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"content": "\u003cp>After nearly doubling during the pandemic, the rates of chronic absenteeism in K-12 schools are finally showing steady signs of improvement.\u003c/p>\n\u003cp>A student is considered chronically absent when they miss at least 10% of a school year. In most states, that means missing about 18 days a year, regardless of whether the absences were excused.\u003c/p>\n\u003cp>“Thousands of students have returned to schools, which means that states are putting in the work,” said Carl Felton, III, a policy analyst at EdTrust, a nonprofit that advocates for underrepresented students.\u003c/p>\n\u003cp>Felton is the author of a \u003ca href=\"https://edtrust.org/rti/chronic-absenteeism/\" target=\"_blank\" rel=\"noopener\">new report\u003c/a> that looks at how policies in 22 states plus Washington, D.C., have helped improve student attendance. He said there are several things states are doing right, including collecting and publishing reliable data, and investing in early interventions and outreach programs instead of punitive practices.\u003c/p>\n\u003cp>“The things that we want to see happen are happening,” he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Multiple \u003ca href=\"https://www.attendanceworks.org/rising-tide-of-chronic-absence-challenges-schools/\" target=\"_blank\" rel=\"noopener\">data analyses\u003c/a> have shown the rates of chronic absenteeism \u003ca href=\"https://www.future-ed.org/tracking-state-trends-in-chronic-absenteeism/\" target=\"_blank\" rel=\"noopener\">skyrocketed\u003c/a> during the pandemic, from 15% in 2019 to 28% in 2022 according to \u003ca href=\"https://www.aei.org/wp-content/uploads/2024/01/Long-COVID-for-Public-Schools.pdf?x91208\" target=\"_blank\" rel=\"noopener\">one report\u003c/a> from the American Enterprise Institute, a Washington, D.C., think tank.\u003c/p>\n\u003cp>Research \u003ca href=\"https://www.attendanceworks.org/wp-content/uploads/2019/06/Chronic-Absence-in-CT_011222.pdf\" target=\"_blank\" rel=\"noopener\">has linked\u003c/a> chronic absenteeism with lower academic achievement and a higher likelihood of dropping out of high school.\u003c/p>\n\u003ch2>Changing punitive practices and investing in more support\u003c/h2>\n\u003cp>One of the areas Felton looked at was punitive practices. He said states need to ban corporal punishment entirely and ban harsh penalties like suspensions for minor infractions because they can harm the relationship between students and educators, and they can make students feel unsafe or unmotivated to come to class.\u003c/p>\n\u003cp>Several states, including many in the South, still allow corporal punishment in schools, and according to \u003ca href=\"https://www.ed.gov/sites/ed/files/about/offices/list/ocr/docs/corporal-punishment-part-4.pdf\" target=\"_blank\" rel=\"noopener\">federal data\u003c/a>, more than 69,000 K-12 public school students received corporal punishment during the 2017-18 school year. (\u003ca href=\"https://www.ed.gov/media/document/crdc-discipline-school-climate-reportpdf-21409.pdf\" target=\"_blank\" rel=\"noopener\">More recent federal data\u003c/a> reflects a time during which many K-12 students were learning remotely, during the pandemic, and shows a drop in corporal punishment.)\u003c/p>\n\u003cp>“In order for a student to want to be in the school environment they need to know that they are cared for and that the adults in the building have their best interests at heart,” Felton said. “You can hold students accountable without harming them.”\u003c/p>\n\u003cp>He said research-backed services like after-school programs and mental health supports help to create a positive school climate: “These are the practices that we know can reduce chronic absenteeism because they address root causes.”\u003c/p>\n\u003cp>Felton found some states, like Connecticut and Maryland, have invested millions of dollars in wrap-around services like mental health support and at-home visits. California has invested billions of dollars in that effort.\u003c/p>\n\u003cp>“Not until you reach people, are you really able to address problems,” Felton said. “We need to prioritize investments and policies that focus on engaging students and families, and making sure they get the support they need to show up daily.”\u003c/p>\n\u003ch2>In many places, data collection also needs improvement\u003c/h2>\n\u003cp>In his report, Felton highlights the importance of collecting high quality data on absenteeism – without it, he said, there’s no way to direct funding and programs toward the populations that are most at risk, including students of color, students from low-income backgrounds, students with disabilities and English language learners.\u003c/p>\n\u003cp>“If the funding is not reaching the student groups that are most chronically absent, then states and [state education agencies] need to rethink their strategy and investment.”\u003c/p>\n\u003cp>The frequency of data collection also plays a role, Felton said. In many states, attendance data is published quarterly or even annually, making it hard for schools to respond in real time when students aren’t coming to class. Connecticut publishes attendance data every month, and is among the states with the lowest rates of chronic absenteeism.\u003c/p>\n\u003cp>Still, only about half of the states Felton examined require teachers to take daily attendance \u003cem>and \u003c/em>have clearly defined standards for how long students must be in school before they’re marked present. Felton said that needs to change.\u003c/p>\n\u003cp>“Students and families need to know what measurement they’re being held accountable to so that they won’t be chronically absent,” he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>According to Felton, a clear metric would also help teachers and school administrators better support their students and families.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>After nearly doubling during the pandemic, the rates of chronic absenteeism in K-12 schools are finally showing steady signs of improvement.\u003c/p>\n\u003cp>A student is considered chronically absent when they miss at least 10% of a school year. In most states, that means missing about 18 days a year, regardless of whether the absences were excused.\u003c/p>\n\u003cp>“Thousands of students have returned to schools, which means that states are putting in the work,” said Carl Felton, III, a policy analyst at EdTrust, a nonprofit that advocates for underrepresented students.\u003c/p>\n\u003cp>Felton is the author of a \u003ca href=\"https://edtrust.org/rti/chronic-absenteeism/\" target=\"_blank\" rel=\"noopener\">new report\u003c/a> that looks at how policies in 22 states plus Washington, D.C., have helped improve student attendance. He said there are several things states are doing right, including collecting and publishing reliable data, and investing in early interventions and outreach programs instead of punitive practices.\u003c/p>\n\u003cp>“The things that we want to see happen are happening,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Multiple \u003ca href=\"https://www.attendanceworks.org/rising-tide-of-chronic-absence-challenges-schools/\" target=\"_blank\" rel=\"noopener\">data analyses\u003c/a> have shown the rates of chronic absenteeism \u003ca href=\"https://www.future-ed.org/tracking-state-trends-in-chronic-absenteeism/\" target=\"_blank\" rel=\"noopener\">skyrocketed\u003c/a> during the pandemic, from 15% in 2019 to 28% in 2022 according to \u003ca href=\"https://www.aei.org/wp-content/uploads/2024/01/Long-COVID-for-Public-Schools.pdf?x91208\" target=\"_blank\" rel=\"noopener\">one report\u003c/a> from the American Enterprise Institute, a Washington, D.C., think tank.\u003c/p>\n\u003cp>Research \u003ca href=\"https://www.attendanceworks.org/wp-content/uploads/2019/06/Chronic-Absence-in-CT_011222.pdf\" target=\"_blank\" rel=\"noopener\">has linked\u003c/a> chronic absenteeism with lower academic achievement and a higher likelihood of dropping out of high school.\u003c/p>\n\u003ch2>Changing punitive practices and investing in more support\u003c/h2>\n\u003cp>One of the areas Felton looked at was punitive practices. He said states need to ban corporal punishment entirely and ban harsh penalties like suspensions for minor infractions because they can harm the relationship between students and educators, and they can make students feel unsafe or unmotivated to come to class.\u003c/p>\n\u003cp>Several states, including many in the South, still allow corporal punishment in schools, and according to \u003ca href=\"https://www.ed.gov/sites/ed/files/about/offices/list/ocr/docs/corporal-punishment-part-4.pdf\" target=\"_blank\" rel=\"noopener\">federal data\u003c/a>, more than 69,000 K-12 public school students received corporal punishment during the 2017-18 school year. (\u003ca href=\"https://www.ed.gov/media/document/crdc-discipline-school-climate-reportpdf-21409.pdf\" target=\"_blank\" rel=\"noopener\">More recent federal data\u003c/a> reflects a time during which many K-12 students were learning remotely, during the pandemic, and shows a drop in corporal punishment.)\u003c/p>\n\u003cp>“In order for a student to want to be in the school environment they need to know that they are cared for and that the adults in the building have their best interests at heart,” Felton said. “You can hold students accountable without harming them.”\u003c/p>\n\u003cp>He said research-backed services like after-school programs and mental health supports help to create a positive school climate: “These are the practices that we know can reduce chronic absenteeism because they address root causes.”\u003c/p>\n\u003cp>Felton found some states, like Connecticut and Maryland, have invested millions of dollars in wrap-around services like mental health support and at-home visits. California has invested billions of dollars in that effort.\u003c/p>\n\u003cp>“Not until you reach people, are you really able to address problems,” Felton said. “We need to prioritize investments and policies that focus on engaging students and families, and making sure they get the support they need to show up daily.”\u003c/p>\n\u003ch2>In many places, data collection also needs improvement\u003c/h2>\n\u003cp>In his report, Felton highlights the importance of collecting high quality data on absenteeism – without it, he said, there’s no way to direct funding and programs toward the populations that are most at risk, including students of color, students from low-income backgrounds, students with disabilities and English language learners.\u003c/p>\n\u003cp>“If the funding is not reaching the student groups that are most chronically absent, then states and [state education agencies] need to rethink their strategy and investment.”\u003c/p>\n\u003cp>The frequency of data collection also plays a role, Felton said. In many states, attendance data is published quarterly or even annually, making it hard for schools to respond in real time when students aren’t coming to class. Connecticut publishes attendance data every month, and is among the states with the lowest rates of chronic absenteeism.\u003c/p>\n\u003cp>Still, only about half of the states Felton examined require teachers to take daily attendance \u003cem>and \u003c/em>have clearly defined standards for how long students must be in school before they’re marked present. Felton said that needs to change.\u003c/p>\n\u003cp>“Students and families need to know what measurement they’re being held accountable to so that they won’t be chronically absent,” he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>According to Felton, a clear metric would also help teachers and school administrators better support their students and families.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>There are times in life that call for you to give a good pep talk.\u003c/p>\n\u003cp>Maybe your partner just lost their job. Maybe your kid has back-to-school jitters. Or maybe you’re at karaoke and nervous about your performance.\u003c/p>\n\u003cp>To spark courage and motivation, you’ll need to show your loved one — or yourself — that “you’re on their side, you’ve got their back and they can do this,” says writer and comedian \u003ca href=\"https://joshlinden.com/\" target=\"_blank\" rel=\"noopener\">Josh Linden\u003c/a>, co-author of \u003ca href=\"https://www.penguinrandomhouse.com/books/756684/tiny-pep-talks-by-paula-skaggs-and-josh-linden/\" target=\"_blank\" rel=\"noopener\">\u003cem>Tiny Pep Talks: Bite-Size Encouragement for Life’s Annoying, Stressful, and Flat-Out Lousy Moments\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>For some people, that might feel too hard or too high stakes. What if you say the wrong thing? How do you get someone to \u003cem>actually\u003c/em> change their outlook?\u003c/p>\n\u003cp>Linden and comedian, writer and co-author \u003ca href=\"https://www.paulakskaggs.com/\" target=\"_blank\" rel=\"noopener\">Paula Skaggs\u003c/a> share their ingredients for a great pep talk. Use them to devise your own words of inspiration for life’s bigger moments — and smaller ones too.\u003c/p>\n\u003ch2>Be specific. What does your loved one really need at the moment?\u003c/h2>\n\u003cp>Your sister is about to walk down the aisle. She’s nervous. Instead of saying something vague and cliché — like, “You can do this!” — pause and figure out what’s really going on.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Make sure you’re listening to what they need and tailoring the pep talk to the specific anxiety they have,” Linden says.\u003c/p>\n\u003cp>Let’s say she’s feeling shy about saying her vows in front of everyone. So you might say: \u003cem>Hey, I’ve read your vows, and they are so beautiful. The groom is going to love them, and I know they’ll move everyone in the crowd too. Do you want to practice them one more time before you walk down the aisle? \u003c/em>\u003c/p>\n\u003ch2>Don’t save your pep talks for the big stuff.\u003c/h2>\n\u003cp>People often have more support and encouragement for life’s bigger challenges, like running a marathon or starting therapy, than they do for the smaller ones, Skaggs says.\u003c/p>\n\u003cp>So be a cheerleader for your loved ones in those everyday moments, she says. If your friend mentions they’re giving a presentation at work next week and are feeling excited but also a little anxious, send them a morale-boosting text message that week.\u003c/p>\n\u003cp>You might write: \u003cem>You’re going to be great at your presentation. You’re such a great public speaker, and you’ve been rocking it at your job lately. Sending good vibes your way!\u003c/em>\u003c/p>\n\u003cp>Little pep talks like these show that you care, and they can be just as meaningful as giving a pep talk on a larger issue, Skaggs says.\u003c/p>\n\u003ch2>A pep talk doesn’t have to include advice.\u003c/h2>\n\u003cp>Let’s say your friend calls and tells you that their partner has just broken up with them. They are crying and very upset. What should you say?\u003c/p>\n\u003cp>Assess the situation. If it’s clear they’re not looking for solutions, your pep talk might take the form of “encouragement and bearing witness to the challenges they’re going through,” Linden says. You might try \u003ca href=\"https://www.npr.org/2021/03/08/974786825/want-to-listen-better-turn-down-your-thoughts-and-tune-in-to-others\" target=\"_blank\" rel=\"noopener\">being an active listener\u003c/a> and doing some \u003ca href=\"https://www.npr.org/2024/02/06/1196978605/life-kit-all-guides-feed-draft-02-06-2024\" target=\"_blank\" rel=\"noopener\">grounding exercises\u003c/a> together.\u003c/p>\n\u003cp>Don’t feel the need to say “something revolutionary that the person has never heard of before,” Skaggs says. Sometimes, it can be comforting to just “remind them of the thing they already know to be true.”\u003c/p>\n\u003cp>You might say: \u003cem>I know that what you are going through is really hard and it hurts a lot right now, but I’m here for you.\u003c/em>\u003c/p>\n\u003ch2>Keep it simple.\u003c/h2>\n\u003cp>“A pep talk doesn’t have to be something formal that you spend a ton of time and thought on,” Skaggs says.\u003c/p>\n\u003cp>It’s perfectly OK to write the words, “Don’t give up!” on a sticky note and stick it on the desk of a colleague who’s trying to finish up a big project. Or send a text message saying, “You’re doing great!” to a mom friend who just gave birth.\u003c/p>\n\u003cp>And when it comes to giving \u003cem>yourself\u003c/em> a pep talk, remember that “you don’t have to nail it right off the bat,” Skaggs says. “Give yourself the same amount of grace, encouragement and forgiveness.”\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This story was edited by Meghan Keane. The visual editor is Beck Harlan. We’d love to hear from you. Leave us a voicemail at 202-216-9823, or email us at LifeKit@npr.org.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Listen to Life Kit on \u003c/em>\u003ca href=\"http://n.pr/3LdRb0X\" target=\"_blank\" rel=\"noopener\">\u003cem>Apple Podcasts\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://n.pr/3K3xVln\" target=\"_blank\" rel=\"noopener\">\u003cem>Spotify\u003c/em>\u003c/a>\u003cem>, and sign up for our \u003c/em>\u003ca href=\"http://n.pr/3xN1tB9\" target=\"_blank\" rel=\"noopener\">\u003cem>newsletter\u003c/em>\u003c/a>\u003cem>. Follow us on Instagram: \u003c/em>\u003ca href=\"https://www.instagram.com/nprlifekit\" target=\"_blank\" rel=\"noopener\">\u003cem>@nprlifekit\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There are times in life that call for you to give a good pep talk.\u003c/p>\n\u003cp>Maybe your partner just lost their job. Maybe your kid has back-to-school jitters. Or maybe you’re at karaoke and nervous about your performance.\u003c/p>\n\u003cp>To spark courage and motivation, you’ll need to show your loved one — or yourself — that “you’re on their side, you’ve got their back and they can do this,” says writer and comedian \u003ca href=\"https://joshlinden.com/\" target=\"_blank\" rel=\"noopener\">Josh Linden\u003c/a>, co-author of \u003ca href=\"https://www.penguinrandomhouse.com/books/756684/tiny-pep-talks-by-paula-skaggs-and-josh-linden/\" target=\"_blank\" rel=\"noopener\">\u003cem>Tiny Pep Talks: Bite-Size Encouragement for Life’s Annoying, Stressful, and Flat-Out Lousy Moments\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>For some people, that might feel too hard or too high stakes. What if you say the wrong thing? How do you get someone to \u003cem>actually\u003c/em> change their outlook?\u003c/p>\n\u003cp>Linden and comedian, writer and co-author \u003ca href=\"https://www.paulakskaggs.com/\" target=\"_blank\" rel=\"noopener\">Paula Skaggs\u003c/a> share their ingredients for a great pep talk. Use them to devise your own words of inspiration for life’s bigger moments — and smaller ones too.\u003c/p>\n\u003ch2>Be specific. What does your loved one really need at the moment?\u003c/h2>\n\u003cp>Your sister is about to walk down the aisle. She’s nervous. Instead of saying something vague and cliché — like, “You can do this!” — pause and figure out what’s really going on.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Make sure you’re listening to what they need and tailoring the pep talk to the specific anxiety they have,” Linden says.\u003c/p>\n\u003cp>Let’s say she’s feeling shy about saying her vows in front of everyone. So you might say: \u003cem>Hey, I’ve read your vows, and they are so beautiful. The groom is going to love them, and I know they’ll move everyone in the crowd too. Do you want to practice them one more time before you walk down the aisle? \u003c/em>\u003c/p>\n\u003ch2>Don’t save your pep talks for the big stuff.\u003c/h2>\n\u003cp>People often have more support and encouragement for life’s bigger challenges, like running a marathon or starting therapy, than they do for the smaller ones, Skaggs says.\u003c/p>\n\u003cp>So be a cheerleader for your loved ones in those everyday moments, she says. If your friend mentions they’re giving a presentation at work next week and are feeling excited but also a little anxious, send them a morale-boosting text message that week.\u003c/p>\n\u003cp>You might write: \u003cem>You’re going to be great at your presentation. You’re such a great public speaker, and you’ve been rocking it at your job lately. Sending good vibes your way!\u003c/em>\u003c/p>\n\u003cp>Little pep talks like these show that you care, and they can be just as meaningful as giving a pep talk on a larger issue, Skaggs says.\u003c/p>\n\u003ch2>A pep talk doesn’t have to include advice.\u003c/h2>\n\u003cp>Let’s say your friend calls and tells you that their partner has just broken up with them. They are crying and very upset. What should you say?\u003c/p>\n\u003cp>Assess the situation. If it’s clear they’re not looking for solutions, your pep talk might take the form of “encouragement and bearing witness to the challenges they’re going through,” Linden says. You might try \u003ca href=\"https://www.npr.org/2021/03/08/974786825/want-to-listen-better-turn-down-your-thoughts-and-tune-in-to-others\" target=\"_blank\" rel=\"noopener\">being an active listener\u003c/a> and doing some \u003ca href=\"https://www.npr.org/2024/02/06/1196978605/life-kit-all-guides-feed-draft-02-06-2024\" target=\"_blank\" rel=\"noopener\">grounding exercises\u003c/a> together.\u003c/p>\n\u003cp>Don’t feel the need to say “something revolutionary that the person has never heard of before,” Skaggs says. Sometimes, it can be comforting to just “remind them of the thing they already know to be true.”\u003c/p>\n\u003cp>You might say: \u003cem>I know that what you are going through is really hard and it hurts a lot right now, but I’m here for you.\u003c/em>\u003c/p>\n\u003ch2>Keep it simple.\u003c/h2>\n\u003cp>“A pep talk doesn’t have to be something formal that you spend a ton of time and thought on,” Skaggs says.\u003c/p>\n\u003cp>It’s perfectly OK to write the words, “Don’t give up!” on a sticky note and stick it on the desk of a colleague who’s trying to finish up a big project. Or send a text message saying, “You’re doing great!” to a mom friend who just gave birth.\u003c/p>\n\u003cp>And when it comes to giving \u003cem>yourself\u003c/em> a pep talk, remember that “you don’t have to nail it right off the bat,” Skaggs says. “Give yourself the same amount of grace, encouragement and forgiveness.”\u003c/p>\n\u003chr>\n\u003cp>\u003cem>This story was edited by Meghan Keane. The visual editor is Beck Harlan. We’d love to hear from you. Leave us a voicemail at 202-216-9823, or email us at LifeKit@npr.org.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Listen to Life Kit on \u003c/em>\u003ca href=\"http://n.pr/3LdRb0X\" target=\"_blank\" rel=\"noopener\">\u003cem>Apple Podcasts\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"http://n.pr/3K3xVln\" target=\"_blank\" rel=\"noopener\">\u003cem>Spotify\u003c/em>\u003c/a>\u003cem>, and sign up for our \u003c/em>\u003ca href=\"http://n.pr/3xN1tB9\" target=\"_blank\" rel=\"noopener\">\u003cem>newsletter\u003c/em>\u003c/a>\u003cem>. Follow us on Instagram: \u003c/em>\u003ca href=\"https://www.instagram.com/nprlifekit\" target=\"_blank\" rel=\"noopener\">\u003cem>@nprlifekit\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Project-based learning can make students anxious (and that’s not always a bad thing)",
"headTitle": "Project-based learning can make students anxious (and that’s not always a bad thing) | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Educators who invest in project-based learning (PBL) say the benefits are obvious: real-world relevance and a sense of purpose lead to higher classroom engagement and better knowledge retention among students. But the path to those outcomes isn’t always smooth. Students sometimes resist the more active role PBL requires from them, because they are accustomed to sit-and-get instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s how we train kids to do school,” said Bob Lenz, the CEO of \u003c/span>\u003ca href=\"https://www.pblworks.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">PBLWorks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that helps educators build capacity to design and teach quality PBL. “You tell me what I need to know. I’ll tell you what I know. You’ll give me a grade and we’re done.” Instead of capturing what students know about a particular subject at a point in time like a traditional test or quiz, PBL encourages students to iterate and repeatedly evaluate their understanding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because it explores real-world issues without clear-cut solutions, PBL might involve public speaking, working in teams or sharing projects in an exhibition, all of which can cause anxiety in students. Additionally, projects require more responsibility and investment, so when they go awry, it can lead to doubts that result in low confidence, negative thoughts and low engagement, according to University of Illinois researchers Carolyn Orson and Reed Larson in their article, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0743558420913480\">“Helping Teens Overcome Anxiety Episodes in Project Work: The Power of Reframing.”\u003c/a> Teens\u003c/span> are \u003ca href=\"https://childmind.org/article/signs-of-anxiety-in-teenagers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">especially susceptible\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to high levels of anxiety. A recent \u003c/span>\u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">survey from Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed 70% of teens ages thirteen to seventeen think anxiety and depression is a major problem among their peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But not all anxious feelings are harmful to learning. In small doses, anxiety can be fruitful, according to researchers and psychologists. Lenz has seen this play out in classrooms that PBLWorks supports. “When it [works out] and you have the exhibition and you share it and everybody claps, you never forget that as a learner,” Lenz said. “If you want to build somebody’s self-esteem, support them in doing something that causes them anxiety.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research includes three reframing strategies teachers can use to help students step back from their feelings of anxiety when they experience challenges in their project work.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discomfort or Disorder? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting butterflies before a big presentation or feeling jittery when starting a new project are common responses to events that seem challenging. How does a teacher or parent know when a child’s \u003ca href=\"https://www.kqed.org/mindshift/tag/anxiety\" target=\"_blank\" rel=\"noopener noreferrer\">anxiety\u003c/a> is normal vs. when it’s cause for concern?\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I talk about school as being something that is okay to get a little nervous about because it is important. We want you to care enough to study,” said Jennifer Louie, clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “But we want you to keep it all in perspective and say to yourself, ‘Is my anxiety level appropriate to the situation? Is my body reacting as if I’m being chased by a lion when I only have a test?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A misconception about children’s anxiety is that parents and teachers have to completely accommodate it. “Too much giving in to anxiety actually makes things worse,” said Louie. Teachers and parents can look for signs that anxiety is severe, like disruptions to eating and sleeping or excessive crying, and then make accommodations as necessary. But the accommodations should be temporary. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t want it to be that way for the long term. We want them to always be working towards challenging themselves,” said Louie. For example, if a student is really nervous about a class presentation they might be allowed to record and submit a video of the presentation. The next time, the student can give the presentation to just the teacher, and eventually they can work up to presenting to the full class.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"For Educators - The California Healthy Minds, Thriving Kids Project\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/videoseries?list=PLnEQkAsadC1GWvmm8v8uRWP-xBXubhlhm\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Reframe Students’ Understanding of Their Abilities \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson, the University of Illinois researchers, interviewed 27 educators to understand their strategies for helping learners with anxiety related to PBL. One of the educators, identified in their study as Cathy, was working with middle school students on a play when she found a student who had been cast as the lead character crying in the bathroom. Even though they had been practicing for weeks, the student, named Katara, didn’t think she was good enough for such a big role. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ability-related anxiety usually crops up when students are trying something new, write Orson and Larson. A telltale sign that a student is experiencing this type of stress is a drop in confidence and an increase in negative self-talk. Teachers can help students by reminding them of times they tried something new and succeeded. Teachers might say, “I’ve seen you do this” or “I’ve seen your abilities” when assuring students that they are equipped to take on a challenge, Orson told MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cathy, for example, helped Katara think about her skills in new ways by reminding her how much she had rehearsed and prepared for her role in the play. To quiet Katara’s self-deprecating inner voice, Cathy provided her outside perspective, including examples of how Katara excelled in the role and why she was chosen to play the part. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, teachers can help students who are anxious about PBL understand that they can learn new skills from the challenges that they’re experiencing. For instance, if a student is trying something that consistently fails, teachers can use Carol Dweck’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60490/does-growth-mindset-matter-the-debate-heats-up-with-dueling-meta-analyses\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">growth mindset \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">framework to convince them that they’re on the way to learning something new. To avoid \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47160/carol-dweck-explains-the-false-growth-mindset-that-worries-her\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">misusing the growth mindset framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and praising effort solely to make kids feel good when they are not successful, teachers can direct praise towards students’ effective learning strategies.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Understanding of the Challenges\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research highlights another reframing strategy used by Desiree, an educator in Illinois. During a mural project, Desiree’s student, Delphi, was using spray paint for the first time and struggling to paint eyes on a person in the mural. After multiple attempts, she became frustrated and anxious. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students are first starting project-based learning, they usually don’t anticipate possible obstacles, write Orson and Larson. When students come up against a roadblock, educators can give them more information about the materials or scope of the project to help them understand what is and isn’t in their control. “They’re not saying, ‘We’re going to make this easier,’” Orson told MindShift. “It’s more like they’re [giving students] another perspective on the challenge.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Desiree helped her student understand that spray paint works differently from more familiar art-making tools and that it may not look the way she expects it to. She told Delphi to take a step back from her work to see it how murals are meant to be seen – from a distance. With a new perspective on challenges, students are able to adjust their expectations and the work seems more manageable.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Experience of Their Emotions\u003c/h2>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/1088868307301033?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that emotions – even ones that are considered negative like guilt, anger, or anxiety – are a useful feedback mechanism. “Emotions are so intertwined with learning at every step of the way from why you decided to try to engage with something all the way to actually finishing something,” Orson said. “Emotions can help alert you to information that helps you understand your world a little more.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson interviewed Vivian, an educator for a robotics youth program, about how she addressed student anxiety as her class built catapults. Vivian’s student Mateo became so frustrated when his catapult initially didn’t work that he stopped trying altogether. Instead of getting mad at her student for wasting time, Vivian prompted him to talk through his frustrations with his catapult and focus on the specifics of the situation causing him to feel that way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vivian normalized his emotions, saying it’s okay to feel frustrated when trying to solve a hard problem. \u003c/span>\u003cspan style=\"font-weight: 400\">She also helped Mateo see that his emotions are not a reason to check out but that they could help him identify where he could start problem-solving.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reframing emotions is useful when students hit an unforeseen obstacle, like if one of their project partners is absent or an expert they were hoping to talk to suddenly cancels. They learn that working through surprises is part of the process. As students do more project-based work and are supported through their challenges, they’ll \u003c/span>\u003cspan style=\"font-weight: 400\">learn\u003c/span>\u003cspan style=\"font-weight: 400\"> to reframe emotions on their own.\u003c/span>\u003c/p>\n\u003ch2>Improve the Conditions for Project-based Learning\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can put structures in place that make overwhelming anxiety less likely. “The fear of being judged is a huge adolescent fear,” said Orson, who recommended that teachers plan \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/relationships\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">relationship-building exercises\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the year to maintain a positive social environment in the classroom. “Fostering a really supportive interpersonal environment where it’s okay to not know and it’s okay to ask questions and to make mistakes is really important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students are new to PBL, teachers also can limit the scope of projects to allow for the unexpected. “Some students are going to struggle, so you’re going to slow down. Or their first projects are just not ready, so you’ll have to help them revise,” said Bob Lenz from PBLWorks. “It’s better to do small projects that are successful than large ones that you don’t finish.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can reduce assessment-related anxiety by setting clear expectations and providing a rubric for what makes a quality project. “Sometimes that criteria can be generated by the students,” said Lenz. “Sometimes it’s influenced by an expert.” For example, if the class is creating public service announcements, they might have a commercial director talk to them about what goes into a good product. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When projects are finished, teachers can leave time for students to reflect. Lenz suggested questions like “What was your process for completing this project?” and “What would you do differently next time?” \u003c/span>\u003ca href=\"https://my.pblworks.org/system/files/documents/PBLWorks_Reflection_Strategy%20Guide_0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Opportunities to reflect individually and with others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students understand themselves better as learners and monitor their growth.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moving past anxiety and creating a finished project invites students to practice valuable skills. Schools aspire to develop students into problem-solvers, critical thinkers, active communicators and kind collaborators. \u003c/span>\u003cspan style=\"font-weight: 400\">It’s a tall order, but when done correctly, PBL and the challenging emotions that come with stepping outside one’s comfort zone can provide the opportunity to develop those qualities\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Educators who invest in project-based learning (PBL) say the benefits are obvious: real-world relevance and a sense of purpose lead to higher classroom engagement and better knowledge retention among students. But the path to those outcomes isn’t always smooth. Students sometimes resist the more active role PBL requires from them, because they are accustomed to sit-and-get instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s how we train kids to do school,” said Bob Lenz, the CEO of \u003c/span>\u003ca href=\"https://www.pblworks.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">PBLWorks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that helps educators build capacity to design and teach quality PBL. “You tell me what I need to know. I’ll tell you what I know. You’ll give me a grade and we’re done.” Instead of capturing what students know about a particular subject at a point in time like a traditional test or quiz, PBL encourages students to iterate and repeatedly evaluate their understanding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because it explores real-world issues without clear-cut solutions, PBL might involve public speaking, working in teams or sharing projects in an exhibition, all of which can cause anxiety in students. Additionally, projects require more responsibility and investment, so when they go awry, it can lead to doubts that result in low confidence, negative thoughts and low engagement, according to University of Illinois researchers Carolyn Orson and Reed Larson in their article, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0743558420913480\">“Helping Teens Overcome Anxiety Episodes in Project Work: The Power of Reframing.”\u003c/a> Teens\u003c/span> are \u003ca href=\"https://childmind.org/article/signs-of-anxiety-in-teenagers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">especially susceptible\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to high levels of anxiety. A recent \u003c/span>\u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">survey from Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed 70% of teens ages thirteen to seventeen think anxiety and depression is a major problem among their peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But not all anxious feelings are harmful to learning. In small doses, anxiety can be fruitful, according to researchers and psychologists. Lenz has seen this play out in classrooms that PBLWorks supports. “When it [works out] and you have the exhibition and you share it and everybody claps, you never forget that as a learner,” Lenz said. “If you want to build somebody’s self-esteem, support them in doing something that causes them anxiety.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research includes three reframing strategies teachers can use to help students step back from their feelings of anxiety when they experience challenges in their project work.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discomfort or Disorder? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting butterflies before a big presentation or feeling jittery when starting a new project are common responses to events that seem challenging. How does a teacher or parent know when a child’s \u003ca href=\"https://www.kqed.org/mindshift/tag/anxiety\" target=\"_blank\" rel=\"noopener noreferrer\">anxiety\u003c/a> is normal vs. when it’s cause for concern?\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I talk about school as being something that is okay to get a little nervous about because it is important. We want you to care enough to study,” said Jennifer Louie, clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “But we want you to keep it all in perspective and say to yourself, ‘Is my anxiety level appropriate to the situation? Is my body reacting as if I’m being chased by a lion when I only have a test?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A misconception about children’s anxiety is that parents and teachers have to completely accommodate it. “Too much giving in to anxiety actually makes things worse,” said Louie. Teachers and parents can look for signs that anxiety is severe, like disruptions to eating and sleeping or excessive crying, and then make accommodations as necessary. But the accommodations should be temporary. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t want it to be that way for the long term. We want them to always be working towards challenging themselves,” said Louie. For example, if a student is really nervous about a class presentation they might be allowed to record and submit a video of the presentation. The next time, the student can give the presentation to just the teacher, and eventually they can work up to presenting to the full class.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"For Educators - The California Healthy Minds, Thriving Kids Project\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/videoseries?list=PLnEQkAsadC1GWvmm8v8uRWP-xBXubhlhm\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Reframe Students’ Understanding of Their Abilities \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson, the University of Illinois researchers, interviewed 27 educators to understand their strategies for helping learners with anxiety related to PBL. One of the educators, identified in their study as Cathy, was working with middle school students on a play when she found a student who had been cast as the lead character crying in the bathroom. Even though they had been practicing for weeks, the student, named Katara, didn’t think she was good enough for such a big role. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ability-related anxiety usually crops up when students are trying something new, write Orson and Larson. A telltale sign that a student is experiencing this type of stress is a drop in confidence and an increase in negative self-talk. Teachers can help students by reminding them of times they tried something new and succeeded. Teachers might say, “I’ve seen you do this” or “I’ve seen your abilities” when assuring students that they are equipped to take on a challenge, Orson told MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cathy, for example, helped Katara think about her skills in new ways by reminding her how much she had rehearsed and prepared for her role in the play. To quiet Katara’s self-deprecating inner voice, Cathy provided her outside perspective, including examples of how Katara excelled in the role and why she was chosen to play the part. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, teachers can help students who are anxious about PBL understand that they can learn new skills from the challenges that they’re experiencing. For instance, if a student is trying something that consistently fails, teachers can use Carol Dweck’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60490/does-growth-mindset-matter-the-debate-heats-up-with-dueling-meta-analyses\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">growth mindset \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">framework to convince them that they’re on the way to learning something new. To avoid \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47160/carol-dweck-explains-the-false-growth-mindset-that-worries-her\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">misusing the growth mindset framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and praising effort solely to make kids feel good when they are not successful, teachers can direct praise towards students’ effective learning strategies.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Understanding of the Challenges\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research highlights another reframing strategy used by Desiree, an educator in Illinois. During a mural project, Desiree’s student, Delphi, was using spray paint for the first time and struggling to paint eyes on a person in the mural. After multiple attempts, she became frustrated and anxious. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students are first starting project-based learning, they usually don’t anticipate possible obstacles, write Orson and Larson. When students come up against a roadblock, educators can give them more information about the materials or scope of the project to help them understand what is and isn’t in their control. “They’re not saying, ‘We’re going to make this easier,’” Orson told MindShift. “It’s more like they’re [giving students] another perspective on the challenge.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Desiree helped her student understand that spray paint works differently from more familiar art-making tools and that it may not look the way she expects it to. She told Delphi to take a step back from her work to see it how murals are meant to be seen – from a distance. With a new perspective on challenges, students are able to adjust their expectations and the work seems more manageable.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Experience of Their Emotions\u003c/h2>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/1088868307301033?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that emotions – even ones that are considered negative like guilt, anger, or anxiety – are a useful feedback mechanism. “Emotions are so intertwined with learning at every step of the way from why you decided to try to engage with something all the way to actually finishing something,” Orson said. “Emotions can help alert you to information that helps you understand your world a little more.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson interviewed Vivian, an educator for a robotics youth program, about how she addressed student anxiety as her class built catapults. Vivian’s student Mateo became so frustrated when his catapult initially didn’t work that he stopped trying altogether. Instead of getting mad at her student for wasting time, Vivian prompted him to talk through his frustrations with his catapult and focus on the specifics of the situation causing him to feel that way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vivian normalized his emotions, saying it’s okay to feel frustrated when trying to solve a hard problem. \u003c/span>\u003cspan style=\"font-weight: 400\">She also helped Mateo see that his emotions are not a reason to check out but that they could help him identify where he could start problem-solving.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reframing emotions is useful when students hit an unforeseen obstacle, like if one of their project partners is absent or an expert they were hoping to talk to suddenly cancels. They learn that working through surprises is part of the process. As students do more project-based work and are supported through their challenges, they’ll \u003c/span>\u003cspan style=\"font-weight: 400\">learn\u003c/span>\u003cspan style=\"font-weight: 400\"> to reframe emotions on their own.\u003c/span>\u003c/p>\n\u003ch2>Improve the Conditions for Project-based Learning\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can put structures in place that make overwhelming anxiety less likely. “The fear of being judged is a huge adolescent fear,” said Orson, who recommended that teachers plan \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/relationships\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">relationship-building exercises\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the year to maintain a positive social environment in the classroom. “Fostering a really supportive interpersonal environment where it’s okay to not know and it’s okay to ask questions and to make mistakes is really important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students are new to PBL, teachers also can limit the scope of projects to allow for the unexpected. “Some students are going to struggle, so you’re going to slow down. Or their first projects are just not ready, so you’ll have to help them revise,” said Bob Lenz from PBLWorks. “It’s better to do small projects that are successful than large ones that you don’t finish.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can reduce assessment-related anxiety by setting clear expectations and providing a rubric for what makes a quality project. “Sometimes that criteria can be generated by the students,” said Lenz. “Sometimes it’s influenced by an expert.” For example, if the class is creating public service announcements, they might have a commercial director talk to them about what goes into a good product. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When projects are finished, teachers can leave time for students to reflect. Lenz suggested questions like “What was your process for completing this project?” and “What would you do differently next time?” \u003c/span>\u003ca href=\"https://my.pblworks.org/system/files/documents/PBLWorks_Reflection_Strategy%20Guide_0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Opportunities to reflect individually and with others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students understand themselves better as learners and monitor their growth.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moving past anxiety and creating a finished project invites students to practice valuable skills. Schools aspire to develop students into problem-solvers, critical thinkers, active communicators and kind collaborators. \u003c/span>\u003cspan style=\"font-weight: 400\">It’s a tall order, but when done correctly, PBL and the challenging emotions that come with stepping outside one’s comfort zone can provide the opportunity to develop those qualities\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated December 13, 2022 at 11:03 AM ET\u003c/strong>\u003c/div>\n\u003cp>Some ambassadors handle multilateral negotiations and host elaborate events at embassies. But author Jason Reynolds spent his ambassadorship talking to young people about literature.\u003c/p>\n\u003cp>On Tuesday, he celebrates the end of his term as the national ambassador for young people's literature. The Library of Congress inaugurated him in the two-year position at the start of 2020 and appointed him to an \u003ca href=\"https://www.publishersweekly.com/pw/by-topic/childrens/childrens-industry-news/article/87396-jason-reynolds-extends-term-as-national-ambassador-for-young-people-s-literature.html\">unprecedented third year\u003c/a> at the end of 2021.\u003c/p>\n\u003cp>The mandate of Reynolds' position was clear: to be the ambassador for reading and writing for young people in the U.S.\u003c/p>\n\u003cp>\"The way that I decided to interpret that, though, is: How could I convince young people who may not like to read that they have a story of their own, and that their story is as important as everything that their teachers and parents are trying to get them to read,\" he says.\u003c/p>\n\u003cp>He says a large part of that is creating \"human moments with young people,\" which was made difficult when the pandemic forced many of his visits online. That's why he asked for another year to carry out his platform — and he says he would have taken a fourth year if needed.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>All told, Reynolds visited some 16,000 students at 47 schools across 25 states, many of which were in rural and underserved communities.\u003c/p>\n\u003cp>Reynolds wants whoever succeeds him in the role to see it as a job, not just an award.\u003c/p>\n\u003cp>\"Stories happen to be the most human thing we have to offer, right?\" he says. \"Which means that the work that we're doing in storytelling is actually human work. And I just want to make sure the next person understands that as they take on the task.\"\u003c/p>\n\u003cp>In a conversation with \u003cem>Morning Edition's\u003c/em> A Martínez, Reynolds spoke about the importance of young people's stories and fostering a love of reading.\u003c/p>\n\u003cp>\u003cem>This interview has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003chr>\n\u003ch3>Interview highlights\u003c/h3>\n\u003cp>\u003cstrong>On why he thinks young people don't like to read \u003c/strong>\u003c/p>\n\u003cp>It's boring. That is the reason why. And it's boring unless we're talking about sort of learning differences, right. Which is a very different conversation. But for the most part, young people don't like to read because it's boring and because it takes too long. By the way, I don't disagree with these things. I don't think all reading is boring, but I do think some reading is boring. And I think it's unfair for us to act like we as adults don't know that to be true. There are lots of kids looking for different things. I think there are some young people growing up in environments where they're desperately seeking to escape and see themselves slay the dragon. And for those young people, we have tons of books for them. Right. But I also think that there are other young folks who are just looking for a starting point. And that starting point needs to look and feel and sound and taste like them.\u003c/p>\n\u003cp>\u003cstrong>On the importance of seeing yourself in literature \u003c/strong>\u003c/p>\n\u003cp>You know, as a Black person, when I walk in a room and I spot the Black people in that room, it makes me feel safe and when I spot those Black folk, I can see everybody much more clearly, right? I'm open in a different way, right? I think that's a human thing. And it's no different when it comes to literature.\u003c/p>\n\u003cp>\u003cstrong>On why he didn't find a passion for reading until the age of 17 \u003c/strong>\u003c/p>\n\u003cp>I felt like they were disconnected from my reality. ... I felt like books were almost in some passive way, judging me for being who I was, simply by erasing me from the idea, like from the canon in and of itself, right? If I'm not shown or if I don't exist in a story, then that means that somebody doesn't find my life valuable enough to talk about, right? So why would I engage in something that's not engaging with me? ... One book will never be enough, right? Like we could write 500,000 books and it still won't capture the Latinx experience. We talk about diversity. It's not just diversity and creating space for Latinx communities or Black communities or LGBTQIA+ communities. It's also writing diverse versions of those stories because there's so many different versions to tell. We're all human beings.\u003c/p>\n\u003cp>\u003cstrong>On the first book he finished — and loved \u003c/strong>\u003c/p>\n\u003cp>For me, it was Richard Wright's \u003cem>Black Boy\u003c/em>. And the reason I finished it is because on the second page of the book, young Richard Wright sets the curtains on fire and burns his grandmother's house down. Which means this isn't going to be a boring book. Why should I have to wait 100 pages to get to the good part? And so for me, Richard Wright, he hooked me. And then after he hooked me, I was willing to go along for the ride. ... And the feeling of completion is that is half the battle. Like once you get to the end of a thing, the endorphin rush of knowing that you did it just makes you want to do it again.\u003c/p>\n\u003cp>\u003cstrong>On reading loss during the pandemic \u003c/strong>\u003c/p>\n\u003cp>Yeah, it's definitely something to consider and it's a scary thing. But but you know, I'll be honest with you, as concerned as I am about reading loss and learning loss, I'm not nearly as concerned about that than I am with the loss for the desire to live. And so though I want young people to catch up, what I know is that is possible, right? We can catch up when the reading allows. We can catch up on some of the deficiencies that have taken place or that may have been settling in now. But what we can't do is catch up on a young person who decides that they've just had enough, that they feel so insignificant that they're ready to hang it up. I'm more concerned with pouring love and compassion and hope and grace and patience into young people, because at the end of the day, though I love books, they're just not as important as the young people themselves.\u003c/p>\n\u003cp>\u003cstrong>On his advice for the next ambassador for young people's literature\u003c/strong>\u003c/p>\n\u003cp>Whoever takes on this road next, all I want them to do is make sure that they understand that this is not an award. This is a job. It's a real responsibility, which means that they have to throw themselves at it with all the fervor and love in there being to make sure that the young people in this country know that we care not just about whether or not they read or write, but that we care about them.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This interview was conducted by A Martínez, produced by Julie Depenbrock and edited by Simone Popperl. Rachel Treisman produced it for the web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Literature+ambassador+Jason+Reynolds+knows+young+people+have+a+story+of+their+own&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated December 13, 2022 at 11:03 AM ET\u003c/strong>\u003c/div>\n\u003cp>Some ambassadors handle multilateral negotiations and host elaborate events at embassies. But author Jason Reynolds spent his ambassadorship talking to young people about literature.\u003c/p>\n\u003cp>On Tuesday, he celebrates the end of his term as the national ambassador for young people's literature. The Library of Congress inaugurated him in the two-year position at the start of 2020 and appointed him to an \u003ca href=\"https://www.publishersweekly.com/pw/by-topic/childrens/childrens-industry-news/article/87396-jason-reynolds-extends-term-as-national-ambassador-for-young-people-s-literature.html\">unprecedented third year\u003c/a> at the end of 2021.\u003c/p>\n\u003cp>The mandate of Reynolds' position was clear: to be the ambassador for reading and writing for young people in the U.S.\u003c/p>\n\u003cp>\"The way that I decided to interpret that, though, is: How could I convince young people who may not like to read that they have a story of their own, and that their story is as important as everything that their teachers and parents are trying to get them to read,\" he says.\u003c/p>\n\u003cp>He says a large part of that is creating \"human moments with young people,\" which was made difficult when the pandemic forced many of his visits online. That's why he asked for another year to carry out his platform — and he says he would have taken a fourth year if needed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>All told, Reynolds visited some 16,000 students at 47 schools across 25 states, many of which were in rural and underserved communities.\u003c/p>\n\u003cp>Reynolds wants whoever succeeds him in the role to see it as a job, not just an award.\u003c/p>\n\u003cp>\"Stories happen to be the most human thing we have to offer, right?\" he says. \"Which means that the work that we're doing in storytelling is actually human work. And I just want to make sure the next person understands that as they take on the task.\"\u003c/p>\n\u003cp>In a conversation with \u003cem>Morning Edition's\u003c/em> A Martínez, Reynolds spoke about the importance of young people's stories and fostering a love of reading.\u003c/p>\n\u003cp>\u003cem>This interview has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003chr>\n\u003ch3>Interview highlights\u003c/h3>\n\u003cp>\u003cstrong>On why he thinks young people don't like to read \u003c/strong>\u003c/p>\n\u003cp>It's boring. That is the reason why. And it's boring unless we're talking about sort of learning differences, right. Which is a very different conversation. But for the most part, young people don't like to read because it's boring and because it takes too long. By the way, I don't disagree with these things. I don't think all reading is boring, but I do think some reading is boring. And I think it's unfair for us to act like we as adults don't know that to be true. There are lots of kids looking for different things. I think there are some young people growing up in environments where they're desperately seeking to escape and see themselves slay the dragon. And for those young people, we have tons of books for them. Right. But I also think that there are other young folks who are just looking for a starting point. And that starting point needs to look and feel and sound and taste like them.\u003c/p>\n\u003cp>\u003cstrong>On the importance of seeing yourself in literature \u003c/strong>\u003c/p>\n\u003cp>You know, as a Black person, when I walk in a room and I spot the Black people in that room, it makes me feel safe and when I spot those Black folk, I can see everybody much more clearly, right? I'm open in a different way, right? I think that's a human thing. And it's no different when it comes to literature.\u003c/p>\n\u003cp>\u003cstrong>On why he didn't find a passion for reading until the age of 17 \u003c/strong>\u003c/p>\n\u003cp>I felt like they were disconnected from my reality. ... I felt like books were almost in some passive way, judging me for being who I was, simply by erasing me from the idea, like from the canon in and of itself, right? If I'm not shown or if I don't exist in a story, then that means that somebody doesn't find my life valuable enough to talk about, right? So why would I engage in something that's not engaging with me? ... One book will never be enough, right? Like we could write 500,000 books and it still won't capture the Latinx experience. We talk about diversity. It's not just diversity and creating space for Latinx communities or Black communities or LGBTQIA+ communities. It's also writing diverse versions of those stories because there's so many different versions to tell. We're all human beings.\u003c/p>\n\u003cp>\u003cstrong>On the first book he finished — and loved \u003c/strong>\u003c/p>\n\u003cp>For me, it was Richard Wright's \u003cem>Black Boy\u003c/em>. And the reason I finished it is because on the second page of the book, young Richard Wright sets the curtains on fire and burns his grandmother's house down. Which means this isn't going to be a boring book. Why should I have to wait 100 pages to get to the good part? And so for me, Richard Wright, he hooked me. And then after he hooked me, I was willing to go along for the ride. ... And the feeling of completion is that is half the battle. Like once you get to the end of a thing, the endorphin rush of knowing that you did it just makes you want to do it again.\u003c/p>\n\u003cp>\u003cstrong>On reading loss during the pandemic \u003c/strong>\u003c/p>\n\u003cp>Yeah, it's definitely something to consider and it's a scary thing. But but you know, I'll be honest with you, as concerned as I am about reading loss and learning loss, I'm not nearly as concerned about that than I am with the loss for the desire to live. And so though I want young people to catch up, what I know is that is possible, right? We can catch up when the reading allows. We can catch up on some of the deficiencies that have taken place or that may have been settling in now. But what we can't do is catch up on a young person who decides that they've just had enough, that they feel so insignificant that they're ready to hang it up. I'm more concerned with pouring love and compassion and hope and grace and patience into young people, because at the end of the day, though I love books, they're just not as important as the young people themselves.\u003c/p>\n\u003cp>\u003cstrong>On his advice for the next ambassador for young people's literature\u003c/strong>\u003c/p>\n\u003cp>Whoever takes on this road next, all I want them to do is make sure that they understand that this is not an award. This is a job. It's a real responsibility, which means that they have to throw themselves at it with all the fervor and love in there being to make sure that the young people in this country know that we care not just about whether or not they read or write, but that we care about them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This interview was conducted by A Martínez, produced by Julie Depenbrock and edited by Simone Popperl. Rachel Treisman produced it for the web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Literature+ambassador+Jason+Reynolds+knows+young+people+have+a+story+of+their+own&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://www.hackingdeficitthinking.com/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Hacking Deficit Thinking\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Byron McClure and Kelsie Reed. Published by Times 10 Publications. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By taking a strength-based approach to education, you can help your students develop their skills and talents to realize their full potential. Let’s help kids figure out what they’re good at and improve those areas. Let’s prioritize helping students build their strengths and practice using them daily. That will help them feel happier, experience more flow, and keep doing activities they enjoy — even when they have to do other activities they don’t like. Educators and even parents who use a strength-based approach will help children become more invested in their learning and more engaged in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The SPOT process can help students develop their strengths. It stands for: Strength observation; Progress over perfection; Opportunity to shine; and Teach, try, and tap into strengths.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Strength observation. \u003c/b>\u003cspan style=\"font-weight: 400\">A strength observation is a way to proactively search for strengths in your students. Try immersing yourself in their environment, such as the classroom, hallway, cafeteria, and after-school events. A strength observation differs from a traditional observation because you are intentionally searching for the positive. As a strength observer, it’s not your job to be right but to learn more about who you observe. That requires being open and receptive to what you may or may not see. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What is the most important trait in a strength observer? Curiosity! You need to understand your students’ behaviors, experiences, and desires. You’ll need to ask questions that you might think are obvious or irrelevant. The more time you spend with them, the more you learn about their strengths. One of the most important steps to becoming a strength observer is adopting an explorer’s mindset. This means that you approach the observation with an open mind — without any preconceived notions — and seek to discover various strengths. It also means being open to every possibility. When you immerse yourself in your students’ worlds, you give yourself permission to be curious and wonder. Then you open yourself to discovering new strengths within your students. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a successful strength observation, you will ask questions, expect unconventional answers, and learn about the students’ worlds. Searching for strengths in your students might seem intuitive, but it’s not. Since most of us educators were trained to identify students’ deficits, we have to actively work to identify their strengths. Pay attention to the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Does the student work better independently or in a group?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When does the student show excitement, boredom, more energy or less energy, frustration, or sustained focus?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How easily do they initiate tasks, shift between tasks, and stay on task?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are they inspiring or motivating others?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are they creative in how they approach a given task?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do they leverage resources or social capital in a meaningful way?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What was challenging for the student?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What seemed easy for the student?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What patterns did you notice throughout the observation?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the observation, review your findings with the student. Specifically, share the strengths you identified. For example, if you observed a student during math class while they had to sustain attention over a long period of time, you might say, “Your attention to detail is strong, and you were able to focus on the entire task to get the job done.” Maybe you observed a student who didn’t contribute much during the brainstorming portion of the group activity in social studies. Still, that student captivated his peers and had them on the edge of their seats during the group presentation to the whole class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next, have the student offer their reflections on how they view their strengths. Ask them if they agree with your assessment. This is an opportunity to get feedback on how well your observations match up with how the student sees themself — and it also helps students learn more about themself! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To take this a step further, help students reflect on their strengths by asking questions like: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you think you are good at?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you love to do? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What comes easily to you? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are there any activities that make you lose track of time?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Progress over perfection.\u003c/b>\u003cspan style=\"font-weight: 400\"> Identifying and using strengths can be hard because most of us aren’t used to tapping into our strengths. The key here is to help young people understand the importance of progress. The reality is that routinely using your strengths is a skill. LeBron James is arguably the greatest basketball player of our generation, and he practices his craft daily.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We can also practice our strength-finding skills every day. Some days will be more challenging than others. The key here is to make progress toward the goal, not perfection. Help your students find new ways to use their strengths and get better every day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Opportunity to shine. \u003c/b>\u003cspan style=\"font-weight: 400\">When students use their strengths, it gives them a chance to shine, and they are more likely to experience success. This builds self-efficacy and gives them a reason to persist, even when tasks are challenging.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simply put, when students have an opportunity to use their strengths and shine, they experience positive emotions and feel good about themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Imagine a child with perseverance as a strength who only has one shot at succeeding at a task. If they aren’t successful on the first try, that child might become frustrated and learn that you have to be perfect, contributing to anxiety. Imagine if a student has a signature strength of perseverance, and you give them multiple chances to demonstrate mastery. The student might not succeed on the first try, the second try, or even the third. But providing a student who demonstrates perseverance with the opportunity to work at the task until they are successful will help them feel accomplished and continue to work at it even when they face adversity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating opportunities for students to use and demonstrate their strengths is an excellent way to build self-confidence. Students will begin to believe in themselves, realize they are capable, and leverage their strengths in meaningful ways. Also, there is value in helping students recognize and identify missed opportunities for using their strengths. The idea here is that if students can identify these missed opportunities, then it might help to increase their awareness of future opportunities to use strengths.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Teach, try, and tap into strengths.\u003c/b>\u003cspan style=\"font-weight: 400\"> Teach students to explicitly name their strengths. Help them to build up their strength-based vocabulary, and show them the power of “yet.” Instead of a student saying they are not good at math facts, please encourage them to say, “I might not be the best in math facts — YET.” Encourage young people to try their strengths in new ways. If their strength is “focus,” ask them to try a new task like finding a solution to a problem no one has figured out yet.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-60155\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/hackingdeficitthinking-800x1200.jpg\" alt=\"Hacking Deficit Thinking\" width=\"250\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/hackingdeficitthinking-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/hackingdeficitthinking-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/hackingdeficitthinking-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/hackingdeficitthinking.jpg 1000w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Help your students find ways to tap into the strengths of others. Why? Because the best schools, communities, teams, and organizations know how to harness the strengths of each other — and you can help your students do the same.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This means helping students become well-attuned to their strengths and limitations and learn how to work with others with different strengths and limitations. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, some people are fantastic at making decisions quickly and effectively. Others are great at seeing all possible consequences of a decision. Some find inspiration in unexpected places. When you have a team that is familiar with each individual’s approach, you can create a culture where everyone feels comfortable contributing to what they’re best at. This leads to bigger and better ideas than if everyone just worked on their own, and it also leads to increased trust in the team — which is what makes them stronger overall.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help people tap into the strengths of others is to ask them, “How might you use one of your strengths to help someone else?”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-60188\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-800x534.jpeg\" alt=\"Byron McClure\" width=\"250\" height=\"167\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Byron-McClure-headshot-800x534.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Byron-McClure-headshot-1020x681.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Byron-McClure-headshot-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Byron-McClure-headshot-768x513.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Byron-McClure-headshot-1536x1025.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Byron-McClure-headshot-2048x1367.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Byron-McClure-headshot-1920x1281.jpeg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">Dr. Byron McClure\u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">, D.Ed., is a nationally certified school psychologist and founder of Lessons For SEL. He uses research and human-centered design thinking to build empathy, ideate, co-create solutions, and design equitable resources that put the needs of people front and center. While formerly serving as the assistant director of school redesign at a high school in Southeast Washington, DC, he reimagined social-emotional learning within an inner-city community. His work centers on influencing systemic change and ensuring students from high-poverty communities have access to a quality education.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Dr. McClure has extensive knowledge and expertise in mental health, social-emotional learning, and behavior. He has done considerable work advocating for fair and equitable discipline practices for all students, particularly for African American boys. He has designed and implemented schoolwide initiatives such as SEL, restorative practices, MTSS, and trauma-responsive practices. Dr. McClure has presented as a panelist, featured speaker, and keynote speaker across the country. He believes in shifting from what’s wrong to what’s strong. Follow him on Twitter \u003ca href=\"https://twitter.com/SchoolPsychLife\">@SchoolPsychLife\u003c/a> and Instagram \u003ca href=\"https://www.instagram.com/bmcclure6/\" target=\"_blank\" rel=\"noopener noreferrer\">@bmcclure6\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/DrKelsieReed\">\u003ci>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-60158\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-800x1199.jpeg\" alt=\"Kelsie Reed\" width=\"250\" height=\"374\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Kelsie-Headshot-800x1199.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Kelsie-Headshot-1020x1528.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Kelsie-Headshot-160x240.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Kelsie-Headshot-768x1151.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Kelsie-Headshot-1025x1536.jpeg 1025w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Kelsie-Headshot-1367x2048.jpeg 1367w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Kelsie-Headshot-1920x2877.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Kelsie-Headshot-scaled.jpeg 1709w\" sizes=\"(max-width: 250px) 100vw, 250px\">Dr. Kelsie Reed\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, PhD, is a nationally certified school psychologist who works at the elementary school level in Prince George’s County Public Schools in Maryland. She graduated from Loyola University Chicago in 2020 and was the recipient of two university awards for her dissertation titled “Investigating Exclusionary Discipline: Teachers, Deficit Thinking, and Root Cause Analysis.” Dr. Reed also received awards for her dissertation work through the Society for the Study of School Psychology (SSSP) and the American Educational Research Association (AERA).\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Dr. Reed is passionate about advancing educational equity for historically minoritized students, disrupting the school-to-prison pipeline, and identifying and implementing alternatives to suspension. She has presented at the community, state, and national levels on school discipline disparities and alternative approaches to punitive practices. As a biracial yet White-presenting woman, she believes in using her privilege to make a difference in the lives of others. Follow her on Twitter \u003ca href=\"https://twitter.com/DrKelsieReed\">@drkelsiereed\u003c/a> and Instagram \u003ca href=\"https://www.instagram.com/dr.kelsiereed/\" target=\"_blank\" rel=\"noopener noreferrer\">@dr.kelsiereed\u003c/a>. She also runs a social justice advocacy Instagram page \u003ca href=\"https://www.instagram.com/sassy4socialjustice/\">@sassy4socialjustice\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://www.hackingdeficitthinking.com/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Hacking Deficit Thinking\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Byron McClure and Kelsie Reed. Published by Times 10 Publications. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By taking a strength-based approach to education, you can help your students develop their skills and talents to realize their full potential. Let’s help kids figure out what they’re good at and improve those areas. Let’s prioritize helping students build their strengths and practice using them daily. That will help them feel happier, experience more flow, and keep doing activities they enjoy — even when they have to do other activities they don’t like. Educators and even parents who use a strength-based approach will help children become more invested in their learning and more engaged in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The SPOT process can help students develop their strengths. It stands for: Strength observation; Progress over perfection; Opportunity to shine; and Teach, try, and tap into strengths.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Strength observation. \u003c/b>\u003cspan style=\"font-weight: 400\">A strength observation is a way to proactively search for strengths in your students. Try immersing yourself in their environment, such as the classroom, hallway, cafeteria, and after-school events. A strength observation differs from a traditional observation because you are intentionally searching for the positive. As a strength observer, it’s not your job to be right but to learn more about who you observe. That requires being open and receptive to what you may or may not see. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What is the most important trait in a strength observer? Curiosity! You need to understand your students’ behaviors, experiences, and desires. You’ll need to ask questions that you might think are obvious or irrelevant. The more time you spend with them, the more you learn about their strengths. One of the most important steps to becoming a strength observer is adopting an explorer’s mindset. This means that you approach the observation with an open mind — without any preconceived notions — and seek to discover various strengths. It also means being open to every possibility. When you immerse yourself in your students’ worlds, you give yourself permission to be curious and wonder. Then you open yourself to discovering new strengths within your students. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a successful strength observation, you will ask questions, expect unconventional answers, and learn about the students’ worlds. Searching for strengths in your students might seem intuitive, but it’s not. Since most of us educators were trained to identify students’ deficits, we have to actively work to identify their strengths. Pay attention to the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Does the student work better independently or in a group?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When does the student show excitement, boredom, more energy or less energy, frustration, or sustained focus?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How easily do they initiate tasks, shift between tasks, and stay on task?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are they inspiring or motivating others?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are they creative in how they approach a given task?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do they leverage resources or social capital in a meaningful way?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What was challenging for the student?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What seemed easy for the student?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What patterns did you notice throughout the observation?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the observation, review your findings with the student. Specifically, share the strengths you identified. For example, if you observed a student during math class while they had to sustain attention over a long period of time, you might say, “Your attention to detail is strong, and you were able to focus on the entire task to get the job done.” Maybe you observed a student who didn’t contribute much during the brainstorming portion of the group activity in social studies. Still, that student captivated his peers and had them on the edge of their seats during the group presentation to the whole class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next, have the student offer their reflections on how they view their strengths. Ask them if they agree with your assessment. This is an opportunity to get feedback on how well your observations match up with how the student sees themself — and it also helps students learn more about themself! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To take this a step further, help students reflect on their strengths by asking questions like: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you think you are good at?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you love to do? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What comes easily to you? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are there any activities that make you lose track of time?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Progress over perfection.\u003c/b>\u003cspan style=\"font-weight: 400\"> Identifying and using strengths can be hard because most of us aren’t used to tapping into our strengths. The key here is to help young people understand the importance of progress. The reality is that routinely using your strengths is a skill. LeBron James is arguably the greatest basketball player of our generation, and he practices his craft daily.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We can also practice our strength-finding skills every day. Some days will be more challenging than others. The key here is to make progress toward the goal, not perfection. Help your students find new ways to use their strengths and get better every day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Opportunity to shine. \u003c/b>\u003cspan style=\"font-weight: 400\">When students use their strengths, it gives them a chance to shine, and they are more likely to experience success. This builds self-efficacy and gives them a reason to persist, even when tasks are challenging.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simply put, when students have an opportunity to use their strengths and shine, they experience positive emotions and feel good about themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Imagine a child with perseverance as a strength who only has one shot at succeeding at a task. If they aren’t successful on the first try, that child might become frustrated and learn that you have to be perfect, contributing to anxiety. Imagine if a student has a signature strength of perseverance, and you give them multiple chances to demonstrate mastery. The student might not succeed on the first try, the second try, or even the third. But providing a student who demonstrates perseverance with the opportunity to work at the task until they are successful will help them feel accomplished and continue to work at it even when they face adversity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating opportunities for students to use and demonstrate their strengths is an excellent way to build self-confidence. Students will begin to believe in themselves, realize they are capable, and leverage their strengths in meaningful ways. Also, there is value in helping students recognize and identify missed opportunities for using their strengths. The idea here is that if students can identify these missed opportunities, then it might help to increase their awareness of future opportunities to use strengths.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Teach, try, and tap into strengths.\u003c/b>\u003cspan style=\"font-weight: 400\"> Teach students to explicitly name their strengths. Help them to build up their strength-based vocabulary, and show them the power of “yet.” Instead of a student saying they are not good at math facts, please encourage them to say, “I might not be the best in math facts — YET.” Encourage young people to try their strengths in new ways. If their strength is “focus,” ask them to try a new task like finding a solution to a problem no one has figured out yet.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-60155\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/hackingdeficitthinking-800x1200.jpg\" alt=\"Hacking Deficit Thinking\" width=\"250\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/hackingdeficitthinking-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/hackingdeficitthinking-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/hackingdeficitthinking-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/hackingdeficitthinking.jpg 1000w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Help your students find ways to tap into the strengths of others. Why? Because the best schools, communities, teams, and organizations know how to harness the strengths of each other — and you can help your students do the same.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This means helping students become well-attuned to their strengths and limitations and learn how to work with others with different strengths and limitations. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, some people are fantastic at making decisions quickly and effectively. Others are great at seeing all possible consequences of a decision. Some find inspiration in unexpected places. When you have a team that is familiar with each individual’s approach, you can create a culture where everyone feels comfortable contributing to what they’re best at. This leads to bigger and better ideas than if everyone just worked on their own, and it also leads to increased trust in the team — which is what makes them stronger overall.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help people tap into the strengths of others is to ask them, “How might you use one of your strengths to help someone else?”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-60188\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-800x534.jpeg\" alt=\"Byron McClure\" width=\"250\" height=\"167\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Byron-McClure-headshot-800x534.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Byron-McClure-headshot-1020x681.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Byron-McClure-headshot-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Byron-McClure-headshot-768x513.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Byron-McClure-headshot-1536x1025.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Byron-McClure-headshot-2048x1367.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Byron-McClure-headshot-1920x1281.jpeg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">Dr. Byron McClure\u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">, D.Ed., is a nationally certified school psychologist and founder of Lessons For SEL. He uses research and human-centered design thinking to build empathy, ideate, co-create solutions, and design equitable resources that put the needs of people front and center. While formerly serving as the assistant director of school redesign at a high school in Southeast Washington, DC, he reimagined social-emotional learning within an inner-city community. His work centers on influencing systemic change and ensuring students from high-poverty communities have access to a quality education.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Dr. McClure has extensive knowledge and expertise in mental health, social-emotional learning, and behavior. He has done considerable work advocating for fair and equitable discipline practices for all students, particularly for African American boys. He has designed and implemented schoolwide initiatives such as SEL, restorative practices, MTSS, and trauma-responsive practices. Dr. McClure has presented as a panelist, featured speaker, and keynote speaker across the country. He believes in shifting from what’s wrong to what’s strong. Follow him on Twitter \u003ca href=\"https://twitter.com/SchoolPsychLife\">@SchoolPsychLife\u003c/a> and Instagram \u003ca href=\"https://www.instagram.com/bmcclure6/\" target=\"_blank\" rel=\"noopener noreferrer\">@bmcclure6\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/DrKelsieReed\">\u003ci>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-60158\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-800x1199.jpeg\" alt=\"Kelsie Reed\" width=\"250\" height=\"374\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Kelsie-Headshot-800x1199.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Kelsie-Headshot-1020x1528.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Kelsie-Headshot-160x240.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Kelsie-Headshot-768x1151.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Kelsie-Headshot-1025x1536.jpeg 1025w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Kelsie-Headshot-1367x2048.jpeg 1367w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Kelsie-Headshot-1920x2877.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Kelsie-Headshot-scaled.jpeg 1709w\" sizes=\"(max-width: 250px) 100vw, 250px\">Dr. Kelsie Reed\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, PhD, is a nationally certified school psychologist who works at the elementary school level in Prince George’s County Public Schools in Maryland. She graduated from Loyola University Chicago in 2020 and was the recipient of two university awards for her dissertation titled “Investigating Exclusionary Discipline: Teachers, Deficit Thinking, and Root Cause Analysis.” Dr. Reed also received awards for her dissertation work through the Society for the Study of School Psychology (SSSP) and the American Educational Research Association (AERA).\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Dr. Reed is passionate about advancing educational equity for historically minoritized students, disrupting the school-to-prison pipeline, and identifying and implementing alternatives to suspension. She has presented at the community, state, and national levels on school discipline disparities and alternative approaches to punitive practices. As a biracial yet White-presenting woman, she believes in using her privilege to make a difference in the lives of others. Follow her on Twitter \u003ca href=\"https://twitter.com/DrKelsieReed\">@drkelsiereed\u003c/a> and Instagram \u003ca href=\"https://www.instagram.com/dr.kelsiereed/\" target=\"_blank\" rel=\"noopener noreferrer\">@dr.kelsiereed\u003c/a>. She also runs a social justice advocacy Instagram page \u003ca href=\"https://www.instagram.com/sassy4socialjustice/\">@sassy4socialjustice\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "It Took 20 Years for This Author to Reunite with the Teacher Who Changed His Life",
"headTitle": "It Took 20 Years for This Author to Reunite with the Teacher Who Changed His Life | KQED",
"content": "\u003cp>Talk about a storybook ending.\u003c/p>\n\u003cp>Author Jamil Jan Kochai searched for more than a decade for Susan Lung — the second-grade teacher who had changed his life over 20 years earlier. And on Saturday night, in one of those “life is better than fiction” twists, the two were finally reunited at one of his book-reading events.\u003c/p>\n\u003cp>“I pretty much learned how to read and write in English because of her, and if it wasn’t for Mrs. Lung, I don’t know what would have happened to me,” Kochai, who still finds it difficult to call his former teacher by her first name, told NPR.\u003c/p>\n\u003cp>“I feel like everything that I’ve done up to this point — all the success that I’ve had, the fact that I’m a novelist today — it all started with Mrs. Lung all the way back in 1999, when I was 7 years old,” he added.\u003c/p>\n\u003cp>Kochai is the author of \u003cem>99 Nights in Logar\u003c/em>, a finalist for the Pen/Hemingway Award for Debut Novel. He is currently promoting his second book, \u003cem>The Haunting of Hajji Hotak and Other Stories. \u003c/em>His work has been published and praised in many of the nation’s most esteemed publications. But for much of his early life, he could hardly speak English.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The writer was born in a refugee camp for Afghans in Peshawar, Pakistan, and his family moved to California when he was just a year old. At home, they spoke mostly Pashto and some Farsi, so by the time he reached first grade, Kochai said, he was at a total loss.\u003c/p>\n\u003cp>As a result, he said, “I associated school and learning with punishment and with exclusion.”\u003c/p>\n\u003cp>He fell further behind during the summer of 1999, when the family spent several months in Afghanistan.\u003c/p>\n\u003cp>“I fell in love with my parents’ home village in Logar, but pretty much everything that I learned in first grade, I ended up forgetting by the time the summer was over,” Kochai explained.\u003c/p>\n\u003cfigure id=\"attachment_59719\" class=\"wp-caption alignnone\" style=\"max-width: 720px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-59719 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78.jpg\" alt=\"Photo of author Jamil Jan Kochai as a second grader. \" width=\"720\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78.jpg 720w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78-160x120.jpg 160w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003cfigcaption class=\"wp-caption-text\">Author Jamil Jan Kochai in a photo for a class assignment he made in teacher Susan Lung’s class in 1999. (Jamil Jan Kochai)\u003c/figcaption>\u003c/figure>\n\u003ch2>The magic of Mrs. Lung — and all the devoted teachers out there\u003c/h2>\n\u003cp>Then came Mrs. Lung, who quickly realized that Kochai was deeply struggling at Alyce Norman Elementary School, both academically and socially.\u003c/p>\n\u003cp>“I could see he was sharp as a tack, but it was hard for him,” Lung told NPR.\u003c/p>\n\u003cp>“Not only did he have to deal with forgetting all the English that he knew, but he had to deal with the kids who couldn’t understand him.”\u003c/p>\n\u003cp>The two got to work, meeting for one-on-one lessons nearly every day after school. By the end of the school year, Kochai said, he was winning reading-comprehension competitions.\u003c/p>\n\u003cp>Thinking back on the experience, Lung said it’s not an especially unique situation.\u003c/p>\n\u003cp>“There are many thousands of teachers doing the same thing all over, and they’re doing it for the love of it. Not for any kind of kudos but because we have a passion for it,” she said.\u003c/p>\n\u003cp>Lung added: “It’s just incredible to see their literacy grow by leaps and bounds. To see when they’re able to communicate with their little friends, which I think is a big part of learning English or any other language.”\u003c/p>\n\u003ch2>The problem with not being on a first-name basis with your elementary school teachers\u003c/h2>\n\u003cp>Lung and Kochai lost touch at the end of their year together. Kochai’s father got a job in another city and the boy moved on, albeit with a voracious new love of reading and writing. By the time he reached high school, Kochai’s parents encouraged him to find his former teacher to thank her. But despite his efforts, he failed to track her down.\u003c/p>\n\u003cp>“Part of it was that I didn’t know her first name. She was always just Mrs. Lung to me, so when I called places to ask about her, they couldn’t find any records of her,” he said, laughing.\u003c/p>\n\u003cp>But Kochai kept trying through college and afterward. Still, he came up empty.\u003c/p>\n\u003cp>Then, while promoting his first novel, he wrote an essay for Literary Hub magazine touching on the transformative impact that Lung had on his life. Lung’s neurosurgeon happened to read it, and during her next visit, the physician asked the now-retired educator, “Did you ever teach at Alyce Norman Elementary School?”\u003c/p>\n\u003cp>It was Lung’s husband who ultimately found Kochai. “He found me on Facebook and reached out to me out of the blue,” Kochai said.\u003c/p>\n\u003cp>They made plans for a phone call that same night.\u003c/p>\n\u003cp>“I finally got the chance after all these years to express to her how much I still thought of her and how much she meant to me,” Kochai said, adding that he also managed to get both of his parents on the call. “She was just the same Mrs. Lung. Just as sweet and kind and warm as ever. And we were all tearing up. It was a really emotional, lovely night,” he said.\u003c/p>\n\u003cp>It was the height of the coronavirus pandemic, and they promised to meet in person as soon as things returned to normal. But as life does, Kochai said, one thing after another seemed to get in the way, and the reunion never materialized.\u003c/p>\n\u003ch2>Reunited and it feels so good\u003c/h2>\n\u003cp>“Again, it was my husband who had the idea, to go to the reading on Saturday,” Lung said.\u003c/p>\n\u003cp>Lung’s husband had seen a Facebook post about Kochai’s new book and suggested they make the drive to a reading in Davis, California.\u003c/p>\n\u003cp>“I had no idea they were going to be there,” Kochai said, sounding absolutely delighted.\u003c/p>\n\u003cp>“I don’t know how I didn’t see her before, but Mrs. Lung was sitting in the front row. I mean, it had been 20 to 22 years since the last time I’d seen her,” he reasoned.\u003c/p>\n\u003cp>They hugged and he gushed, and she asked him to sign her copy of his first novel.\u003c/p>\n\u003cp>“And I got to leave a little note for her explaining how much she meant to me. And it was a really lovely evening,” Kochai added.\u003c/p>\n\u003cp>They exchanged numbers again, and now they’ve made a new plan. “We’re going to have a big family dinner next week!” Kochai said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In the meantime, Lung has some homework: “I am part of the way through his first book and I just got his second book at the reading, so I’ll be reading that when I’m finished.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=It+took+20+years+for+this+author+to+reunite+with+the+teacher+who+changed+his+life&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Talk about a storybook ending.\u003c/p>\n\u003cp>Author Jamil Jan Kochai searched for more than a decade for Susan Lung — the second-grade teacher who had changed his life over 20 years earlier. And on Saturday night, in one of those “life is better than fiction” twists, the two were finally reunited at one of his book-reading events.\u003c/p>\n\u003cp>“I pretty much learned how to read and write in English because of her, and if it wasn’t for Mrs. Lung, I don’t know what would have happened to me,” Kochai, who still finds it difficult to call his former teacher by her first name, told NPR.\u003c/p>\n\u003cp>“I feel like everything that I’ve done up to this point — all the success that I’ve had, the fact that I’m a novelist today — it all started with Mrs. Lung all the way back in 1999, when I was 7 years old,” he added.\u003c/p>\n\u003cp>Kochai is the author of \u003cem>99 Nights in Logar\u003c/em>, a finalist for the Pen/Hemingway Award for Debut Novel. He is currently promoting his second book, \u003cem>The Haunting of Hajji Hotak and Other Stories. \u003c/em>His work has been published and praised in many of the nation’s most esteemed publications. But for much of his early life, he could hardly speak English.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The writer was born in a refugee camp for Afghans in Peshawar, Pakistan, and his family moved to California when he was just a year old. At home, they spoke mostly Pashto and some Farsi, so by the time he reached first grade, Kochai said, he was at a total loss.\u003c/p>\n\u003cp>As a result, he said, “I associated school and learning with punishment and with exclusion.”\u003c/p>\n\u003cp>He fell further behind during the summer of 1999, when the family spent several months in Afghanistan.\u003c/p>\n\u003cp>“I fell in love with my parents’ home village in Logar, but pretty much everything that I learned in first grade, I ended up forgetting by the time the summer was over,” Kochai explained.\u003c/p>\n\u003cfigure id=\"attachment_59719\" class=\"wp-caption alignnone\" style=\"max-width: 720px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-59719 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78.jpg\" alt=\"Photo of author Jamil Jan Kochai as a second grader. \" width=\"720\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78.jpg 720w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/kochai-2nd-grade-7562cbbcd349f4f4f22faba3d4a974f787787a78-160x120.jpg 160w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003cfigcaption class=\"wp-caption-text\">Author Jamil Jan Kochai in a photo for a class assignment he made in teacher Susan Lung’s class in 1999. (Jamil Jan Kochai)\u003c/figcaption>\u003c/figure>\n\u003ch2>The magic of Mrs. Lung — and all the devoted teachers out there\u003c/h2>\n\u003cp>Then came Mrs. Lung, who quickly realized that Kochai was deeply struggling at Alyce Norman Elementary School, both academically and socially.\u003c/p>\n\u003cp>“I could see he was sharp as a tack, but it was hard for him,” Lung told NPR.\u003c/p>\n\u003cp>“Not only did he have to deal with forgetting all the English that he knew, but he had to deal with the kids who couldn’t understand him.”\u003c/p>\n\u003cp>The two got to work, meeting for one-on-one lessons nearly every day after school. By the end of the school year, Kochai said, he was winning reading-comprehension competitions.\u003c/p>\n\u003cp>Thinking back on the experience, Lung said it’s not an especially unique situation.\u003c/p>\n\u003cp>“There are many thousands of teachers doing the same thing all over, and they’re doing it for the love of it. Not for any kind of kudos but because we have a passion for it,” she said.\u003c/p>\n\u003cp>Lung added: “It’s just incredible to see their literacy grow by leaps and bounds. To see when they’re able to communicate with their little friends, which I think is a big part of learning English or any other language.”\u003c/p>\n\u003ch2>The problem with not being on a first-name basis with your elementary school teachers\u003c/h2>\n\u003cp>Lung and Kochai lost touch at the end of their year together. Kochai’s father got a job in another city and the boy moved on, albeit with a voracious new love of reading and writing. By the time he reached high school, Kochai’s parents encouraged him to find his former teacher to thank her. But despite his efforts, he failed to track her down.\u003c/p>\n\u003cp>“Part of it was that I didn’t know her first name. She was always just Mrs. Lung to me, so when I called places to ask about her, they couldn’t find any records of her,” he said, laughing.\u003c/p>\n\u003cp>But Kochai kept trying through college and afterward. Still, he came up empty.\u003c/p>\n\u003cp>Then, while promoting his first novel, he wrote an essay for Literary Hub magazine touching on the transformative impact that Lung had on his life. Lung’s neurosurgeon happened to read it, and during her next visit, the physician asked the now-retired educator, “Did you ever teach at Alyce Norman Elementary School?”\u003c/p>\n\u003cp>It was Lung’s husband who ultimately found Kochai. “He found me on Facebook and reached out to me out of the blue,” Kochai said.\u003c/p>\n\u003cp>They made plans for a phone call that same night.\u003c/p>\n\u003cp>“I finally got the chance after all these years to express to her how much I still thought of her and how much she meant to me,” Kochai said, adding that he also managed to get both of his parents on the call. “She was just the same Mrs. Lung. Just as sweet and kind and warm as ever. And we were all tearing up. It was a really emotional, lovely night,” he said.\u003c/p>\n\u003cp>It was the height of the coronavirus pandemic, and they promised to meet in person as soon as things returned to normal. But as life does, Kochai said, one thing after another seemed to get in the way, and the reunion never materialized.\u003c/p>\n\u003ch2>Reunited and it feels so good\u003c/h2>\n\u003cp>“Again, it was my husband who had the idea, to go to the reading on Saturday,” Lung said.\u003c/p>\n\u003cp>Lung’s husband had seen a Facebook post about Kochai’s new book and suggested they make the drive to a reading in Davis, California.\u003c/p>\n\u003cp>“I had no idea they were going to be there,” Kochai said, sounding absolutely delighted.\u003c/p>\n\u003cp>“I don’t know how I didn’t see her before, but Mrs. Lung was sitting in the front row. I mean, it had been 20 to 22 years since the last time I’d seen her,” he reasoned.\u003c/p>\n\u003cp>They hugged and he gushed, and she asked him to sign her copy of his first novel.\u003c/p>\n\u003cp>“And I got to leave a little note for her explaining how much she meant to me. And it was a really lovely evening,” Kochai added.\u003c/p>\n\u003cp>They exchanged numbers again, and now they’ve made a new plan. “We’re going to have a big family dinner next week!” Kochai said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the meantime, Lung has some homework: “I am part of the way through his first book and I just got his second book at the reading, so I’ll be reading that when I’m finished.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=It+took+20+years+for+this+author+to+reunite+with+the+teacher+who+changed+his+life&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">After the release of his bestselling book “\u003c/span>\u003ca href=\"https://www.amazon.com/Self-Driven-Child-Science-Giving-Control/dp/0735222525/\">\u003cspan style=\"font-weight: 400\">The Self-Driven Child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” clinical neuropsychologist William Stixrud got a request: make it even easier for parents to apply the research in the book. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So Stixrud and his co-author \u003c/span>\u003ca href=\"https://www.thenedjohnson.com/\">\u003cspan style=\"font-weight: 400\">Ned Johnson \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">wrote \u003c/span>\u003cspan style=\"font-weight: 400\">\"\u003c/span>\u003ca href=\"https://www.amazon.com/What-You-Say-Motivation-Tolerance/dp/1984880365/\">\u003cspan style=\"font-weight: 400\">What Do You Say? \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.amazon.com/What-You-Say-Motivation-Tolerance/dp/1984880365/\">How to Talk with Kids to Build Motivation, Stress Tolerance, and a Happy Home\u003c/a>.\" Their goal was to give parents more language they can use with kids.\u003c/span>\u003cspan style=\"font-weight: 400\"> They recently spoke about their new book at a parent education workshop hosted by \u003c/span>\u003ca href=\"https://www.parentventure.org/\">\u003cspan style=\"font-weight: 400\">Parent Venture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Johnson is the founder of PrepMatters and host of PrepTalksPod\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The relationship between parent and child is central to building children’s self-motivation and stress tolerance. And how parents respond to kids when they are emotionally distressed can strengthen or strain that relationship.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Seek First to Understand\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Johnson and Stixrud interviewed dozens of adolescents, asking them “Who do you feel closest to?” and “What is it about that person that helps you feel close?” The overwhelming sentiment was this: “The person I feel closest to is the one who listens to me and listens without judgment,” said Stixrud. \u003c/span>\u003cspan style=\"font-weight: 400\">“The purpose of communication is ultimately to connect.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But too often, when kids are in distress, parents want to use words to fix their feelings, said Johnson. “We use logical words and try to talk them out of their hard feelings,” he said. But logic doesn’t calm the stress response; “empathy and validation do.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents offer suggestions – even really sensible ones – most children often “bounce them away,” said Johnson. “We start giving all the things to try and they will reflexively give us all the reasons it won’t work.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead, he said parents should seek first to understand, show an interest in their child's interests, ask non-leading questions and practice listening carefully and then reflecting back what you hear with phrases such as: “Let me see if I can get this straight . . . Do I have that right?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can pivot toward advice eventually, Johnson said, but if you want to be heard, you need to start with empathy. And if you do offer suggestions, avoid firm directives. Instead try phrases such as, “Can I make a suggestion?”; “I have an idea about that. Can I run it by you?”; or “For whatever it’s worth . . . ” Stay warm and tentative, framing advice as an offering rather than a command. “We are much less likely to get resistance if we do that,” said Johnson. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Be a Manager, Not a Boss\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teens prepare to become independent adults, parents need to reframe their perception of their role, said Stixrud. “Think of yourself more as a manager than as a boss. We want to offer our help, advice and wisdom, but not force it down kids’ throats. And we want kids, as much as possible, to make their own decisions. Our goal is for kids to run their own lives before we send them off to college.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stixrud recommends that parents take force off the table in their interactions with kids. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I start with no force,” he said, “and then I’m much more able to get cooperation and get kids to try things.” When you find yourself in a power struggle with your child, step back and use language that prioritizes the relationship, such as, “I love you too much to fight with you about your homework.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Power struggles activate the threat center of the brain, said Johnson, and so an overt “no-force” approach supports collaborative problem-solving. For example, if video games are a source of parent-child tension, start by showing genuine interest. “Learn the game or at least watch them play,” said Johnson. “Tell them ‘I see why you like this stuff.’” Once you have had a chance to validate their perspective, you can say something like, “I get that you love video games. I also know that when you play too much, you get irritable and don’t have time for other things. You see that too. Let’s figure out a solution that works for you and works for me.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we talk in a way that minimizes pressure, it helps our kids develop autonomy. “It’s counterproductive to motivate kids through fear or guilt,” said Stixrud. “We may get kids to do stuff, but it doesn’t do anything for self-motivation.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Model Calm and Confidence\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents are constantly monitoring kids – from using apps to check their whereabouts to constant texting or checking online grades – they inadvertently convey the message that life is scary and too much for teens to handle on their own. In contrast, said Stixrud, one of most powerful messages we can give our kids is this: “I have confidence in your ability to make your own decisions.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids are faced with something that scares them, parents are tempted to offer continual assurances that they are okay. “Stop reassuring them all the time,” said Stixrud. Instead try saying something like, “I know this makes you really anxious, but I’m 100% confident you can handle it.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children need practice facing the things they are worried about. “Anxiety manifests as avoidance,” said Stixrud, As parents, it’s a delicate balance “help just enough but not too much” so that we don’t deprive kids of experiences they need to develop confidence. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Communicating with this kind of assured energy takes practice, said Johnson, but it’s worth it. We need to do the best we can to be a “non-anxious presence” in kids’ lives, he said. “When the people who are in charge aren’t overly reactive, systems just work better. Calm is contagious.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Listen for “Change Talk” \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents often express frustration when kids seem stubbornly resistant to making the changes that we think will benefit them. But people, including adults, “are ambivalent about changing,” said Johnson. For example, “if kids are getting terrible grades, it’s not lost on them that there would be benefits to changing that behavior.” But they may be ambivalent because they know it will take tremendous effort to turn around their grades – and they may put all that work in and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">still\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> not be an “A student.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In their practices, Stixrud and Johnson ask a lot of open-ended questions and listen for what they call “change talk.” This might sound like kids expressing some dissatisfaction about their sleep or study habits or kids mentioning an activity, topic or club they want to investigate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The aim of these exploratory, non-pressured conversations is to “create space [for kids] to articulate the reasons for themselves why to go this way rather than that way,” said Johnson. As parents, “we are working ‘with’\u003c/span> \u003cspan style=\"font-weight: 400\">them, not ‘on’ them.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After all, said Stixrud, our goal isn’t to “change our kids,” but rather to “change the way we react to our kids.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">After the release of his bestselling book “\u003c/span>\u003ca href=\"https://www.amazon.com/Self-Driven-Child-Science-Giving-Control/dp/0735222525/\">\u003cspan style=\"font-weight: 400\">The Self-Driven Child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” clinical neuropsychologist William Stixrud got a request: make it even easier for parents to apply the research in the book. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So Stixrud and his co-author \u003c/span>\u003ca href=\"https://www.thenedjohnson.com/\">\u003cspan style=\"font-weight: 400\">Ned Johnson \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">wrote \u003c/span>\u003cspan style=\"font-weight: 400\">\"\u003c/span>\u003ca href=\"https://www.amazon.com/What-You-Say-Motivation-Tolerance/dp/1984880365/\">\u003cspan style=\"font-weight: 400\">What Do You Say? \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.amazon.com/What-You-Say-Motivation-Tolerance/dp/1984880365/\">How to Talk with Kids to Build Motivation, Stress Tolerance, and a Happy Home\u003c/a>.\" Their goal was to give parents more language they can use with kids.\u003c/span>\u003cspan style=\"font-weight: 400\"> They recently spoke about their new book at a parent education workshop hosted by \u003c/span>\u003ca href=\"https://www.parentventure.org/\">\u003cspan style=\"font-weight: 400\">Parent Venture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Johnson is the founder of PrepMatters and host of PrepTalksPod\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The relationship between parent and child is central to building children’s self-motivation and stress tolerance. And how parents respond to kids when they are emotionally distressed can strengthen or strain that relationship.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Seek First to Understand\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Johnson and Stixrud interviewed dozens of adolescents, asking them “Who do you feel closest to?” and “What is it about that person that helps you feel close?” The overwhelming sentiment was this: “The person I feel closest to is the one who listens to me and listens without judgment,” said Stixrud. \u003c/span>\u003cspan style=\"font-weight: 400\">“The purpose of communication is ultimately to connect.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But too often, when kids are in distress, parents want to use words to fix their feelings, said Johnson. “We use logical words and try to talk them out of their hard feelings,” he said. But logic doesn’t calm the stress response; “empathy and validation do.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents offer suggestions – even really sensible ones – most children often “bounce them away,” said Johnson. “We start giving all the things to try and they will reflexively give us all the reasons it won’t work.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead, he said parents should seek first to understand, show an interest in their child's interests, ask non-leading questions and practice listening carefully and then reflecting back what you hear with phrases such as: “Let me see if I can get this straight . . . Do I have that right?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can pivot toward advice eventually, Johnson said, but if you want to be heard, you need to start with empathy. And if you do offer suggestions, avoid firm directives. Instead try phrases such as, “Can I make a suggestion?”; “I have an idea about that. Can I run it by you?”; or “For whatever it’s worth . . . ” Stay warm and tentative, framing advice as an offering rather than a command. “We are much less likely to get resistance if we do that,” said Johnson. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Be a Manager, Not a Boss\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teens prepare to become independent adults, parents need to reframe their perception of their role, said Stixrud. “Think of yourself more as a manager than as a boss. We want to offer our help, advice and wisdom, but not force it down kids’ throats. And we want kids, as much as possible, to make their own decisions. Our goal is for kids to run their own lives before we send them off to college.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stixrud recommends that parents take force off the table in their interactions with kids. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I start with no force,” he said, “and then I’m much more able to get cooperation and get kids to try things.” When you find yourself in a power struggle with your child, step back and use language that prioritizes the relationship, such as, “I love you too much to fight with you about your homework.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Power struggles activate the threat center of the brain, said Johnson, and so an overt “no-force” approach supports collaborative problem-solving. For example, if video games are a source of parent-child tension, start by showing genuine interest. “Learn the game or at least watch them play,” said Johnson. “Tell them ‘I see why you like this stuff.’” Once you have had a chance to validate their perspective, you can say something like, “I get that you love video games. I also know that when you play too much, you get irritable and don’t have time for other things. You see that too. Let’s figure out a solution that works for you and works for me.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we talk in a way that minimizes pressure, it helps our kids develop autonomy. “It’s counterproductive to motivate kids through fear or guilt,” said Stixrud. “We may get kids to do stuff, but it doesn’t do anything for self-motivation.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Model Calm and Confidence\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents are constantly monitoring kids – from using apps to check their whereabouts to constant texting or checking online grades – they inadvertently convey the message that life is scary and too much for teens to handle on their own. In contrast, said Stixrud, one of most powerful messages we can give our kids is this: “I have confidence in your ability to make your own decisions.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids are faced with something that scares them, parents are tempted to offer continual assurances that they are okay. “Stop reassuring them all the time,” said Stixrud. Instead try saying something like, “I know this makes you really anxious, but I’m 100% confident you can handle it.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children need practice facing the things they are worried about. “Anxiety manifests as avoidance,” said Stixrud, As parents, it’s a delicate balance “help just enough but not too much” so that we don’t deprive kids of experiences they need to develop confidence. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Communicating with this kind of assured energy takes practice, said Johnson, but it’s worth it. We need to do the best we can to be a “non-anxious presence” in kids’ lives, he said. “When the people who are in charge aren’t overly reactive, systems just work better. Calm is contagious.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Listen for “Change Talk” \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents often express frustration when kids seem stubbornly resistant to making the changes that we think will benefit them. But people, including adults, “are ambivalent about changing,” said Johnson. For example, “if kids are getting terrible grades, it’s not lost on them that there would be benefits to changing that behavior.” But they may be ambivalent because they know it will take tremendous effort to turn around their grades – and they may put all that work in and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">still\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> not be an “A student.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In their practices, Stixrud and Johnson ask a lot of open-ended questions and listen for what they call “change talk.” This might sound like kids expressing some dissatisfaction about their sleep or study habits or kids mentioning an activity, topic or club they want to investigate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The aim of these exploratory, non-pressured conversations is to “create space [for kids] to articulate the reasons for themselves why to go this way rather than that way,” said Johnson. As parents, “we are working ‘with’\u003c/span> \u003cspan style=\"font-weight: 400\">them, not ‘on’ them.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After all, said Stixrud, our goal isn’t to “change our kids,” but rather to “change the way we react to our kids.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "'Ambitious Girl' Reminds Kids: Your Dreams Are Not A Drawback",
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"content": "\u003cp>When now Vice-President-elect Kamala Harris was \"accused\" of being \"too ambitious\" on the campaign trail, it spurred her niece, activist and author Meena Harris, into action.\u003c/p>\n\u003cp>\"It really just stopped me in my tracks. ... I had had enough,\" Harris says.\u003c/p>\n\u003cp>So she wrote a children's book called \u003cem>Ambitious Girl, \u003c/em>in the hope that no young woman in the next generation would have her dreams characterized as a liability.\u003c/p>\n\u003cp>\"I was thinking about my kids ...\" Harris says. \"Like, are we still going to be doing this with my daughters? Telling them, you know: You can be ambitious but not \u003cem>too\u003c/em> ambitious. Stay in your lane. Stay in your little box.\"\u003c/p>\n\u003cp>The book, which is illustrated by Marissa Valdez, is a celebration of ambition. \"It was really about reclaiming that word, redefining it, reframing it for the next generation,\" Harris says.\u003c/p>\n\u003chr>\n\u003ch3>Interview Highlights\u003c/h3>\n\u003cp>\u003cstrong>On what inspired her to write children's books\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Becoming a kids' book author is never what I imagined. It was never on my my bucket list. I'm sort of an accidental author. ... [I remember] reading the classics to my older daughter and wondering, you know, where the black children were. They were not represented on the pages of books. We would color the skin color in with a brown marker; often we would change pronouns from he, to she, to they.\u003c/p>\n\u003cp>And I saw, you know, firsthand ... this idea that you can't be what you can't see. ... Now [my daughter] says she wants to be a president and an astronaut when she grows up — and that is because she saw a family member running for president. It's because she read a book about [astronaut] Mae Jemison.\u003c/p>\n\u003cfigure id=\"attachment_57217\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-57217\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_12-13_custom-4bf178df771e25c6369b406751ea5a229dae5cda-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"503\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_12-13_custom-4bf178df771e25c6369b406751ea5a229dae5cda-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_12-13_custom-4bf178df771e25c6369b406751ea5a229dae5cda-s800-c85-160x101.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_12-13_custom-4bf178df771e25c6369b406751ea5a229dae5cda-s800-c85-768x483.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Meena Harris and Marissa Valdez/Little, Brown and Company Books for Young Readers\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>On the idea that you should not let anyone else define you\u003c/strong>\u003c/p>\n\u003cp>\"Don't let anyone tell you who you are. You tell them who you are.\" ... That is actually something my grandmother used to say often to my aunt, my mom and to me. ... You are the only person who has power to define who you are — what your ambitions are and what your impact on the world will be. No one else should have the power to do that. And I think inherent in that is, again, claiming your ambition.\u003c/p>\n\u003cfigure id=\"attachment_57215\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-57215\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_custom-4143fbc1a6f980d9fb860e29c19d59f1ac2bea5e.jpg\" alt=\"\" width=\"200\" height=\"248\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_custom-4143fbc1a6f980d9fb860e29c19d59f1ac2bea5e.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_custom-4143fbc1a6f980d9fb860e29c19d59f1ac2bea5e-160x198.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Little, Brown and Company Books for Young Readers\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>On daring to be the first\u003c/strong>\u003c/p>\n\u003cp>We need to continue to elect women leaders and to appoint women to positions of leadership ... My grandmother had another saying, which was: \"You may be the first to do many things, but make sure you're not the last.\" ... Daring to be the first woman elected to do something, or the first black woman to be elected is, by definition, ambitious. And it's also not only ... achieving representation, but in doing so, you know, people are not able to tell us: \"Oh, it can't be done — it's never been done, so it can't be done.\" It's about challenging the status quo.\u003c/p>\n\u003cp>\u003cstrong>On where she gets her creative spark\u003c/strong>\u003c/p>\n\u003cp>My grandmother was such an influential figure in my life. And when you say that \"spark,\" I mean, I immediately think of her. That's the life that she lived — just unapologetically her — and encouraged all of us to pursue our dreams in the same way.\u003c/p>\n\u003cp>I come from this family of social justice lawyers and I had these incredible role models. Right? But I was always encouraged to pursue my dreams — not to be corny — but that's how I was raised ... and I'm super thankful for that.\u003c/p>\n\u003cfigure id=\"attachment_57218\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-57218\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_f218_custom-e20c9e382fc4a91eee0c32a2a9580de961200070-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"503\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_f218_custom-e20c9e382fc4a91eee0c32a2a9580de961200070-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_f218_custom-e20c9e382fc4a91eee0c32a2a9580de961200070-s800-c85-160x101.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_f218_custom-e20c9e382fc4a91eee0c32a2a9580de961200070-s800-c85-768x483.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Meena Harris and Marissa Valdez/Little, Brown and Company Books for Young Readers\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Kalyani Saxena and William Troop produced and edited this interview for broadcast. Beth Novey adapted it for the Web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Ambitious+Girl%27+Reminds+Kids%3A+Your+Dreams+Are+Not+A+Drawback&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When now Vice-President-elect Kamala Harris was \"accused\" of being \"too ambitious\" on the campaign trail, it spurred her niece, activist and author Meena Harris, into action.\u003c/p>\n\u003cp>\"It really just stopped me in my tracks. ... I had had enough,\" Harris says.\u003c/p>\n\u003cp>So she wrote a children's book called \u003cem>Ambitious Girl, \u003c/em>in the hope that no young woman in the next generation would have her dreams characterized as a liability.\u003c/p>\n\u003cp>\"I was thinking about my kids ...\" Harris says. \"Like, are we still going to be doing this with my daughters? Telling them, you know: You can be ambitious but not \u003cem>too\u003c/em> ambitious. Stay in your lane. Stay in your little box.\"\u003c/p>\n\u003cp>The book, which is illustrated by Marissa Valdez, is a celebration of ambition. \"It was really about reclaiming that word, redefining it, reframing it for the next generation,\" Harris says.\u003c/p>\n\u003chr>\n\u003ch3>Interview Highlights\u003c/h3>\n\u003cp>\u003cstrong>On what inspired her to write children's books\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Becoming a kids' book author is never what I imagined. It was never on my my bucket list. I'm sort of an accidental author. ... [I remember] reading the classics to my older daughter and wondering, you know, where the black children were. They were not represented on the pages of books. We would color the skin color in with a brown marker; often we would change pronouns from he, to she, to they.\u003c/p>\n\u003cp>And I saw, you know, firsthand ... this idea that you can't be what you can't see. ... Now [my daughter] says she wants to be a president and an astronaut when she grows up — and that is because she saw a family member running for president. It's because she read a book about [astronaut] Mae Jemison.\u003c/p>\n\u003cfigure id=\"attachment_57217\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-57217\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_12-13_custom-4bf178df771e25c6369b406751ea5a229dae5cda-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"503\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_12-13_custom-4bf178df771e25c6369b406751ea5a229dae5cda-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_12-13_custom-4bf178df771e25c6369b406751ea5a229dae5cda-s800-c85-160x101.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_12-13_custom-4bf178df771e25c6369b406751ea5a229dae5cda-s800-c85-768x483.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Meena Harris and Marissa Valdez/Little, Brown and Company Books for Young Readers\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>On the idea that you should not let anyone else define you\u003c/strong>\u003c/p>\n\u003cp>\"Don't let anyone tell you who you are. You tell them who you are.\" ... That is actually something my grandmother used to say often to my aunt, my mom and to me. ... You are the only person who has power to define who you are — what your ambitions are and what your impact on the world will be. No one else should have the power to do that. And I think inherent in that is, again, claiming your ambition.\u003c/p>\n\u003cfigure id=\"attachment_57215\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-57215\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_custom-4143fbc1a6f980d9fb860e29c19d59f1ac2bea5e.jpg\" alt=\"\" width=\"200\" height=\"248\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_custom-4143fbc1a6f980d9fb860e29c19d59f1ac2bea5e.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_custom-4143fbc1a6f980d9fb860e29c19d59f1ac2bea5e-160x198.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Little, Brown and Company Books for Young Readers\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>On daring to be the first\u003c/strong>\u003c/p>\n\u003cp>We need to continue to elect women leaders and to appoint women to positions of leadership ... My grandmother had another saying, which was: \"You may be the first to do many things, but make sure you're not the last.\" ... Daring to be the first woman elected to do something, or the first black woman to be elected is, by definition, ambitious. And it's also not only ... achieving representation, but in doing so, you know, people are not able to tell us: \"Oh, it can't be done — it's never been done, so it can't be done.\" It's about challenging the status quo.\u003c/p>\n\u003cp>\u003cstrong>On where she gets her creative spark\u003c/strong>\u003c/p>\n\u003cp>My grandmother was such an influential figure in my life. And when you say that \"spark,\" I mean, I immediately think of her. That's the life that she lived — just unapologetically her — and encouraged all of us to pursue our dreams in the same way.\u003c/p>\n\u003cp>I come from this family of social justice lawyers and I had these incredible role models. Right? But I was always encouraged to pursue my dreams — not to be corny — but that's how I was raised ... and I'm super thankful for that.\u003c/p>\n\u003cfigure id=\"attachment_57218\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-57218\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_f218_custom-e20c9e382fc4a91eee0c32a2a9580de961200070-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"503\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_f218_custom-e20c9e382fc4a91eee0c32a2a9580de961200070-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_f218_custom-e20c9e382fc4a91eee0c32a2a9580de961200070-s800-c85-160x101.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/ambitiousgirl_9780316229692_hc_int_f218_custom-e20c9e382fc4a91eee0c32a2a9580de961200070-s800-c85-768x483.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Meena Harris and Marissa Valdez/Little, Brown and Company Books for Young Readers\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Kalyani Saxena and William Troop produced and edited this interview for broadcast. Beth Novey adapted it for the Web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Ambitious+Girl%27+Reminds+Kids%3A+Your+Dreams+Are+Not+A+Drawback&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "'Every Kid is Motivated': Action-oriented Ideas to Revive Students' Curiosity",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">If there’s one concern about distance learning that educators have during these times, it’s that students are having difficulty being motivated. A lack of motivation is perfectly understandable given the severity of the pandemic, the financial hardships and the shortcomings of video conferencing platforms. But that doesn’t necessarily mean teachers can’t prioritize motivation and curiosity, which were already suffering pre-pandemic because of the way schools often rely on tests and grades to drive student learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators navigating distance learning are grappling and experimenting with ways to capture students’ \u003c/span>\u003ca href=\"https://www.washingtonpost.com/lifestyle/2020/12/08/sticker-face-teacher-remote-school\">\u003cspan style=\"font-weight: 400\">interest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through social media, polls and \u003ca href=\"https://www.washingtonpost.com/lifestyle/2020/12/08/sticker-face-teacher-remote-school/\">stickers on their faces\u003c/a>. In addition to those strategies, they've also found ways to stoke curiosity and motivation that are not completely out-of-the-box solutions. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How does curiosity work and how can we spark it?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curiosity is “a drive like hunger or thirst” according to Harvard Graduate School of Education professor \u003c/span>\u003ca href=\"https://sasn.rutgers.edu/about-us/faculty-staff/elizabeth-bonawitz-0\">\u003cspan style=\"font-weight: 400\">Elizabeth Bonawitz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s something that allows us to drive our attention and our cognitive resources towards opportunities for learning.” In a recent HGSE \u003ca href=\"https://www.youtube.com/watch?v=kcfBgOWXBv4&list=PLJX6dtNZ-81aNGAnXF4-BVD9TKXTGz04V&index=1\">webinar\u003c/a>, she and others explained how curiosity influences meaningful educational experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curiosity is not a trait that is “fostered” in children. It\u003c/span>\u003cspan style=\"font-weight: 400\"> isn’t like a set of skills that can be taught because it exists in each and every one of us. Curiosity needs the right conditions and encouragement, so instead of focusing on how to create more curious young people, educators can concentrate on developing opportunities for students to be curious. Students might often be concerned about getting the right answer on tests, for example, but Bonawitz recommends \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0010028511000995?casa_token=f89B0Gi86AwAAAAA:IucS5mGAgkmDaXDgJiEyK_byl0AA2OqHO9oP44YbaX58Vp4hMscICLoz2gE0vd0deP-La9D_Iw\">\u003cspan style=\"font-weight: 400\">embracing the ambiguity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of questions or assignments with open-ended answers so students can have the space to wrestle with their assumptions about the world around them and put forth predictions. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why motivation is critical in conversations about curiosity \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every kid is motivated,” says Los Angeles-based educator \u003c/span>\u003ca href=\"http://genevieve-debose.squarespace.com/about\">\u003cspan style=\"font-weight: 400\">Geneviève DeBose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What are different kids motivated to do and why?” She supports middle school English Language Arts teachers and students with planning, instruction and assessment. She notes that educators and parents can lean into opportunities that really speak to young people, such as connecting with their peers, and content and tasks that are meaningful to them. Social and emotional learning is foundational to nurturing connected learners, and DeBose says this can be achieved at the beginning of a class by having space for kids to check in with each other and the teacher (this can be through an icebreaker question like “What is the weirdest food combination you think tastes really good?”). Teachers can also make sure students have an opportunity to engage with each other during the class session through discussions or collaborations in small groups. They can also have a check out at the end of class by completing a task or answering a question that closes out the activity. One recent memorable check out was asking students to share one line they were proud of in the chatbox to wrap up a unit on fictional narrative. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connections to peers and teachers in particular creates a sense of safety and empowerment for students, making way for them to ask questions and express curiosity without fear or embarrassment. In more typical circumstances, having more time with a teacher is beneficial to learning because students can assume that teachers will provide lessons and activities that are aligned with an accurate assessment of their skills and abilities. Because students are experiencing less one-on-one time with teachers, it may take more effort to establish the same trust in teachers that enables engaged learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While remote learning is creating new ways to educate students, Bonawitz notes that rapport between students and teachers is harder to cultivate as classrooms move to video conferencing platforms. Adding to that, teachers are even more pressed for time these days, notes DeBose. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So much of the work that we do is building relationships with students, so that we can know them as people, which really then allows us to tap into figuring out what's going to motivate them,” said DeBose. “Because we have an understanding of their interests and their stories and their experiences, we're much better suited to create instruction that takes all of those things into account.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since those connections are harder during distance learning, DeBose urges lessons that are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning\">\u003cspan style=\"font-weight: 400\">culturally responsive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning\">,\u003c/a> student-centered and timely.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If kids cannot connect to what they are learning and the people that are around them, they are far less likely to be motivated to actually engage and learn,” she said. In these times of crisis, it becomes vital to make classroom content related to what students are experiencing in their day to day lives. HGSE professor \u003c/span>\u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">\u003cspan style=\"font-weight: 400\">Jal Mehta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> similarly suggests incorporating more variety and responsiveness into classes, saying teachers should “enable kids to propose different ways into topics.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In practice, DeBose recommends activities that give students specific responsibilities when they are taking on class activities in groups, such as screen sharer, time keeper and a vibe checker. That way, “they all have a particular leadership role that impacts the success of the group.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Fostering curiosity and motivation in your classroom\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In some ways, distance learning has paved the way for students to have more positive school experiences. With shifting schedules, children have the ability to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56222/how-to-help-young-children-sleep-better-during-covid-19\">\u003cspan style=\"font-weight: 400\">get more sleep\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and online learning has released students from the anxiety of having to perform in classroom settings. In best cases, students are proving that they are able to thrive and learn in a variety of conditions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This work is so hard, period. But it's even more difficult under these circumstances,” says DeBose. Because today’s educators have been tasked with reaching\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57020/report-offers-clearest-picture-yet-of-pandemics-impact-on-student-learning\">\u003cspan style=\"font-weight: 400\"> vulnerable students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the face of unprecedented uncertainty, trying to revamp and restructure classes starts to seem like an enormous undertaking. To counter this pressure, DeBose suggests \u003ca href=\"https://www.kqed.org/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19\">connecting\u003c/a> with other educators, prioritizing personal time and planning ahead as ways to free up bandwidth to iterate lesson plans. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With educators’ efforts in mind, there are three subtle moves that could bring about a significant change in approaches to cultivating classroom engagement. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Remember your own genius\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Drawing from \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/01/author_interview_with_dr_gholdy_muhammad_cultivating_genius.html\">\u003cspan style=\"font-weight: 400\">Dr. Gholdy Muhammad’s 2020 book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Cultivating Genius: An Equity Framework\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, DeBose advocates for teachers having faith in their own resourcefulness and ingenuity in navigating the pitfalls of the pandemic and its effects on teaching and engagement. As an educator herself, she says definitively, “What we are doing is so incredibly hard and we are doing good work.” In the face of blank screens from disabled videos and things outside of their control – like hybrid teaching or suddenly going online – teachers can benefit from seeing and modeling their own genius, intellect and curiosity as they try to draw these responses from students. To do this, DeBose shares her own learnings with her students, such as talking about being a beginning capoeira student. “I would tell my kids stories like ‘Yesterday I got kicked in the head!’ It's really modeling that curiosity, that vulnerability of not being good at something and that you're still doing it. And I think also modeling that you are seeking out opportunities to grow and learn.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Less is more\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mehta has been advocating for education institutions to “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans\">\u003cspan style=\"font-weight: 400\">Marie Kondo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” their curriculum, applying the decluttering expert’s principles to keep only things that spark joy. He says it’s critical to lean into the approaches that engage students and allow for space for those ideas and practices to grow. While most teachers are under pressure from curriculums and standards, he rationalizes that “If it’s really important, there will be another chance to learn it, and if it’s just nice to have, you can let it go.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empower student agency over their curriculum\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empowering \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56946/how-can-teachers-nurture-meaningful-student-agency\">\u003cspan style=\"font-weight: 400\">students to feel like they have agency over their curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can be as simple as offering a few options on assignments and classroom activities or asking for feedback on what is working, according to Bonawitz. These small actions can have a huge effect on whether students feel like they are the drivers of their own learning. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pandemic has restricted so many young people’s everyday activities and interactions. That’s why the ability to choose can go a long way. Bonawitz says, “Students feel more motivated and engaged when they have more control over what is happening.” While that’s no surprise, it’s a welcome reminder in our current educational landscape.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">If there’s one concern about distance learning that educators have during these times, it’s that students are having difficulty being motivated. A lack of motivation is perfectly understandable given the severity of the pandemic, the financial hardships and the shortcomings of video conferencing platforms. But that doesn’t necessarily mean teachers can’t prioritize motivation and curiosity, which were already suffering pre-pandemic because of the way schools often rely on tests and grades to drive student learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators navigating distance learning are grappling and experimenting with ways to capture students’ \u003c/span>\u003ca href=\"https://www.washingtonpost.com/lifestyle/2020/12/08/sticker-face-teacher-remote-school\">\u003cspan style=\"font-weight: 400\">interest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through social media, polls and \u003ca href=\"https://www.washingtonpost.com/lifestyle/2020/12/08/sticker-face-teacher-remote-school/\">stickers on their faces\u003c/a>. In addition to those strategies, they've also found ways to stoke curiosity and motivation that are not completely out-of-the-box solutions. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How does curiosity work and how can we spark it?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curiosity is “a drive like hunger or thirst” according to Harvard Graduate School of Education professor \u003c/span>\u003ca href=\"https://sasn.rutgers.edu/about-us/faculty-staff/elizabeth-bonawitz-0\">\u003cspan style=\"font-weight: 400\">Elizabeth Bonawitz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s something that allows us to drive our attention and our cognitive resources towards opportunities for learning.” In a recent HGSE \u003ca href=\"https://www.youtube.com/watch?v=kcfBgOWXBv4&list=PLJX6dtNZ-81aNGAnXF4-BVD9TKXTGz04V&index=1\">webinar\u003c/a>, she and others explained how curiosity influences meaningful educational experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curiosity is not a trait that is “fostered” in children. It\u003c/span>\u003cspan style=\"font-weight: 400\"> isn’t like a set of skills that can be taught because it exists in each and every one of us. Curiosity needs the right conditions and encouragement, so instead of focusing on how to create more curious young people, educators can concentrate on developing opportunities for students to be curious. Students might often be concerned about getting the right answer on tests, for example, but Bonawitz recommends \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0010028511000995?casa_token=f89B0Gi86AwAAAAA:IucS5mGAgkmDaXDgJiEyK_byl0AA2OqHO9oP44YbaX58Vp4hMscICLoz2gE0vd0deP-La9D_Iw\">\u003cspan style=\"font-weight: 400\">embracing the ambiguity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of questions or assignments with open-ended answers so students can have the space to wrestle with their assumptions about the world around them and put forth predictions. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why motivation is critical in conversations about curiosity \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every kid is motivated,” says Los Angeles-based educator \u003c/span>\u003ca href=\"http://genevieve-debose.squarespace.com/about\">\u003cspan style=\"font-weight: 400\">Geneviève DeBose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What are different kids motivated to do and why?” She supports middle school English Language Arts teachers and students with planning, instruction and assessment. She notes that educators and parents can lean into opportunities that really speak to young people, such as connecting with their peers, and content and tasks that are meaningful to them. Social and emotional learning is foundational to nurturing connected learners, and DeBose says this can be achieved at the beginning of a class by having space for kids to check in with each other and the teacher (this can be through an icebreaker question like “What is the weirdest food combination you think tastes really good?”). Teachers can also make sure students have an opportunity to engage with each other during the class session through discussions or collaborations in small groups. They can also have a check out at the end of class by completing a task or answering a question that closes out the activity. One recent memorable check out was asking students to share one line they were proud of in the chatbox to wrap up a unit on fictional narrative. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connections to peers and teachers in particular creates a sense of safety and empowerment for students, making way for them to ask questions and express curiosity without fear or embarrassment. In more typical circumstances, having more time with a teacher is beneficial to learning because students can assume that teachers will provide lessons and activities that are aligned with an accurate assessment of their skills and abilities. Because students are experiencing less one-on-one time with teachers, it may take more effort to establish the same trust in teachers that enables engaged learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While remote learning is creating new ways to educate students, Bonawitz notes that rapport between students and teachers is harder to cultivate as classrooms move to video conferencing platforms. Adding to that, teachers are even more pressed for time these days, notes DeBose. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So much of the work that we do is building relationships with students, so that we can know them as people, which really then allows us to tap into figuring out what's going to motivate them,” said DeBose. “Because we have an understanding of their interests and their stories and their experiences, we're much better suited to create instruction that takes all of those things into account.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since those connections are harder during distance learning, DeBose urges lessons that are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning\">\u003cspan style=\"font-weight: 400\">culturally responsive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning\">,\u003c/a> student-centered and timely.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If kids cannot connect to what they are learning and the people that are around them, they are far less likely to be motivated to actually engage and learn,” she said. In these times of crisis, it becomes vital to make classroom content related to what students are experiencing in their day to day lives. HGSE professor \u003c/span>\u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">\u003cspan style=\"font-weight: 400\">Jal Mehta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> similarly suggests incorporating more variety and responsiveness into classes, saying teachers should “enable kids to propose different ways into topics.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In practice, DeBose recommends activities that give students specific responsibilities when they are taking on class activities in groups, such as screen sharer, time keeper and a vibe checker. That way, “they all have a particular leadership role that impacts the success of the group.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Fostering curiosity and motivation in your classroom\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In some ways, distance learning has paved the way for students to have more positive school experiences. With shifting schedules, children have the ability to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56222/how-to-help-young-children-sleep-better-during-covid-19\">\u003cspan style=\"font-weight: 400\">get more sleep\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and online learning has released students from the anxiety of having to perform in classroom settings. In best cases, students are proving that they are able to thrive and learn in a variety of conditions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This work is so hard, period. But it's even more difficult under these circumstances,” says DeBose. Because today’s educators have been tasked with reaching\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57020/report-offers-clearest-picture-yet-of-pandemics-impact-on-student-learning\">\u003cspan style=\"font-weight: 400\"> vulnerable students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the face of unprecedented uncertainty, trying to revamp and restructure classes starts to seem like an enormous undertaking. To counter this pressure, DeBose suggests \u003ca href=\"https://www.kqed.org/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19\">connecting\u003c/a> with other educators, prioritizing personal time and planning ahead as ways to free up bandwidth to iterate lesson plans. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With educators’ efforts in mind, there are three subtle moves that could bring about a significant change in approaches to cultivating classroom engagement. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Remember your own genius\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Drawing from \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/01/author_interview_with_dr_gholdy_muhammad_cultivating_genius.html\">\u003cspan style=\"font-weight: 400\">Dr. Gholdy Muhammad’s 2020 book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Cultivating Genius: An Equity Framework\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, DeBose advocates for teachers having faith in their own resourcefulness and ingenuity in navigating the pitfalls of the pandemic and its effects on teaching and engagement. As an educator herself, she says definitively, “What we are doing is so incredibly hard and we are doing good work.” In the face of blank screens from disabled videos and things outside of their control – like hybrid teaching or suddenly going online – teachers can benefit from seeing and modeling their own genius, intellect and curiosity as they try to draw these responses from students. To do this, DeBose shares her own learnings with her students, such as talking about being a beginning capoeira student. “I would tell my kids stories like ‘Yesterday I got kicked in the head!’ It's really modeling that curiosity, that vulnerability of not being good at something and that you're still doing it. And I think also modeling that you are seeking out opportunities to grow and learn.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Less is more\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mehta has been advocating for education institutions to “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans\">\u003cspan style=\"font-weight: 400\">Marie Kondo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” their curriculum, applying the decluttering expert’s principles to keep only things that spark joy. He says it’s critical to lean into the approaches that engage students and allow for space for those ideas and practices to grow. While most teachers are under pressure from curriculums and standards, he rationalizes that “If it’s really important, there will be another chance to learn it, and if it’s just nice to have, you can let it go.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empower student agency over their curriculum\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empowering \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56946/how-can-teachers-nurture-meaningful-student-agency\">\u003cspan style=\"font-weight: 400\">students to feel like they have agency over their curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can be as simple as offering a few options on assignments and classroom activities or asking for feedback on what is working, according to Bonawitz. These small actions can have a huge effect on whether students feel like they are the drivers of their own learning. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pandemic has restricted so many young people’s everyday activities and interactions. That’s why the ability to choose can go a long way. Bonawitz says, “Students feel more motivated and engaged when they have more control over what is happening.” While that’s no surprise, it’s a welcome reminder in our current educational landscape.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "Chris Thile steps to the mic as the host of Live from Here (formerly A Prairie Home Companion), a live public radio variety show. Download Chris’s Song of the Week plus other highlights from the broadcast. Produced by American Public Media.",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
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"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
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