years with these college-aged folks,\" Conrad says. \"I believe that [tech dependence] is real.\"\u003c/p>\n\u003cp>Dan Mathews agrees. He is the head of Camp Twin Lakes in Rutledge, Ga. \"The camper piece has been fairly easy for us. What we're struggling with is the college kids,\" he says. \"They're the ones we really have to stay on.\"\u003c/p>\n\u003cp>Conrad and Mathews both say their young adult staff members have helicopter parents as well, who also expect to be in constant contact. Last year, Mathews says, he got four or five phone calls from parents of staff members: \"I can't reach my child, they haven't texted yet to say that they're safe, they don't like their cabin assignment, another staff member isn't pulling their weight ...\" One parent complained about the poor cellphone reception in the Georgia woods.\u003c/p>\n\u003cp>Summer vacation is a time of growth and change. Understanding the relationship between tech overdependence and parent-child interdependence may be key to untangling it, so kids can fly free.\u003c/p>\n\u003cp>But Mathews is the first to admit that he shouldn't throw stones. He has a 13-year-old daughter heading all the way to Nebraska for a weeklong theater program this summer. The program does not ban phones.\u003c/p>\n\u003cp>\"My plan is not to call her,\" he says. \"My wife, on the other hand, will call her every day.\"\u003c/p>\n\u003cp>And what about his daughter's own phone policy?\u003c/p>\n\u003cp>\"I told her, just be aware of when you're using it. Are you using it because you're bored, or you're feeling shy? Put the phone down and talk to people.\"\u003c/p>\n\u003cp>Will she listen?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. 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. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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",
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"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.",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. 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",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
},
"link": "/podcasts/rightnowish",
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