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"content": "\u003cp>When Elena Aguilar started her teaching career in Oakland public schools 25 years ago, she was sure there was no better job than teaching. She loved her work, but she couldn’t help noticing how many teachers left her Oakland school each year. And she started taking note of how disruptive that cycle is to the school community and to the school’s ability to implement new programs.\u003c/p>\n\u003cp>“We’d get everyone trained and then two years later 75 percent of teachers who had been in that training were gone,” Aguilar said. It’s very hard to make progress on long term goals like improving school culture, deepening reading instruction, or improving how special education teachers and general education teachers work together when half the staff is turning over each year.\u003c/p>\n\u003cp>Several years into her teaching career Aguilar helped to found a new school. “This was the dream school to teach at,” she said. “We had so much support and small classes and resources, but there was still burnout and stress that led to so much turnover.”\u003c/p>\n\u003cp>Eventually Aguilar began to coach colleagues, but the stress and exhaustion she’d noticed at the beginning of her career was always at the center of those coaching conversations. She was supposed to be a literacy and leadership coach, but most conversations ended up focusing on emotions and building educator resilience.\u003c/p>\n\u003cp>“It’s all about finding your own power and being able to recognize your own power and what you can influence,” Aguilar said. “What you can control is your own response, the way you make sense of things, and the story you tell about something.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When things are hard in the classroom, it’s tempting to blame the kids, their parents, or the communities they come from, but those are not things an individual teacher can control. Building personal resilience is about responding to adversity, to setbacks, to getting knocked down. The resilience comes from learning something in those moments.\u003c/p>\n\u003cp>“Resilience is about thriving and not just surviving,” Aguilar said. “Because I think there are places where people use the term and they’re just talking about survival. But resilience is when you experience a challenge or a setback and you come out stronger than you were before, having learned something new.”\u003c/p>\n\u003cp>After decades of teaching and coaching, Aguilar has written a book that joins her years of experience in classrooms around the country with the research about resilience. Called \u003cem>\u003ca href=\"https://www.onwardthebook.com/resources/\" target=\"_blank\" rel=\"noopener\">Onward: Cultivating Emotional Resilience in Educators\u003c/a>\u003c/em>, the book offers \u003ca href=\"https://www.onwardthebook.com/author/elena-aguilar/\" target=\"_blank\" rel=\"noopener\">practical ways\u003c/a> educators can build their resilience mapped to months of the year, and the ebbs and flows of energy that dictate school life.\u003c/p>\n\u003cp>But this isn’t the average self-help book. Aguilar, like many educators, sees real issues in the systems and structures of education. But she also knows teachers are too overwhelmed and tired to pick their eyes up and see the bigger issues. Aguilar believes that building personal resilience leads to action. In Onward she writes:\u003c/p>\n\u003cblockquote>\u003cp>\"Here is my theory of action: If we boost our individual resilience, then we will have more energy to address organizational and systemic conditions -- to elect officials who will fund public education, organize against policies that dehumanize educators, and push back on punitive assessment policies and scripted curriculum that turn teachers into robots and students into depositories to be filled. With more energy and more resilience, we can build and strengthen the kinds of communities in which we can thrive, where we can engage in professional development that allows us to reflect on our own biases, and where we can observe and learn from each other.\"\u003c/p>\u003c/blockquote>\n\u003cp>As a coach, Aguilar is action oriented. She wanted to give educators things they can do, habits they can form to boost their resilience. The current research isn’t framed that way; it describes dispositions, which are more like attitudes or ways of being. Resilient people tend towards optimism, for example, and they’re curious and courageous.\u003c/p>\n\u003cp>Aguilar has taken that research and developed a sequence of reflections and activities that teachers can do throughout the year to build habits that cultivate a resilient disposition. She thinks they will be most powerful if educators do them together.\u003c/p>\n\u003cp>\u003cstrong>1. Know Yourself\u003c/strong>\u003c/p>\n\u003cp>“You’d need to do this in the summer when you have a bit of a break,” Aguilar said. She recommends June, when school has ended and teachers have had a little time to recover. In June many educators are reflecting on the end of the year anyway, so why not go a bit deeper to think through the values, socio-political identity, strengths and personality traits that define each of us?\u003c/p>\n\u003cp>In Onward, Aguilar writes: “Self-knowledge helps us to be more confident about our actions and clear on our decisions. It’s what enables us to show up in a way we want to show up.”\u003c/p>\n\u003cp>This is foundational work. Everything else depends on self-knowledge because so much of how one reacts to a situation is rooted in experience, context, identity and perception.\u003c/p>\n\u003cp>\u003cstrong>2. Emotions\u003c/strong>\u003c/p>\n\u003cp>There’s been an increased focus on \u003ca href=\"https://www.kqed.org/mindshift/49870/setting-school-culture-with-social-and-emotional-learning-routines\" target=\"_blank\" rel=\"noopener\">social and emotional learning for kids in classrooms\u003c/a>, but much less attention is paid to helping teachers manage the array of emotions that come up over the course of a school day. Just because teachers are adults doesn’t mean they’ve had practice recognizing, \u003ca href=\"https://www.kqed.org/mindshift/52946/angry-how-naming-and-understanding-the-different-kinds-of-anger-can-help\" target=\"_blank\" rel=\"noopener\">naming and reckoning with their emotions\u003c/a>.\u003c/p>\n\u003cp>“Embedded within emotional resilience is emotional intelligence,” Aguilar said. “And I find so many adults have never had an opportunity to really learn about emotions.”\u003c/p>\n\u003cp>In the\u003ca href=\"https://www.wiley.com/en-us/The+Onward+Workbook%3A+Daily+Activities+to+Cultivate+Your+Emotional+Resilience+and+Thrive-p-9781119367277\" target=\"_blank\" rel=\"noopener\"> workbook\u003c/a> that accompanies \u003cem>Onward\u003c/em>, Aguilar offers activities that walk educators through a process of thinking through what an emotion is, how to understand their own, and offers language to talk about emotion. This is reflective work, perfect for July when teachers have a little distance from the classroom.\u003c/p>\n\u003cp>\u003cstrong>3. Tell Empowering Stories\u003c/strong>\u003c/p>\n\u003cp>“It really might be the most important habit, but you can’t practice it well without understanding your emotions, so they all connect,” Aguilar said.\u003c/p>\n\u003cp>The stories educators tell \u003ca href=\"https://www.kqed.org/mindshift/52620/four-pillars-of-a-meaningful-life-that-could-be-part-of-every-learning-community\" target=\"_blank\" rel=\"noopener\">dictate the experience they’ll have\u003c/a>, she said. The story could be about kids and parents that don’t value education. Or, it could be that teaching in a particular context is hard because the political and economic systems aren’t set up to support this community. “You can tell really different stories about the same thing,” Aguilar said.\u003c/p>\n\u003cp>She has found that educators often get excited about this habit: “When they realize they have the power to reframe a situation, it's actually very empowering. It can be a big relief to people.”\u003c/p>\n\u003cp>It can also open up avenues of creativity. Sometimes teachers can feel so overwhelmed that it’s difficult to see a situation in any other way than the one they’re already locked into. Aguilar has seen this time and again when coaching. She often asks teachers and leaders probing questions to shift the way they see \u003ca href=\"https://www.kqed.org/mindshift/48468/how-constraints-can-stimulate-creative-solutions\" target=\"_blank\" rel=\"noopener\">the constraints\u003c/a> and structures within which they are working.\u003c/p>\n\u003cp>“I think it’s really critical because so many educators almost can’t imagine how things could be better,” she said.\u003c/p>\n\u003cp>\u003cstrong>4. Build Community\u003c/strong>\u003c/p>\n\u003cp>Aguilar imagines this habit tied to September when school is back in session and people have energy and hope for the year ahead. “One of the visions I had when I wrote this book was that teachers would read this book together,” she said. “They’d talk about it together, and they’d do the workbook activities together.”\u003c/p>\n\u003cp>And in doing so, they’d deepen relationships with one another. Those relationships can be a \u003ca href=\"https://www.kqed.org/mindshift/47954/a-mindset-shift-to-continue-supporting-the-most-frustrating-kids\" target=\"_blank\" rel=\"noopener\">crucial source of resilience\u003c/a> when setbacks occur.\u003c/p>\n\u003cp>\u003cstrong>5. Be Here Now\u003c/strong>\u003c/p>\n\u003cp>This section draws from \u003ca href=\"https://www.kqed.org/mindshift/46150/why-teachers-say-practicing-mindfulness-is-transforming-the-work\" target=\"_blank\" rel=\"noopener\">mindfulness practices\u003c/a> and their power to ground educators in the present moment. Mindfulness in schools has exploded over the past few years, especially on the West Coast where Aguilar lives. So she was surprised when readers from elsewhere in the country had never heard of it.\u003c/p>\n\u003cp>“The ability to be present in the moment allows you to be clear on what story you’re telling,” Aguilar said. “It’s really hard to tell powerful stories if you’re not able to recognize when you’re telling a story.”\u003c/p>\n\u003cp>She equates this set of strategies with October because towards the end of this month things can start to get hard for educators. It’s a time for deep breaths, \u003ca href=\"https://www.kqed.org/mindshift/53228/nine-ways-to-ensure-your-mindfulness-teaching-practice-is-trauma-informed\" target=\"_blank\" rel=\"noopener\">creating some metacognitive space before reacting\u003c/a> to students, and taking care of oneself.\u003c/p>\n\u003cp>\u003cstrong>6. Take Care of Yourself\u003c/strong>\u003c/p>\n\u003cp>November is often a hard month for teachers. The excitement from the beginning of the year has worn off, the days are getting shorter and darker, and \u003ca href=\"https://www.kqed.org/mindshift/52281/secondary-traumatic-stress-for-educators-understanding-and-mitigating-the-effects\" target=\"_blank\" rel=\"noopener\">exhaustion becomes a factor\u003c/a>. Most educators have probably heard they should take care of themselves and yet many still don’t. Aguilar uses this section to help educators interrogate why this might be.\u003c/p>\n\u003cp>“Teaching is so dominated by women and there’s so much messaging to women about self care, but they also get messages about giving to everyone else,” Aguilar said. Sometimes deep values come up about who deserves rest and what it means to prove one’s worth.\u003c/p>\n\u003cp>“It’s intended to help people untangle what’s going on,” Aguilar said.\u003cbr>\n\u003cstrong>\u003cbr>\n7. Focus on the Bright Spots\u003c/strong>\u003c/p>\n\u003cp>“This is an opportunity to focus on strengths and assets and skills and shine a light on what’s working,” Aguilar said. Again, in the heart of winter it can be easy to let a \u003ca href=\"https://www.kqed.org/mindshift/44408/how-to-get-past-negativity-bias-and-hardwire-positive-experiences\" target=\"_blank\" rel=\"noopener\">natural negativity bias\u003c/a> take over. It requires \u003ca href=\"https://www.kqed.org/mindshift/52402/changing-how-educators-see-negative-experiences-in-the-classroom\" target=\"_blank\" rel=\"noopener\">active work to push back\u003c/a> against those thoughts and create structures to notice the progress students have made and the many beautiful things happening in schools and classrooms.\u003c/p>\n\u003cp>“Resilience has a lot to do with how often we experience what is thought about as positive emotions. That is in part how we get to the thriving part of the definition, and not just the surviving,” Aguilar said.\u003c/p>\n\u003cp>It’s easy to dwell on the negative, the lesson plan gone awry, the one kid who won’t engage. But Aguilar says that unless educators actively work to refill the reserves of satisfaction, meaning and connection it’s hard to keep going.\u003c/p>\n\u003cp>\u003cstrong>8. Cultivate Compassion\u003c/strong>\u003c/p>\n\u003cp>In January it might seem like teachers would return from a vacation and feel rested, ready to jump back into the classroom with energy. That’s partly true, but Aguilar has also found that the time off can decrease people’s tolerance for stuff they have to deal with in the classroom. They’ve felt like a normal human for a few weeks and they don’t want to go back. That’s why she suggests \u003ca href=\"https://www.kqed.org/mindshift/52854/how-self-compassion-supports-academic-motivation-and-emotional-wellness\" target=\"_blank\" rel=\"noopener\">cultivating compassion for oneself, colleagues and students\u003c/a> during this time.\u003c/p>\n\u003cp>“Recognize that if you’re cultivating compassion you can have greater understanding with a student who lost their temper and did whatever they did, and you can respond differently in that moment.”\u003c/p>\n\u003cp>\u003cstrong>9. Be A Learner\u003c/strong>\u003c/p>\n\u003cp>Learning is something resilient people do. They take away a lesson from hardships they experience.\u003c/p>\n\u003cp>“One of the most useful prompts for someone when they’re in a challenging situation is to ask, is there any possibility I could learn something from this experience?” They don’t even have to know what they’re learning yet, but just asking if there’s something that will reveal itself later can make it feel possible to get through.\u003c/p>\n\u003cp>Aguilar used the example of her mother’s battle with cancer and ultimate death. In the moment, she felt horrible and couldn’t see her way out of the pain and grief she was experiencing.\u003c/p>\n\u003cp>“When I think back to that time, now I can see there were things that I learned,” Aguilar said. “But it’s definitely not a situation in which I would say that was a great gift because I learned this or that. Without question I would rather have my mother back.”\u003c/p>\n\u003cp>In those difficult moments, it helps to acknowledge and value the emotions someone is feeling. Without that acknowledgement people don’t feel heard and they can get stuck in the negative emotions.\u003c/p>\n\u003cp>\u003cstrong>10. Play and Create\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of research showing that \u003ca href=\"https://www.kqed.org/mindshift/52136/five-proven-benefits-of-play\" target=\"_blank\" rel=\"noopener\">play is fundamental to learning\u003c/a> and to human nature. Yet it’s often stripped from schools. \u003ca href=\"https://www.kqed.org/mindshift/47841/how-play-is-at-the-heart-of-many-world-changing-inventions\" target=\"_blank\" rel=\"noopener\">Play also helps people to be creative\u003c/a>, deal with stress and solve problems, all qualities connected to a common disposition of resilient people -- courage.\u003cbr>\n\u003cstrong>\u003cbr>\n11. Ride the Wave of Change\u003c/strong>\u003c/p>\n\u003cp>“Springtime is when things start changing in schools,” Aguilar said. “Spring time can be really unsettling and difficult.” New initiatives are launched, hiring happens, teaching assignments change, it can be hard for teachers and deplete their energy.\u003c/p>\n\u003cp>Aguilar recommends that teachers engage with change, but think carefully about whether the change is within their sphere of influence. Making that distinction can help an educator decide where to spend their energy.\u003c/p>\n\u003cp>“We all have a finite amount of energy and we can make decisions about how and where we use it. Change gives us an opportunity to reflect on that.”\u003c/p>\n\u003cp>\u003cstrong>12 Celebrate and Appreciate\u003c/strong>\u003c/p>\n\u003cp>“We need to end the year on a note of celebration,” Aguilar said. Taking time to recognize growth and show gratitude offers a different perspective on what can be a tiring time of year. Many schools have end of year rituals to celebrate the achievements of the year, but personal rituals, as well as class rituals can also be powerful.\u003c/p>\n\u003cp>Aguilar has no illusions that teachers will pick up this book, do a few exercises, and magically become more resilient. She knows these qualities require cultivation and time, but from personal experience she also knows they work. She now has a daily gratitude practice, and she finds herself repeating over and over again the activities that help her deconstruct her thoughts and beliefs to gain a deeper understanding of her values.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She hopes that with practice and dedication teachers can increase their own resilience and regain some power over their professional experience. It’s unpleasant to feel like an actor in a system over which one has no control. But even when curriculum is mandated, testing overzealous, and students don’t want to listen, teachers are making choices. The more resilient a teacher feels, the more able they are to see those moments of choice and make the most of them.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Elena Aguilar started her teaching career in Oakland public schools 25 years ago, she was sure there was no better job than teaching. She loved her work, but she couldn’t help noticing how many teachers left her Oakland school each year. And she started taking note of how disruptive that cycle is to the school community and to the school’s ability to implement new programs.\u003c/p>\n\u003cp>“We’d get everyone trained and then two years later 75 percent of teachers who had been in that training were gone,” Aguilar said. It’s very hard to make progress on long term goals like improving school culture, deepening reading instruction, or improving how special education teachers and general education teachers work together when half the staff is turning over each year.\u003c/p>\n\u003cp>Several years into her teaching career Aguilar helped to found a new school. “This was the dream school to teach at,” she said. “We had so much support and small classes and resources, but there was still burnout and stress that led to so much turnover.”\u003c/p>\n\u003cp>Eventually Aguilar began to coach colleagues, but the stress and exhaustion she’d noticed at the beginning of her career was always at the center of those coaching conversations. She was supposed to be a literacy and leadership coach, but most conversations ended up focusing on emotions and building educator resilience.\u003c/p>\n\u003cp>“It’s all about finding your own power and being able to recognize your own power and what you can influence,” Aguilar said. “What you can control is your own response, the way you make sense of things, and the story you tell about something.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When things are hard in the classroom, it’s tempting to blame the kids, their parents, or the communities they come from, but those are not things an individual teacher can control. Building personal resilience is about responding to adversity, to setbacks, to getting knocked down. The resilience comes from learning something in those moments.\u003c/p>\n\u003cp>“Resilience is about thriving and not just surviving,” Aguilar said. “Because I think there are places where people use the term and they’re just talking about survival. But resilience is when you experience a challenge or a setback and you come out stronger than you were before, having learned something new.”\u003c/p>\n\u003cp>After decades of teaching and coaching, Aguilar has written a book that joins her years of experience in classrooms around the country with the research about resilience. Called \u003cem>\u003ca href=\"https://www.onwardthebook.com/resources/\" target=\"_blank\" rel=\"noopener\">Onward: Cultivating Emotional Resilience in Educators\u003c/a>\u003c/em>, the book offers \u003ca href=\"https://www.onwardthebook.com/author/elena-aguilar/\" target=\"_blank\" rel=\"noopener\">practical ways\u003c/a> educators can build their resilience mapped to months of the year, and the ebbs and flows of energy that dictate school life.\u003c/p>\n\u003cp>But this isn’t the average self-help book. Aguilar, like many educators, sees real issues in the systems and structures of education. But she also knows teachers are too overwhelmed and tired to pick their eyes up and see the bigger issues. Aguilar believes that building personal resilience leads to action. In Onward she writes:\u003c/p>\n\u003cblockquote>\u003cp>\"Here is my theory of action: If we boost our individual resilience, then we will have more energy to address organizational and systemic conditions -- to elect officials who will fund public education, organize against policies that dehumanize educators, and push back on punitive assessment policies and scripted curriculum that turn teachers into robots and students into depositories to be filled. With more energy and more resilience, we can build and strengthen the kinds of communities in which we can thrive, where we can engage in professional development that allows us to reflect on our own biases, and where we can observe and learn from each other.\"\u003c/p>\u003c/blockquote>\n\u003cp>As a coach, Aguilar is action oriented. She wanted to give educators things they can do, habits they can form to boost their resilience. The current research isn’t framed that way; it describes dispositions, which are more like attitudes or ways of being. Resilient people tend towards optimism, for example, and they’re curious and courageous.\u003c/p>\n\u003cp>Aguilar has taken that research and developed a sequence of reflections and activities that teachers can do throughout the year to build habits that cultivate a resilient disposition. She thinks they will be most powerful if educators do them together.\u003c/p>\n\u003cp>\u003cstrong>1. Know Yourself\u003c/strong>\u003c/p>\n\u003cp>“You’d need to do this in the summer when you have a bit of a break,” Aguilar said. She recommends June, when school has ended and teachers have had a little time to recover. In June many educators are reflecting on the end of the year anyway, so why not go a bit deeper to think through the values, socio-political identity, strengths and personality traits that define each of us?\u003c/p>\n\u003cp>In Onward, Aguilar writes: “Self-knowledge helps us to be more confident about our actions and clear on our decisions. It’s what enables us to show up in a way we want to show up.”\u003c/p>\n\u003cp>This is foundational work. Everything else depends on self-knowledge because so much of how one reacts to a situation is rooted in experience, context, identity and perception.\u003c/p>\n\u003cp>\u003cstrong>2. Emotions\u003c/strong>\u003c/p>\n\u003cp>There’s been an increased focus on \u003ca href=\"https://www.kqed.org/mindshift/49870/setting-school-culture-with-social-and-emotional-learning-routines\" target=\"_blank\" rel=\"noopener\">social and emotional learning for kids in classrooms\u003c/a>, but much less attention is paid to helping teachers manage the array of emotions that come up over the course of a school day. Just because teachers are adults doesn’t mean they’ve had practice recognizing, \u003ca href=\"https://www.kqed.org/mindshift/52946/angry-how-naming-and-understanding-the-different-kinds-of-anger-can-help\" target=\"_blank\" rel=\"noopener\">naming and reckoning with their emotions\u003c/a>.\u003c/p>\n\u003cp>“Embedded within emotional resilience is emotional intelligence,” Aguilar said. “And I find so many adults have never had an opportunity to really learn about emotions.”\u003c/p>\n\u003cp>In the\u003ca href=\"https://www.wiley.com/en-us/The+Onward+Workbook%3A+Daily+Activities+to+Cultivate+Your+Emotional+Resilience+and+Thrive-p-9781119367277\" target=\"_blank\" rel=\"noopener\"> workbook\u003c/a> that accompanies \u003cem>Onward\u003c/em>, Aguilar offers activities that walk educators through a process of thinking through what an emotion is, how to understand their own, and offers language to talk about emotion. This is reflective work, perfect for July when teachers have a little distance from the classroom.\u003c/p>\n\u003cp>\u003cstrong>3. Tell Empowering Stories\u003c/strong>\u003c/p>\n\u003cp>“It really might be the most important habit, but you can’t practice it well without understanding your emotions, so they all connect,” Aguilar said.\u003c/p>\n\u003cp>The stories educators tell \u003ca href=\"https://www.kqed.org/mindshift/52620/four-pillars-of-a-meaningful-life-that-could-be-part-of-every-learning-community\" target=\"_blank\" rel=\"noopener\">dictate the experience they’ll have\u003c/a>, she said. The story could be about kids and parents that don’t value education. Or, it could be that teaching in a particular context is hard because the political and economic systems aren’t set up to support this community. “You can tell really different stories about the same thing,” Aguilar said.\u003c/p>\n\u003cp>She has found that educators often get excited about this habit: “When they realize they have the power to reframe a situation, it's actually very empowering. It can be a big relief to people.”\u003c/p>\n\u003cp>It can also open up avenues of creativity. Sometimes teachers can feel so overwhelmed that it’s difficult to see a situation in any other way than the one they’re already locked into. Aguilar has seen this time and again when coaching. She often asks teachers and leaders probing questions to shift the way they see \u003ca href=\"https://www.kqed.org/mindshift/48468/how-constraints-can-stimulate-creative-solutions\" target=\"_blank\" rel=\"noopener\">the constraints\u003c/a> and structures within which they are working.\u003c/p>\n\u003cp>“I think it’s really critical because so many educators almost can’t imagine how things could be better,” she said.\u003c/p>\n\u003cp>\u003cstrong>4. Build Community\u003c/strong>\u003c/p>\n\u003cp>Aguilar imagines this habit tied to September when school is back in session and people have energy and hope for the year ahead. “One of the visions I had when I wrote this book was that teachers would read this book together,” she said. “They’d talk about it together, and they’d do the workbook activities together.”\u003c/p>\n\u003cp>And in doing so, they’d deepen relationships with one another. Those relationships can be a \u003ca href=\"https://www.kqed.org/mindshift/47954/a-mindset-shift-to-continue-supporting-the-most-frustrating-kids\" target=\"_blank\" rel=\"noopener\">crucial source of resilience\u003c/a> when setbacks occur.\u003c/p>\n\u003cp>\u003cstrong>5. Be Here Now\u003c/strong>\u003c/p>\n\u003cp>This section draws from \u003ca href=\"https://www.kqed.org/mindshift/46150/why-teachers-say-practicing-mindfulness-is-transforming-the-work\" target=\"_blank\" rel=\"noopener\">mindfulness practices\u003c/a> and their power to ground educators in the present moment. Mindfulness in schools has exploded over the past few years, especially on the West Coast where Aguilar lives. So she was surprised when readers from elsewhere in the country had never heard of it.\u003c/p>\n\u003cp>“The ability to be present in the moment allows you to be clear on what story you’re telling,” Aguilar said. “It’s really hard to tell powerful stories if you’re not able to recognize when you’re telling a story.”\u003c/p>\n\u003cp>She equates this set of strategies with October because towards the end of this month things can start to get hard for educators. It’s a time for deep breaths, \u003ca href=\"https://www.kqed.org/mindshift/53228/nine-ways-to-ensure-your-mindfulness-teaching-practice-is-trauma-informed\" target=\"_blank\" rel=\"noopener\">creating some metacognitive space before reacting\u003c/a> to students, and taking care of oneself.\u003c/p>\n\u003cp>\u003cstrong>6. Take Care of Yourself\u003c/strong>\u003c/p>\n\u003cp>November is often a hard month for teachers. The excitement from the beginning of the year has worn off, the days are getting shorter and darker, and \u003ca href=\"https://www.kqed.org/mindshift/52281/secondary-traumatic-stress-for-educators-understanding-and-mitigating-the-effects\" target=\"_blank\" rel=\"noopener\">exhaustion becomes a factor\u003c/a>. Most educators have probably heard they should take care of themselves and yet many still don’t. Aguilar uses this section to help educators interrogate why this might be.\u003c/p>\n\u003cp>“Teaching is so dominated by women and there’s so much messaging to women about self care, but they also get messages about giving to everyone else,” Aguilar said. Sometimes deep values come up about who deserves rest and what it means to prove one’s worth.\u003c/p>\n\u003cp>“It’s intended to help people untangle what’s going on,” Aguilar said.\u003cbr>\n\u003cstrong>\u003cbr>\n7. Focus on the Bright Spots\u003c/strong>\u003c/p>\n\u003cp>“This is an opportunity to focus on strengths and assets and skills and shine a light on what’s working,” Aguilar said. Again, in the heart of winter it can be easy to let a \u003ca href=\"https://www.kqed.org/mindshift/44408/how-to-get-past-negativity-bias-and-hardwire-positive-experiences\" target=\"_blank\" rel=\"noopener\">natural negativity bias\u003c/a> take over. It requires \u003ca href=\"https://www.kqed.org/mindshift/52402/changing-how-educators-see-negative-experiences-in-the-classroom\" target=\"_blank\" rel=\"noopener\">active work to push back\u003c/a> against those thoughts and create structures to notice the progress students have made and the many beautiful things happening in schools and classrooms.\u003c/p>\n\u003cp>“Resilience has a lot to do with how often we experience what is thought about as positive emotions. That is in part how we get to the thriving part of the definition, and not just the surviving,” Aguilar said.\u003c/p>\n\u003cp>It’s easy to dwell on the negative, the lesson plan gone awry, the one kid who won’t engage. But Aguilar says that unless educators actively work to refill the reserves of satisfaction, meaning and connection it’s hard to keep going.\u003c/p>\n\u003cp>\u003cstrong>8. Cultivate Compassion\u003c/strong>\u003c/p>\n\u003cp>In January it might seem like teachers would return from a vacation and feel rested, ready to jump back into the classroom with energy. That’s partly true, but Aguilar has also found that the time off can decrease people’s tolerance for stuff they have to deal with in the classroom. They’ve felt like a normal human for a few weeks and they don’t want to go back. That’s why she suggests \u003ca href=\"https://www.kqed.org/mindshift/52854/how-self-compassion-supports-academic-motivation-and-emotional-wellness\" target=\"_blank\" rel=\"noopener\">cultivating compassion for oneself, colleagues and students\u003c/a> during this time.\u003c/p>\n\u003cp>“Recognize that if you’re cultivating compassion you can have greater understanding with a student who lost their temper and did whatever they did, and you can respond differently in that moment.”\u003c/p>\n\u003cp>\u003cstrong>9. Be A Learner\u003c/strong>\u003c/p>\n\u003cp>Learning is something resilient people do. They take away a lesson from hardships they experience.\u003c/p>\n\u003cp>“One of the most useful prompts for someone when they’re in a challenging situation is to ask, is there any possibility I could learn something from this experience?” They don’t even have to know what they’re learning yet, but just asking if there’s something that will reveal itself later can make it feel possible to get through.\u003c/p>\n\u003cp>Aguilar used the example of her mother’s battle with cancer and ultimate death. In the moment, she felt horrible and couldn’t see her way out of the pain and grief she was experiencing.\u003c/p>\n\u003cp>“When I think back to that time, now I can see there were things that I learned,” Aguilar said. “But it’s definitely not a situation in which I would say that was a great gift because I learned this or that. Without question I would rather have my mother back.”\u003c/p>\n\u003cp>In those difficult moments, it helps to acknowledge and value the emotions someone is feeling. Without that acknowledgement people don’t feel heard and they can get stuck in the negative emotions.\u003c/p>\n\u003cp>\u003cstrong>10. Play and Create\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of research showing that \u003ca href=\"https://www.kqed.org/mindshift/52136/five-proven-benefits-of-play\" target=\"_blank\" rel=\"noopener\">play is fundamental to learning\u003c/a> and to human nature. Yet it’s often stripped from schools. \u003ca href=\"https://www.kqed.org/mindshift/47841/how-play-is-at-the-heart-of-many-world-changing-inventions\" target=\"_blank\" rel=\"noopener\">Play also helps people to be creative\u003c/a>, deal with stress and solve problems, all qualities connected to a common disposition of resilient people -- courage.\u003cbr>\n\u003cstrong>\u003cbr>\n11. Ride the Wave of Change\u003c/strong>\u003c/p>\n\u003cp>“Springtime is when things start changing in schools,” Aguilar said. “Spring time can be really unsettling and difficult.” New initiatives are launched, hiring happens, teaching assignments change, it can be hard for teachers and deplete their energy.\u003c/p>\n\u003cp>Aguilar recommends that teachers engage with change, but think carefully about whether the change is within their sphere of influence. Making that distinction can help an educator decide where to spend their energy.\u003c/p>\n\u003cp>“We all have a finite amount of energy and we can make decisions about how and where we use it. Change gives us an opportunity to reflect on that.”\u003c/p>\n\u003cp>\u003cstrong>12 Celebrate and Appreciate\u003c/strong>\u003c/p>\n\u003cp>“We need to end the year on a note of celebration,” Aguilar said. Taking time to recognize growth and show gratitude offers a different perspective on what can be a tiring time of year. Many schools have end of year rituals to celebrate the achievements of the year, but personal rituals, as well as class rituals can also be powerful.\u003c/p>\n\u003cp>Aguilar has no illusions that teachers will pick up this book, do a few exercises, and magically become more resilient. She knows these qualities require cultivation and time, but from personal experience she also knows they work. She now has a daily gratitude practice, and she finds herself repeating over and over again the activities that help her deconstruct her thoughts and beliefs to gain a deeper understanding of her values.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She hopes that with practice and dedication teachers can increase their own resilience and regain some power over their professional experience. It’s unpleasant to feel like an actor in a system over which one has no control. But even when curriculum is mandated, testing overzealous, and students don’t want to listen, teachers are making choices. The more resilient a teacher feels, the more able they are to see those moments of choice and make the most of them.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Nell Scharff Panero walked into the high school math classroom, she couldn’t believe how bad it was. The teacher was at the board teaching his math, barely looking at the kids, while they ignored him and threw things across the room. She thought to herself: This guy shouldn’t be a teacher.\u003c/p>\n\u003cp>So she was amazed to see his transformation on a visit a few years later. He was curious to know whether students were actually learning what they were taught and actively searched for gaps he needed to help fill in so they could move forward. The transition was stark; and she thought to herself, “This is really working.” It upended her narrative that there was such a thing as good and bad teachers. If this guy, who epitomized bad teaching in her mind, could transform so dramatically with a good professional development program, so could many other teachers.\u003c/p>\n\u003cp>Scharff Panero, a \u003ca href=\"https://education.hunter.cuny.edu/about/faculty-staff/nell-scharff-panero/\" target=\"_blank\" rel=\"noopener\">distinguished lecturer at Hunter College\u003c/a> and executive director of \u003ca href=\"https://strategicinquiry.com/\" target=\"_blank\" rel=\"noopener\">Strategic Inquiry Consulting\u003c/a>, has been implementing and researching what she calls \u003ca href=\"https://www.hepg.org/hep-home/books/strategic-inquiry\">Strategic Inquiry\u003c/a> with teachers for over 15 years. She became confident in her approach after watching it transform the professional culture and student outcomes at New Dorp High School.*\u003c/p>\n\u003cp>Peg Tyre documents the New Dorp High School turnaround in an Atlantic article, \u003ca href=\"https://www.theatlantic.com/magazine/archive/2012/10/the-writing-revolution/309090/\" target=\"_blank\" rel=\"noopener\">“Writing Revolution,” \u003c/a>describing how teachers used \u003ca href=\"https://www.thewritingrevolution.org/method/hochman-method/\" target=\"_blank\" rel=\"noopener\">techniques based on Judith Hochman’s work\u003c/a> to transform students’ writing ability. Staff realized students, at what was then a persistently low-performing school, did poorly in many content areas because they were missing fundamental building blocks of good writing. Together they drilled down into the specific skills students were missing and discovered that many struggled with coordinating conjunctions like “but, because, and so.”\u003c/p>\n\u003cp>Scharff Panero was the lead facilitator of a new professional development program at New Dorp called Scaffolded Apprenticeship Model (SAM) that led to this transformation. She saw how powerful it was for teachers to work together to identify gaps in student learning, test strategies, and collectively assume responsibility for moving students forward. Not only had the process unearthed important insights into students’ writing, it was a powerful way to improve teaching, too. This on the ground work with teachers at New Dorp helped her study and refine the underlying model, which later formed the basis for Hunter College's \u003ca href=\"https://education.hunter.cuny.edu/academics/graduate-programs/class-educational-leadership-sblsdl-msed/\" target=\"_blank\" rel=\"noopener\">educational leadership program\u003c/a>.**\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The success of the New Dorp program led New York City education leaders to implement a similar program in several high schools that had been identified as low-performing -- called \u003ca href=\"https://www.schools.nyc.gov/about-us/initiatives/renewal-and-rise-schools\" target=\"_blank\" rel=\"noopener\">Renewal Schools\u003c/a>. To keep costs down, Scharff Panero trained teacher-leaders to be inquiry facilitators at their school sites. \u003ca href=\"https://strategicinquiry.com/wp-content/uploads/2019/07/Download-the-full-article-here.pdf\" target=\"_blank\" rel=\"noopener\">She wasn’t sure this lower-touch model would work\u003c/a>. When she facilitated inquiry groups at New Dorp, she’d been there three days a week to move the work forward. The leadership program work at Baruch College was also more hands-on. The train-the-trainer model was new and potentially risky -- implementation is everything.\u003c/p>\n\u003cp>A \u003ca href=\"http://strategicinquiry.com/wp-content/uploads/2018/12/Strategic-Inquiry-Final-Report-1.0-1.pdf\" target=\"_blank\" rel=\"noopener\">report from Columbia Teachers College\u003c/a> found that students in Renewal high schools that adopted Strategic Inquiry were almost 2½ times more likely to be on track to graduate than students at comparable schools without Strategic Inquiry.\u003c/p>\n\u003cp>“I really do think that this model is different and pushes against typical ways of thinking,” Scharff Panero said.\u003cbr>\n\u003cstrong>\u003cbr>\nHOW TO DO STRATEGIC INQUIRY\u003c/strong>\u003c/p>\n\u003cp>On the surface, Strategic Inquiry sounds like standard professional learning community (PLC) work: Teachers get together, look at student work, and design interventions to target skill deficits. But Scharff Panero points to subtle but important differences at the core of what makes Strategic Inquiry effective. Two things are especially important: the size of the problem the group works on and using student work as the evidence for both making instructional tweaks and determining if they worked. Assumptions about why kids can’t do something are actively discouraged in the process.\u003c/p>\n\u003cp>Scharff Panero used the medical drama “House” as a metaphor. In every episode, a patient comes in with an ailment that no one can figure out. Established tests and traditional diagnostic practices don’t give Dr. Gregory House enough new information to make a diagnosis. He has to invent new ways to access the problem until he gets to a small enough signal that he’s sure is the crucial issue and not a red herring.\u003c/p>\n\u003cp>Similarly, when teachers are tackling a broad problem like English Language Learners' ability to pass an accountability test, it’s easy to list all the things students can’t yet do. Teachers get overwhelmed by all the ways their kids are struggling. And that makes it hard to move from talking about the problem to action. Scharff Panero coaches teachers to look at the test itself, identify a section where students struggle the most, and then look for patterns in why they aren’t scoring well in that section.\u003c/p>\n\u003cp>She calls this identification process a high-leverage educator skill because even though it sounds like “teaching to the test,” identifying particular skill gaps and teaching to them is also an important instructional technique that many teachers haven’t had a chance to develop. Scharff Panero wants inquiry groups to be asking: What is the most foundational thing this group of students needs to be able to do in order to improve their scores? What skill do they need to improve the most quickly and is it something we can measure explicitly?\u003c/p>\n\u003cp>“It’s always an answer that’s equally offensive to teachers,” Scharff Panero said. Often by high school, students have deep learning gaps. In English, they may not understand \u003ca href=\"https://www.kqed.org/mindshift/47069/is-it-time-to-go-back-to-basics-with-writing-instruction\" target=\"_blank\" rel=\"noopener\">coordinating conjunctions, which prevents them from writing rich, complex sentences\u003c/a>. In math, it may be that they never understood fractions or they can’t express relations between things. It takes a lot of inquiry work to dig down to that level and choose a problem that’s the right “grain size.”\u003c/p>\n\u003cp>“The process is mostly about shifting beliefs for people on the team,” Scharff Panero said. It’s easy to see the many problems that exist in a kid’s life and to say they can’t do work at the expected level. But when they narrow it down with the help of a trained facilitator, and teach a small skill that moves learning, “they’re really transformed. ‘Oh my god, the problem is not the kids. The problem is they didn’t know this.’ ”\u003c/p>\n\u003cp>That process provides the beginning of a culture shift on staff. It can take all semester to drill down enough to find the high-level skill that teachers are going to focus on across disciplines, but the inquiry process with teachers requires going slow at first to make big strides in both student learning and in school culture, Scharff Panero said.\u003c/p>\n\u003cp>“Basically this is about how do we organize to make new learning,” Scharff Panero said. “We’re kinda doing what we know as a field and it’s not enough. So, how do we learn something new?”\u003c/p>\n\u003cp>\u003cstrong>STRATEGIC INQUIRY AT LONG ISLAND CITY HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>This process has profoundly changed teaching and learning at \u003ca href=\"https://ny01000947.schoolwires.net/\" target=\"_blank\" rel=\"noopener\">Long Island City High School\u003c/a> (LICHS). Four years ago they started doing Strategic Inquiry work as part of the Renewal School program. In 2012, the school had a high school graduation rate of 57 percent. In 2018, after years of working collaboratively in inquiry groups to identify and teach skills, they’ve raised the graduation rate to 75 percent. This is the first year Long Island City High School has been in “good standing.”\u003c/p>\n\u003cp>“Looking at the data is really the buy in,” said Julie Bingay-Lopez, assistant principal of mathematics who helped facilitate this work at LICHS. Teachers looked at papers of students who came to school every day and did their work. “They were students who wanted to be successful,” so the fact that their writing didn’t have the richness it should have for ninth grade created buy-in for teachers.\u003c/p>\n\u003cp>“The hardest part of that first year was teachers sharing their own work and getting feedback,” Bingay-Lopez said. “They needed to refine the kinds of tasks they wrote so the students could show what they understood from the content part and the writing part.”\u003c/p>\n\u003cp>This is particularly important because the inquiry groups worked as cross-disciplinary teams, identifying skills that made a difference across classes. Often writing skills are high leverage because students have to write about their math thinking, explain their science conclusions, and expand on ideas in history and English. But after doing the work for several years, the LICHS teams continue to find new skill gaps that make a big difference: For example, students have trouble with multi-step problems and understanding implicit questions, ones that don’t start with a question word or end in a question mark.\u003c/p>\n\u003cp>“In the beginning we didn’t have a large sample of activities for teachers to try, and the hard part was having them write them,” Bingay-Lopez said. Task writing became powerful professional development. The granular focus, which allowed teachers to separate out various challenges and narrow in on one, is not present in most test prep or textbook materials, nor does it show up in an actionable way on benchmark tests. And learning to think like diagnosticians, without assumptions, improved teaching skills.\u003c/p>\n\u003cp>“Now we’re at a place where teacher teams are sharing all the sentence strategies they’ve tried, what were the ones that helped students the most,” Bingay-Lopez said.\u003c/p>\n\u003cp>In fact, inquiry team facilitators were shocked when right before the midyear holiday break, when staff are more than ready for a vacation, teachers enthusiastically attended a professional development session where the groups got to share their work with one another. There was a gallery walk and each group handed out exercises that had worked particularly well for their students. Those handouts went like hotcakes.\u003c/p>\n\u003cp>“There’s real ownership of the idea that we can shift achievement for students, and that’s part of the practice and culture of our school,” said Leo Smith-Serra, an English Learner teacher and inquiry facilitator.\u003c/p>\n\u003cp>As teachers at LICHS got comfortable with the Strategic Inquiry approach, the work became seamless. They meet twice a week for 45 minutes -- time that principal Vivian Selenikas makes sure to protect -- and facilitators often visit one another's groups to get ideas and be thought-partners. Selenikas also sits in on inquiry groups, using a low inference formative note-catcher to give feedback, and demonstrate by example that formative feedback is part of the learning culture at the school.\u003c/p>\n\u003cp>As teachers saw their students succeeding in concrete ways, the buy-in became even stronger. After the second and third year, Smith-Serra said she could see her students performing better on writing tasks across content. By looking at the work of just five students, teachers identified skill gaps that applied to almost all students in their classes and made measurable gains. That’s what going small to get big results can achieve.\u003c/p>\n\u003cp>“When you are looking at data, and when you’re keeping your vocabulary, your language, your focus on what you’re seeing in the work, it really does remove the conversations that aren’t grounded in anything that’s observable or isolated in what you see in front of you,” Smith-Serra said.”\u003c/p>\n\u003cp>\u003cstrong>SPREADING A CULTURE SHIFT\u003c/strong>\u003c/p>\n\u003cp>As LICHS teachers improved their ability to use Strategic Inquiry they also began looking at larger systems that supported or hindered their work. They began to make changes to their curriculum to ensure that certain skills are taught across content areas. And teachers who led the inquiry work became leaders in the school, pushing for other systematic changes.\u003c/p>\n\u003cp>When they started the work, LICHS had a ninth-grade academy to help students transition into high school. One group of teachers worked with those students, but then they went on to a whole different group of teachers for 10-12th grades. Only the ninth-grade teachers, and those who worked explicitly with language learners, were doing Strategic Inquiry in the first year. Those teachers soon realized they needed to reorganize their small learning communities so that all teachers across grade levels were engaged in the inquiry work. If they didn’t, they wouldn’t make enough progress to dramatically shift achievement in the ways they needed.\u003c/p>\n\u003cp>“I think it’s countercultural,” Scharff Panero said of this process. “Either people hear it and they think ‘that’s what we’re doing already’. Or they hear this piece about getting small and they actually don’t like it without knowing why.”\u003c/p>\n\u003cp>Her critique of a lot of inquiry work that goes on in PLCs is that it’s not focused enough or based on the evidence from student tasks. To know if an intervention is working, teachers have to pick a clear goal and a way to measure it that will give good information on whether teaching that new skill worked. Too often, teachers are trying to change many variables at once.\u003c/p>\n\u003cp>“I really do think that this model is different and pushes against our typical ways of thinking,” she said.\u003c/p>\n\u003cp>And when it spreads beyond classroom interventions this type of inquiry can have ripple effects. It forces staff to see how the systems work and to use their power as teacher-leaders to advocate for change.\u003c/p>\n\u003cp>“Get people thinking about how things actually work instead of how it should work,” Scharff Panero said.\u003c/p>\n\u003cp>The biggest takeaway from this work is that big shifts in culture and student achievement come from starting small. When the targets are clearly specified, measurable and high leverage, it not only creates teacher buy-in, but it may upend a lot of latent assumptions about what students can and can’t do. And when students start to have success because teachers have figured out how to close the disconnect between what they’re being taught and what they know, they’re more motivated. Success is motivating for everyone involved.\u003c/p>\n\u003cp>\u003cem>* This paragraph has been edited to clarify that Scharff Panero facilitated an existing professional development program at New Dorp. She did not pilot the SAM program there.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>** This paragraph has been edited to clarify that Scharff Panero was the lead facilitator of the SAM program at New Dorp. Her work there helped her study and refine the model that she later started calling \"Strategic Inquiry.\"\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Nell Scharff Panero walked into the high school math classroom, she couldn’t believe how bad it was. The teacher was at the board teaching his math, barely looking at the kids, while they ignored him and threw things across the room. She thought to herself: This guy shouldn’t be a teacher.\u003c/p>\n\u003cp>So she was amazed to see his transformation on a visit a few years later. He was curious to know whether students were actually learning what they were taught and actively searched for gaps he needed to help fill in so they could move forward. The transition was stark; and she thought to herself, “This is really working.” It upended her narrative that there was such a thing as good and bad teachers. If this guy, who epitomized bad teaching in her mind, could transform so dramatically with a good professional development program, so could many other teachers.\u003c/p>\n\u003cp>Scharff Panero, a \u003ca href=\"https://education.hunter.cuny.edu/about/faculty-staff/nell-scharff-panero/\" target=\"_blank\" rel=\"noopener\">distinguished lecturer at Hunter College\u003c/a> and executive director of \u003ca href=\"https://strategicinquiry.com/\" target=\"_blank\" rel=\"noopener\">Strategic Inquiry Consulting\u003c/a>, has been implementing and researching what she calls \u003ca href=\"https://www.hepg.org/hep-home/books/strategic-inquiry\">Strategic Inquiry\u003c/a> with teachers for over 15 years. She became confident in her approach after watching it transform the professional culture and student outcomes at New Dorp High School.*\u003c/p>\n\u003cp>Peg Tyre documents the New Dorp High School turnaround in an Atlantic article, \u003ca href=\"https://www.theatlantic.com/magazine/archive/2012/10/the-writing-revolution/309090/\" target=\"_blank\" rel=\"noopener\">“Writing Revolution,” \u003c/a>describing how teachers used \u003ca href=\"https://www.thewritingrevolution.org/method/hochman-method/\" target=\"_blank\" rel=\"noopener\">techniques based on Judith Hochman’s work\u003c/a> to transform students’ writing ability. Staff realized students, at what was then a persistently low-performing school, did poorly in many content areas because they were missing fundamental building blocks of good writing. Together they drilled down into the specific skills students were missing and discovered that many struggled with coordinating conjunctions like “but, because, and so.”\u003c/p>\n\u003cp>Scharff Panero was the lead facilitator of a new professional development program at New Dorp called Scaffolded Apprenticeship Model (SAM) that led to this transformation. She saw how powerful it was for teachers to work together to identify gaps in student learning, test strategies, and collectively assume responsibility for moving students forward. Not only had the process unearthed important insights into students’ writing, it was a powerful way to improve teaching, too. This on the ground work with teachers at New Dorp helped her study and refine the underlying model, which later formed the basis for Hunter College's \u003ca href=\"https://education.hunter.cuny.edu/academics/graduate-programs/class-educational-leadership-sblsdl-msed/\" target=\"_blank\" rel=\"noopener\">educational leadership program\u003c/a>.**\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The success of the New Dorp program led New York City education leaders to implement a similar program in several high schools that had been identified as low-performing -- called \u003ca href=\"https://www.schools.nyc.gov/about-us/initiatives/renewal-and-rise-schools\" target=\"_blank\" rel=\"noopener\">Renewal Schools\u003c/a>. To keep costs down, Scharff Panero trained teacher-leaders to be inquiry facilitators at their school sites. \u003ca href=\"https://strategicinquiry.com/wp-content/uploads/2019/07/Download-the-full-article-here.pdf\" target=\"_blank\" rel=\"noopener\">She wasn’t sure this lower-touch model would work\u003c/a>. When she facilitated inquiry groups at New Dorp, she’d been there three days a week to move the work forward. The leadership program work at Baruch College was also more hands-on. The train-the-trainer model was new and potentially risky -- implementation is everything.\u003c/p>\n\u003cp>A \u003ca href=\"http://strategicinquiry.com/wp-content/uploads/2018/12/Strategic-Inquiry-Final-Report-1.0-1.pdf\" target=\"_blank\" rel=\"noopener\">report from Columbia Teachers College\u003c/a> found that students in Renewal high schools that adopted Strategic Inquiry were almost 2½ times more likely to be on track to graduate than students at comparable schools without Strategic Inquiry.\u003c/p>\n\u003cp>“I really do think that this model is different and pushes against typical ways of thinking,” Scharff Panero said.\u003cbr>\n\u003cstrong>\u003cbr>\nHOW TO DO STRATEGIC INQUIRY\u003c/strong>\u003c/p>\n\u003cp>On the surface, Strategic Inquiry sounds like standard professional learning community (PLC) work: Teachers get together, look at student work, and design interventions to target skill deficits. But Scharff Panero points to subtle but important differences at the core of what makes Strategic Inquiry effective. Two things are especially important: the size of the problem the group works on and using student work as the evidence for both making instructional tweaks and determining if they worked. Assumptions about why kids can’t do something are actively discouraged in the process.\u003c/p>\n\u003cp>Scharff Panero used the medical drama “House” as a metaphor. In every episode, a patient comes in with an ailment that no one can figure out. Established tests and traditional diagnostic practices don’t give Dr. Gregory House enough new information to make a diagnosis. He has to invent new ways to access the problem until he gets to a small enough signal that he’s sure is the crucial issue and not a red herring.\u003c/p>\n\u003cp>Similarly, when teachers are tackling a broad problem like English Language Learners' ability to pass an accountability test, it’s easy to list all the things students can’t yet do. Teachers get overwhelmed by all the ways their kids are struggling. And that makes it hard to move from talking about the problem to action. Scharff Panero coaches teachers to look at the test itself, identify a section where students struggle the most, and then look for patterns in why they aren’t scoring well in that section.\u003c/p>\n\u003cp>She calls this identification process a high-leverage educator skill because even though it sounds like “teaching to the test,” identifying particular skill gaps and teaching to them is also an important instructional technique that many teachers haven’t had a chance to develop. Scharff Panero wants inquiry groups to be asking: What is the most foundational thing this group of students needs to be able to do in order to improve their scores? What skill do they need to improve the most quickly and is it something we can measure explicitly?\u003c/p>\n\u003cp>“It’s always an answer that’s equally offensive to teachers,” Scharff Panero said. Often by high school, students have deep learning gaps. In English, they may not understand \u003ca href=\"https://www.kqed.org/mindshift/47069/is-it-time-to-go-back-to-basics-with-writing-instruction\" target=\"_blank\" rel=\"noopener\">coordinating conjunctions, which prevents them from writing rich, complex sentences\u003c/a>. In math, it may be that they never understood fractions or they can’t express relations between things. It takes a lot of inquiry work to dig down to that level and choose a problem that’s the right “grain size.”\u003c/p>\n\u003cp>“The process is mostly about shifting beliefs for people on the team,” Scharff Panero said. It’s easy to see the many problems that exist in a kid’s life and to say they can’t do work at the expected level. But when they narrow it down with the help of a trained facilitator, and teach a small skill that moves learning, “they’re really transformed. ‘Oh my god, the problem is not the kids. The problem is they didn’t know this.’ ”\u003c/p>\n\u003cp>That process provides the beginning of a culture shift on staff. It can take all semester to drill down enough to find the high-level skill that teachers are going to focus on across disciplines, but the inquiry process with teachers requires going slow at first to make big strides in both student learning and in school culture, Scharff Panero said.\u003c/p>\n\u003cp>“Basically this is about how do we organize to make new learning,” Scharff Panero said. “We’re kinda doing what we know as a field and it’s not enough. So, how do we learn something new?”\u003c/p>\n\u003cp>\u003cstrong>STRATEGIC INQUIRY AT LONG ISLAND CITY HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>This process has profoundly changed teaching and learning at \u003ca href=\"https://ny01000947.schoolwires.net/\" target=\"_blank\" rel=\"noopener\">Long Island City High School\u003c/a> (LICHS). Four years ago they started doing Strategic Inquiry work as part of the Renewal School program. In 2012, the school had a high school graduation rate of 57 percent. In 2018, after years of working collaboratively in inquiry groups to identify and teach skills, they’ve raised the graduation rate to 75 percent. This is the first year Long Island City High School has been in “good standing.”\u003c/p>\n\u003cp>“Looking at the data is really the buy in,” said Julie Bingay-Lopez, assistant principal of mathematics who helped facilitate this work at LICHS. Teachers looked at papers of students who came to school every day and did their work. “They were students who wanted to be successful,” so the fact that their writing didn’t have the richness it should have for ninth grade created buy-in for teachers.\u003c/p>\n\u003cp>“The hardest part of that first year was teachers sharing their own work and getting feedback,” Bingay-Lopez said. “They needed to refine the kinds of tasks they wrote so the students could show what they understood from the content part and the writing part.”\u003c/p>\n\u003cp>This is particularly important because the inquiry groups worked as cross-disciplinary teams, identifying skills that made a difference across classes. Often writing skills are high leverage because students have to write about their math thinking, explain their science conclusions, and expand on ideas in history and English. But after doing the work for several years, the LICHS teams continue to find new skill gaps that make a big difference: For example, students have trouble with multi-step problems and understanding implicit questions, ones that don’t start with a question word or end in a question mark.\u003c/p>\n\u003cp>“In the beginning we didn’t have a large sample of activities for teachers to try, and the hard part was having them write them,” Bingay-Lopez said. Task writing became powerful professional development. The granular focus, which allowed teachers to separate out various challenges and narrow in on one, is not present in most test prep or textbook materials, nor does it show up in an actionable way on benchmark tests. And learning to think like diagnosticians, without assumptions, improved teaching skills.\u003c/p>\n\u003cp>“Now we’re at a place where teacher teams are sharing all the sentence strategies they’ve tried, what were the ones that helped students the most,” Bingay-Lopez said.\u003c/p>\n\u003cp>In fact, inquiry team facilitators were shocked when right before the midyear holiday break, when staff are more than ready for a vacation, teachers enthusiastically attended a professional development session where the groups got to share their work with one another. There was a gallery walk and each group handed out exercises that had worked particularly well for their students. Those handouts went like hotcakes.\u003c/p>\n\u003cp>“There’s real ownership of the idea that we can shift achievement for students, and that’s part of the practice and culture of our school,” said Leo Smith-Serra, an English Learner teacher and inquiry facilitator.\u003c/p>\n\u003cp>As teachers at LICHS got comfortable with the Strategic Inquiry approach, the work became seamless. They meet twice a week for 45 minutes -- time that principal Vivian Selenikas makes sure to protect -- and facilitators often visit one another's groups to get ideas and be thought-partners. Selenikas also sits in on inquiry groups, using a low inference formative note-catcher to give feedback, and demonstrate by example that formative feedback is part of the learning culture at the school.\u003c/p>\n\u003cp>As teachers saw their students succeeding in concrete ways, the buy-in became even stronger. After the second and third year, Smith-Serra said she could see her students performing better on writing tasks across content. By looking at the work of just five students, teachers identified skill gaps that applied to almost all students in their classes and made measurable gains. That’s what going small to get big results can achieve.\u003c/p>\n\u003cp>“When you are looking at data, and when you’re keeping your vocabulary, your language, your focus on what you’re seeing in the work, it really does remove the conversations that aren’t grounded in anything that’s observable or isolated in what you see in front of you,” Smith-Serra said.”\u003c/p>\n\u003cp>\u003cstrong>SPREADING A CULTURE SHIFT\u003c/strong>\u003c/p>\n\u003cp>As LICHS teachers improved their ability to use Strategic Inquiry they also began looking at larger systems that supported or hindered their work. They began to make changes to their curriculum to ensure that certain skills are taught across content areas. And teachers who led the inquiry work became leaders in the school, pushing for other systematic changes.\u003c/p>\n\u003cp>When they started the work, LICHS had a ninth-grade academy to help students transition into high school. One group of teachers worked with those students, but then they went on to a whole different group of teachers for 10-12th grades. Only the ninth-grade teachers, and those who worked explicitly with language learners, were doing Strategic Inquiry in the first year. Those teachers soon realized they needed to reorganize their small learning communities so that all teachers across grade levels were engaged in the inquiry work. If they didn’t, they wouldn’t make enough progress to dramatically shift achievement in the ways they needed.\u003c/p>\n\u003cp>“I think it’s countercultural,” Scharff Panero said of this process. “Either people hear it and they think ‘that’s what we’re doing already’. Or they hear this piece about getting small and they actually don’t like it without knowing why.”\u003c/p>\n\u003cp>Her critique of a lot of inquiry work that goes on in PLCs is that it’s not focused enough or based on the evidence from student tasks. To know if an intervention is working, teachers have to pick a clear goal and a way to measure it that will give good information on whether teaching that new skill worked. Too often, teachers are trying to change many variables at once.\u003c/p>\n\u003cp>“I really do think that this model is different and pushes against our typical ways of thinking,” she said.\u003c/p>\n\u003cp>And when it spreads beyond classroom interventions this type of inquiry can have ripple effects. It forces staff to see how the systems work and to use their power as teacher-leaders to advocate for change.\u003c/p>\n\u003cp>“Get people thinking about how things actually work instead of how it should work,” Scharff Panero said.\u003c/p>\n\u003cp>The biggest takeaway from this work is that big shifts in culture and student achievement come from starting small. When the targets are clearly specified, measurable and high leverage, it not only creates teacher buy-in, but it may upend a lot of latent assumptions about what students can and can’t do. And when students start to have success because teachers have figured out how to close the disconnect between what they’re being taught and what they know, they’re more motivated. Success is motivating for everyone involved.\u003c/p>\n\u003cp>\u003cem>* This paragraph has been edited to clarify that Scharff Panero facilitated an existing professional development program at New Dorp. She did not pilot the SAM program there.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Daily Farm Work and Outdoor Projects Make Learning in High School Better for Teens",
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"content": "\u003cp>BRYANT POND, Maine\u003cem> — \u003c/em>EB Hoff, 14, was running for class treasurer of the Class of 2022.\u003c/p>\n\u003cp>She announced her candidacy at her school’s wooden lectern, decorated with a drawing of a howling wolf. It was early June, and EB’s no-nonsense attire — a pale yellow sweater and black, ironed shorts — made her stand out from the slouching, jean-clad candidates lined up beside her.\u003c/p>\n\u003cp>She read confidently from her prepared statement. “Every fundraiser we did this year, every school event, every time one of my commitments needed something, I was there.”\u003c/p>\n\u003cp>Speaking at length of her vision and qualifications — at one point she reminded her 47 classmates that she had faithfully executed officer duties “since I was elected in fourth grade” — EB looked up every so often at her peers, sprawled on the grass in front of her. A few boys were laughing and poking each other with sticks, but most of the students seemed to listen with genuine interest. All clapped respectfully when she finished.\u003c/p>\n\u003cfigure id=\"attachment_53894\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53894\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/Emily-Kaplan-DCD8DC49-B9F9-4B88-9F67-E8DC63089BA0-e1561704541585.jpeg\" alt=\"\" width=\"1920\" height=\"1260\">\u003cfigcaption class=\"wp-caption-text\">Demonstrating confidence and speaking about the responsibilities she has fulfilled, EB Hoff, 14, announces her candidacy for class treasurer at the Telstar Freshman Academy’s 4-H center campus in rural Maine. \u003ccite>(Emily Kaplan for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The kind of leadership and responsibility that shone through EB’s speech is actively encouraged at this unusual program in rural Maine. Called the Telstar Freshman Academy, or TFA, it involves all its district’s ninth graders in a hands-on learning method that uses outdoor-based projects and community-building activities as ways to teach across several disciplines.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The program is aimed at helping students feel connected to each other and their community in a place where — as in so many rural areas hit hard by the opioid epidemic and the 2008 recession — connectedness and a shared sense of purpose have been in short supply.\u003c/p>\n\u003cp>Kelly Dole, the school’s science teacher, says that when she first started teaching at Telstar High School, in 1998, students were often unprepared for life after high school. Coming from rural townships in western Maine, half of them qualified for free or reduced-price lunch, and many were part of families experiencing unemployment, domestic violence or substance abuse. In her decades at the traditional high school, she saw her students becoming increasingly aimless and disengaged.\u003c/p>\n\u003cfigure id=\"attachment_53901\" class=\"wp-caption alignnone\" style=\"max-width: 2286px\">\u003cimg class=\"size-full wp-image-53901\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/Telstar.jpeg\" alt=\"\" width=\"2286\" height=\"1883\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar.jpeg 2286w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-160x132.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-800x659.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-768x633.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-1020x840.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-1200x988.jpeg 1200w\" sizes=\"(max-width: 2286px) 100vw, 2286px\">\u003cfigcaption class=\"wp-caption-text\">Kelly Dole, who has taught science to freshmen in her Maine school district since 1998, says the recent shift to outdoor project-based learning in the Telstar Freshman Academy “has been a real positive in kids’ lives.” \u003ccite>(Emily Kaplan for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But since 2014, she says, when the district introduced this new outdoor project-based approach, students’ ambition and sense of identity have dramatically improved. Instead of going to a traditional high school, all freshmen in MSAD 44 — a western Maine district including the rural towns of Bethel, Newry, Woodstock and Greenwood — spend every morning at the Bryant Pond 4-H center (which also serves as a summer camp), and return to the main high school to have lunch and take math and elective classes. As part of the program, the freshmen engage in intensive community-building exercises, including tending to animals, learning to rock climb, running a restaurant — and coaching each other as they run for student government.\u003c/p>\n\u003cp>“This style of learning, this family atmosphere that we have here, it’s a real positive in kids’ lives,” Dole said. “The kids just have opportunities through this program that are really quite astonishing.”\u003c/p>\n\u003cp>David Murphy, who has served as the district’s superintendent since 2002 (and has worked in the district since 1984), explained that the approach was born of necessity. “High school is not really working for most kids,” he said. “And it’s certainly not working for small schools with rural kids.”\u003c/p>\n\u003cp>Prior to 2014, students were distracted and disengaged, often doing the bare minimum to graduate from high school (if they did at all). To change these attitudes toward school, Murphy reasoned that the district needed to reimagine students’ first, pivotal year in high school, after they move from eighth to ninth grade. “If that transition feels scary or intimidating for kids, or if they don’t feel supported, or if they just feel overwhelmed, it’s hard to get that time back,” he said.\u003c/p>\n\u003cp>Working with Ryder Scott, the statewide director of the University of Maine 4-H Camp and Learning Center, Murphy created a program that merged outdoor and farm-based education with academic instruction, ultimately creating a faculty of five: a humanities teacher, a science teacher, an outdoor education teacher and two 4-H professionals. Together, they created a curriculum that incorporates state academic standards into personalized learning projects that reflect students’ particular needs and interests, such as caring for the campus goats and planting a self-sustaining classroom garden.\u003c/p>\n\u003cfigure id=\"attachment_53900\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53900\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/Telstar-2-e1561704488910.jpeg\" alt=\"\" width=\"1920\" height=\"1258\">\u003cfigcaption class=\"wp-caption-text\">Tara Pocock, an educator and 4-H professional, fixes the rain gutter on the campus barn. \u003ccite>(Emily Kaplan for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Additionally, they take advantage of private grants to support, among other experiences, a class trip to Washington, D.C. — which is particularly meaningful for the many students who have never traveled outside western Maine — and a mentorship program for students who have experienced trauma.\u003c/p>\n\u003cp>Dole said that this holistic, student-centered paradigm has changed her approach to teaching — for the better. Now, she said, as she approaches her lesson planning and her teaching, she asks herself questions she never asked before: “Do I need every kid to really deeply understand plate tectonics? versus, as a 14-year-old, What does it mean to be a student? What does it mean to work in a group or get along with others? Or to communicate in an effective manner? Or to be a positive force in your community?”\u003c/p>\n\u003cp>Though the program is still relatively new, schools leaders say students’ academic growth (as measured by standardized tests) has improved, and an external report by the Maine Mathematics and Science Alliance found that students themselves reported an increase in their sense that they can make a difference in their communities and that they are learning skills that will help them in the future. However, according to faculty and students alike, the benefits of TFA’s approach are difficult to quantify.\u003c/p>\n\u003cp>EB Hoff, the candidate for treasurer, put it succinctly. At the end of her speech, she smiled at her classmates and spoke of their next chapter, 10th grade: “I can’t wait to start making a difference.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about outdoor project-based learning for ninth-graders was produced by\u003c/em> \u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em> \u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>BRYANT POND, Maine\u003cem> — \u003c/em>EB Hoff, 14, was running for class treasurer of the Class of 2022.\u003c/p>\n\u003cp>She announced her candidacy at her school’s wooden lectern, decorated with a drawing of a howling wolf. It was early June, and EB’s no-nonsense attire — a pale yellow sweater and black, ironed shorts — made her stand out from the slouching, jean-clad candidates lined up beside her.\u003c/p>\n\u003cp>She read confidently from her prepared statement. “Every fundraiser we did this year, every school event, every time one of my commitments needed something, I was there.”\u003c/p>\n\u003cp>Speaking at length of her vision and qualifications — at one point she reminded her 47 classmates that she had faithfully executed officer duties “since I was elected in fourth grade” — EB looked up every so often at her peers, sprawled on the grass in front of her. A few boys were laughing and poking each other with sticks, but most of the students seemed to listen with genuine interest. All clapped respectfully when she finished.\u003c/p>\n\u003cfigure id=\"attachment_53894\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53894\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/Emily-Kaplan-DCD8DC49-B9F9-4B88-9F67-E8DC63089BA0-e1561704541585.jpeg\" alt=\"\" width=\"1920\" height=\"1260\">\u003cfigcaption class=\"wp-caption-text\">Demonstrating confidence and speaking about the responsibilities she has fulfilled, EB Hoff, 14, announces her candidacy for class treasurer at the Telstar Freshman Academy’s 4-H center campus in rural Maine. \u003ccite>(Emily Kaplan for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The kind of leadership and responsibility that shone through EB’s speech is actively encouraged at this unusual program in rural Maine. Called the Telstar Freshman Academy, or TFA, it involves all its district’s ninth graders in a hands-on learning method that uses outdoor-based projects and community-building activities as ways to teach across several disciplines.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The program is aimed at helping students feel connected to each other and their community in a place where — as in so many rural areas hit hard by the opioid epidemic and the 2008 recession — connectedness and a shared sense of purpose have been in short supply.\u003c/p>\n\u003cp>Kelly Dole, the school’s science teacher, says that when she first started teaching at Telstar High School, in 1998, students were often unprepared for life after high school. Coming from rural townships in western Maine, half of them qualified for free or reduced-price lunch, and many were part of families experiencing unemployment, domestic violence or substance abuse. In her decades at the traditional high school, she saw her students becoming increasingly aimless and disengaged.\u003c/p>\n\u003cfigure id=\"attachment_53901\" class=\"wp-caption alignnone\" style=\"max-width: 2286px\">\u003cimg class=\"size-full wp-image-53901\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/Telstar.jpeg\" alt=\"\" width=\"2286\" height=\"1883\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar.jpeg 2286w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-160x132.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-800x659.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-768x633.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-1020x840.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-1200x988.jpeg 1200w\" sizes=\"(max-width: 2286px) 100vw, 2286px\">\u003cfigcaption class=\"wp-caption-text\">Kelly Dole, who has taught science to freshmen in her Maine school district since 1998, says the recent shift to outdoor project-based learning in the Telstar Freshman Academy “has been a real positive in kids’ lives.” \u003ccite>(Emily Kaplan for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But since 2014, she says, when the district introduced this new outdoor project-based approach, students’ ambition and sense of identity have dramatically improved. Instead of going to a traditional high school, all freshmen in MSAD 44 — a western Maine district including the rural towns of Bethel, Newry, Woodstock and Greenwood — spend every morning at the Bryant Pond 4-H center (which also serves as a summer camp), and return to the main high school to have lunch and take math and elective classes. As part of the program, the freshmen engage in intensive community-building exercises, including tending to animals, learning to rock climb, running a restaurant — and coaching each other as they run for student government.\u003c/p>\n\u003cp>“This style of learning, this family atmosphere that we have here, it’s a real positive in kids’ lives,” Dole said. “The kids just have opportunities through this program that are really quite astonishing.”\u003c/p>\n\u003cp>David Murphy, who has served as the district’s superintendent since 2002 (and has worked in the district since 1984), explained that the approach was born of necessity. “High school is not really working for most kids,” he said. “And it’s certainly not working for small schools with rural kids.”\u003c/p>\n\u003cp>Prior to 2014, students were distracted and disengaged, often doing the bare minimum to graduate from high school (if they did at all). To change these attitudes toward school, Murphy reasoned that the district needed to reimagine students’ first, pivotal year in high school, after they move from eighth to ninth grade. “If that transition feels scary or intimidating for kids, or if they don’t feel supported, or if they just feel overwhelmed, it’s hard to get that time back,” he said.\u003c/p>\n\u003cp>Working with Ryder Scott, the statewide director of the University of Maine 4-H Camp and Learning Center, Murphy created a program that merged outdoor and farm-based education with academic instruction, ultimately creating a faculty of five: a humanities teacher, a science teacher, an outdoor education teacher and two 4-H professionals. Together, they created a curriculum that incorporates state academic standards into personalized learning projects that reflect students’ particular needs and interests, such as caring for the campus goats and planting a self-sustaining classroom garden.\u003c/p>\n\u003cfigure id=\"attachment_53900\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53900\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/Telstar-2-e1561704488910.jpeg\" alt=\"\" width=\"1920\" height=\"1258\">\u003cfigcaption class=\"wp-caption-text\">Tara Pocock, an educator and 4-H professional, fixes the rain gutter on the campus barn. \u003ccite>(Emily Kaplan for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Additionally, they take advantage of private grants to support, among other experiences, a class trip to Washington, D.C. — which is particularly meaningful for the many students who have never traveled outside western Maine — and a mentorship program for students who have experienced trauma.\u003c/p>\n\u003cp>Dole said that this holistic, student-centered paradigm has changed her approach to teaching — for the better. Now, she said, as she approaches her lesson planning and her teaching, she asks herself questions she never asked before: “Do I need every kid to really deeply understand plate tectonics? versus, as a 14-year-old, What does it mean to be a student? What does it mean to work in a group or get along with others? Or to communicate in an effective manner? Or to be a positive force in your community?”\u003c/p>\n\u003cp>Though the program is still relatively new, schools leaders say students’ academic growth (as measured by standardized tests) has improved, and an external report by the Maine Mathematics and Science Alliance found that students themselves reported an increase in their sense that they can make a difference in their communities and that they are learning skills that will help them in the future. However, according to faculty and students alike, the benefits of TFA’s approach are difficult to quantify.\u003c/p>\n\u003cp>EB Hoff, the candidate for treasurer, put it succinctly. At the end of her speech, she smiled at her classmates and spoke of their next chapter, 10th grade: “I can’t wait to start making a difference.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about outdoor project-based learning for ninth-graders was produced by\u003c/em> \u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em> \u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Preschool kids are full of curiosity so it's the perfect time to introduce them to science, technology, engineering and math (STEM) concepts. At \u003ca href=\"https://www.educareschools.org/schools/new-orleans/\" target=\"_blank\" rel=\"noopener\">Educare New Orleans\u003c/a> preschool teachers have been trained to teach STEM ideas through play. They set up play centers that explore concepts like building and states of matter. At first many of the adults thought the material would go over kids' heads, but they've been excited that when done in a play-based, age appropriate way that includes lots of hands-on discovery, the kids love it.\u003c/p>\n\u003cp>\"It can be engaging by allowing the kids to just play, stepping back, observing and encouraging them to see how the tool was helpful to them, just based on what they were doing, as opposed to me telling them what to do,\" said Giselle Scott, a preschool master teacher in an \u003ca href=\"https://www.edutopia.org/video/exploring-stem-through-play\" target=\"_blank\" rel=\"noopener\">Edutopia video about the program\u003c/a>.\u003c/p>\n\u003cp>Janay Parham, a preschool assistant teacher, likes exposing students to different subjects, materials and tools that they can use in their future school careers.\u003c/p>\n\u003cp>\"When I was growing up they didn't give us a lot of opportunities to do hands on activities when it came to science,\" said Parham. \"I think if I would have had those opportunities that I'm giving my students, that I would have been able to understand it more and be more interested in it. It's really fun to be able to explore those things with my students now.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/qmLEl4QjQ3w\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Our classrooms, if you're just walking by, it looks like a ball of fun,\" said Angie Belisle, the school director. \"It looks like kids running around playing. It's not stressful to the kids. The teachers make sure activities are tailored so that it's engaging.\"\u003c/p>\n\u003cp>But they also \u003ca href=\"https://www.edutopia.org/video/using-data-support-teacher-and-student-growth\" target=\"_blank\" rel=\"noopener\">collect data \u003c/a>to make sure their program is high quality and that kids are leaving kindergarten-ready. Teachers collect observation data daily by interacting with kids in their play and talking with them. They take notes on both their cognitive and social development.\u003c/p>\n\u003cp>Master teachers also use data to support professional development through \"reflective supervision.\" The emphasis is on growing as a teacher. Master teachers help their less-experienced colleagues by discussing both what went well and where the teacher can continue growing.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/PhMkqjbiSaA\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Our classrooms, if you're just walking by, it looks like a ball of fun,\" said Angie Belisle, the school director. \"It looks like kids running around playing. It's not stressful to the kids. The teachers make sure activities are tailored so that it's engaging.\"\u003c/p>\n\u003cp>But they also \u003ca href=\"https://www.edutopia.org/video/using-data-support-teacher-and-student-growth\" target=\"_blank\" rel=\"noopener\">collect data \u003c/a>to make sure their program is high quality and that kids are leaving kindergarten-ready. Teachers collect observation data daily by interacting with kids in their play and talking with them. They take notes on both their cognitive and social development.\u003c/p>\n\u003cp>Master teachers also use data to support professional development through \"reflective supervision.\" The emphasis is on growing as a teacher. Master teachers help their less-experienced colleagues by discussing both what went well and where the teacher can continue growing.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/PhMkqjbiSaA\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Preschool is an important time for children to build pro-social behaviors and learn to get along with other kids in a school setting. Recently, there has been more emphasis on academic preparation in preschool, but just as important, are the social and emotional skills kids will need to succeed when they move into kindergarten.\u003c/p>\n\u003cp>\u003ca href=\"https://www.educareschools.org/schools/new-orleans/\" target=\"_blank\" rel=\"noopener\">Educare New Orleans Early Childhood School\u003c/a> is a public pre-K that focuses on giving kids the language to talk about their emotions from an early age. Their play-based curriculum gives teachers lots of opportunities to help students build self-regulation skills. Educators here say success is when a child moves into elementary school with the self-regulation skills they need to focus and learn at the next level.\u003c/p>\n\u003cp>\"They're better able to verbalize their emotions and what they're going through,\" said Thomas Whifield, family support manager at Educare New Orleans. \"They're ready to speak about their problems and not react to their problems. And my doing that they're ready to go to that next level.\"\u003c/p>\n\u003cp>Teachers use the \u003ca href=\"https://consciousdiscipline.com/methodology/\" target=\"_blank\" rel=\"noopener\">Conscious Discipline\u003c/a> curriculum, which they like because it doesn't focus on managing behavior, but rather on giving kids the tools to direct it themselves. \u003ca href=\"https://www.edutopia.org/video/building-emotional-literacy-preschoolers\" target=\"_blank\" rel=\"noopener\">Edutopia profiled\u003c/a> Educare's social and emotional program on their \"Schools that Work\" segment.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/5cO3JjMxDzU\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"In previous classrooms that I've had, we didn't give them the means to articulate their feelings,\" said Antonia Celius, a preschool lead teacher. \"If you don't give them the language that they need, they can't communicate what their needs are. We're always telling them, 'Use your words and not your hands!' But, what words?\"\u003c/p>\n\u003cp>Celius also points out that many preschool teachers talk about touch with kids in a negative way. She takes time every morning to do a \u003ca href=\"https://www.edutopia.org/video/60-second-strategy-respectful-touch\" target=\"_blank\" rel=\"noopener\">positive touch ritual \u003c/a>so kids learn what \"gentle touch\" means and have a framework to understand when it's a good time and place to express oneself through touch.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/8KrM4qotecw\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>And while teachers here know if they do their jobs well it will serve these students in the future, they're also aware of how important it is to help kids' caregivers to continue the practices at home. Educare has a two-generation approach to early childhood, in which they bring parents into school as much as possible and teach them the same techniques and strategies.\u003c/p>\n\u003cp>\"We're not trying to do for them, we're trying to do with them,\" said Whitfield.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/FaZ0bwo6kB8\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>They offer parents a mixture of online and in-person resources on financial fitness, health and wellness and literacy. Maybe more important, they build relationships with parents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Anything I need, Ms. Angie she's there for me,\" said a single-parent named Troy. \"It's deeper than just school, they care about you.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Preschool is an important time for children to build pro-social behaviors and learn to get along with other kids in a school setting. Recently, there has been more emphasis on academic preparation in preschool, but just as important, are the social and emotional skills kids will need to succeed when they move into kindergarten.\u003c/p>\n\u003cp>\u003ca href=\"https://www.educareschools.org/schools/new-orleans/\" target=\"_blank\" rel=\"noopener\">Educare New Orleans Early Childhood School\u003c/a> is a public pre-K that focuses on giving kids the language to talk about their emotions from an early age. Their play-based curriculum gives teachers lots of opportunities to help students build self-regulation skills. Educators here say success is when a child moves into elementary school with the self-regulation skills they need to focus and learn at the next level.\u003c/p>\n\u003cp>\"They're better able to verbalize their emotions and what they're going through,\" said Thomas Whifield, family support manager at Educare New Orleans. \"They're ready to speak about their problems and not react to their problems. And my doing that they're ready to go to that next level.\"\u003c/p>\n\u003cp>Teachers use the \u003ca href=\"https://consciousdiscipline.com/methodology/\" target=\"_blank\" rel=\"noopener\">Conscious Discipline\u003c/a> curriculum, which they like because it doesn't focus on managing behavior, but rather on giving kids the tools to direct it themselves. \u003ca href=\"https://www.edutopia.org/video/building-emotional-literacy-preschoolers\" target=\"_blank\" rel=\"noopener\">Edutopia profiled\u003c/a> Educare's social and emotional program on their \"Schools that Work\" segment.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/5cO3JjMxDzU\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"In previous classrooms that I've had, we didn't give them the means to articulate their feelings,\" said Antonia Celius, a preschool lead teacher. \"If you don't give them the language that they need, they can't communicate what their needs are. We're always telling them, 'Use your words and not your hands!' But, what words?\"\u003c/p>\n\u003cp>Celius also points out that many preschool teachers talk about touch with kids in a negative way. She takes time every morning to do a \u003ca href=\"https://www.edutopia.org/video/60-second-strategy-respectful-touch\" target=\"_blank\" rel=\"noopener\">positive touch ritual \u003c/a>so kids learn what \"gentle touch\" means and have a framework to understand when it's a good time and place to express oneself through touch.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/8KrM4qotecw\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>And while teachers here know if they do their jobs well it will serve these students in the future, they're also aware of how important it is to help kids' caregivers to continue the practices at home. Educare has a two-generation approach to early childhood, in which they bring parents into school as much as possible and teach them the same techniques and strategies.\u003c/p>\n\u003cp>\"We're not trying to do for them, we're trying to do with them,\" said Whitfield.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/FaZ0bwo6kB8\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>They offer parents a mixture of online and in-person resources on financial fitness, health and wellness and literacy. Maybe more important, they build relationships with parents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Anything I need, Ms. Angie she's there for me,\" said a single-parent named Troy. \"It's deeper than just school, they care about you.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>By Kendal Rolley\u003c/strong>\u003c/p>\n\u003cp>A teary-eyed student approached me after class asking me to help her understand the grade she had received on a piece of writing. We discussed what she could do next time to achieve a higher grade, and I was pleased that in just 30 minutes her confidence increased and she felt more able to tackle the next writing assignment. But who has 30 minutes for every student? I started wondering how I could embed that type of coaching into the fabric of my class, so every student could make great improvements in their writing.\u003c/p>\n\u003cp>Too often, exams or essays are seen as the end goal of teaching. After a busy period of learning, students sit down, fill in their papers and hand them in. We mark them, grade them and hand them back. But many of us don’t realize that assessment itself provides opportunities for learning and growth.\u003c/p>\n\u003cp>\"Reflective practice\" is a buzzy phrase in education that is, in reality, a concept quite complicated to implement. I’ve found that making space in my busy classroom schedule to do post-exam reviews more than pays off. The simple fact is, students want to do well on tests. With the right approach, this basic fact can form a foundation for a process that not only leads to \u003ca href=\"https://www.kqed.org/mindshift/52456/a-grading-strategy-that-puts-the-focus-on-learning-from-mistakes\" target=\"_blank\" rel=\"noopener\">subject‐specific improvement\u003c/a>, but teaches students valuable transferable skills in critical thinking and \u003ca href=\"https://www.kqed.org/mindshift/38619/what-meaningful-reflection-on-student-work-can-do-for-learning\" target=\"_blank\" rel=\"noopener\">meaningful self‐reflection\u003c/a>.\u003c/p>\n\u003cp>None of these suggestions on how to facilitate reflective practice will work unless you dedicate a lesson or two to revisiting exam responses in a meaningful and reflective way. I have used this feedback strategy with writing tasks and exams in my Grade 7 English Language Arts classes, and found it works well for both. Whole‐class review sessions that use a group discussion‐based approach allow students to first express opinions in a more comfortable setting, seek consensus among their group and feel confident presenting findings to the whole class. This is only possible if the teacher has constructed a positive learning environment in their classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Discuss the task.\u003c/strong> Ask students how easy or hard they perceived the assessment to be. Was it a fair test of what has been taught? Why / Why not? Ask students to recall particularly challenging elements of the exam. Why were these so difficult? What could have been done to better help prepare for them? You should plan ahead here: Have some sections in mind that you’d like students to improve on, so if students aren’t readily supplying answers, you can guide them toward areas you have identified.\u003c/p>\n\u003cp>\u003cstrong>Ease students into the rewriting process.\u003c/strong> Deconstruct specific questions/sections with low learner outcomes, and provide scaffolded versions of these tasks. For example, you could provide an exemplar response, but remove the beginning, middle or end and let students work in groups to create a response to a small, and therefore more manageable section. This sort of task can be repeated endlessly. It builds student confidence and allows them to understand task structure in a clearer way.\u003c/p>\n\u003cp>\u003cstrong>Establish a \u003ca href=\"https://www.kqed.org/mindshift/43197/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains\" target=\"_blank\" rel=\"noopener\">growth mindset\u003c/a>.\u003c/strong> Teachers are familiar with the array of student reactions to exam results. Some students may have long resigned themselves to achieving low exam scores, and many of us, as compassionate beings, will ache to comfort students we know have done their best, but haven’t secured a grade that reflects their passion and enthusiasm for our subject. There’s a better way to help them than a metaphorical pat on the back. Providing a safe and supportive environment for them to reflect and communicate to us why they struggled provides valuable insight into how we might improve our teaching. Reminding ourselves, and our students, to have a \u003ca href=\"https://www.kqed.org/mindshift/42094/never-too-late-creating-a-climate-for-adults-to-learn-new-skills\" target=\"_blank\" rel=\"noopener\">growth mindset makes reflective practice more worthwhile\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Insist on positive language from students throughout the review session.\u003c/strong> That may seem unrealistic. However, it is important because as students review an exam piece by piece, they will realize they didn’t hit the mark on certain questions. For example, insist students use phrases like \"I should have\" or \"next time I will\" rather than \"I didn’t.\" Language shapes mindset, and insisting that students see these sessions as a positive and constructive process will lead to a more rewarding process and stave off defeatist attitudes.\u003c/p>\n\u003cp>\u003cstrong>Wait to provide scores / exam papers until the proper context has been given. \u003c/strong>Providing blank exam copies will allow students to follow along and reflect on how they answered the first time. As you scaffold the questions further, they’ll compare this to how they could have answered. And, students are more likely to remain concentrated on the task if they don’t receive their graded exams until the end of the review session.\u003c/p>\n\u003cp>\u003cstrong>Provide examples, but adapt them.\u003c/strong> While it can be helpful to show students examples of stellar work, sometimes sample responses can intimidate students who are obviously working at a lower level. Some may feel that the “full credit” response is too far out of their reach and despair. One way to approach this dilemma with these students is to scale down the language (vocabulary, sentence length, etc.) used in the sample until it still meets standards, but in a way that students perceive to be a step or two, rather than a staircase, higher than what they have produced.\u003c/p>\n\u003cp>This leads into encouraging students to set Specific Measurable, Achievable, Realistic and Time-specific (S.M.A.R.T.) goals before they see their exam grade, with an emphasis on \u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\" target=\"_blank\" rel=\"noopener\">setting goals that are realistic\u003c/a>. An example of a S.M.A.R.T. goal would be “I want to spend at least 30 minutes writing and reviewing the next paragraph I write for homework.”\u003c/p>\n\u003cp>It’s part of our job as teachers to help students see their academic growth as a process, one full of small steps forward and perhaps even a few backward. If students have realistic expectations for their own growth, they’re more likely to persist. But setting realistic, achievable goals doesn’t always come naturally to young people. If students view their progress as being not enough, it can unravel the whole self‐reflection process the next time they receive exam scores.\u003c/p>\n\u003cp>\u003cstrong>Make it lighthearted.\u003c/strong> In order to establish a healthy attitude in students toward failure and success, failure needs to be normalized, to an extent. It needs also to be put in the proper context of using this failure as an example of subsequent growth. A teacher may choose, if good rapport has been developed with the class, to share a personal experience that students can relate to, and show that they, even as an authority figure, have learned from failure. This is often more effective if the personal story is humorous, especially if the cohort in question has a tendency (due to intrinsic or extrinsic factors) to lean towards a doom and gloom reaction to low exam / task scores.\u003c/p>\n\u003cp>\u003cstrong>At the end of the session comes the most important question, and the most important task.\u003c/strong> Knowing what you know now, do you think you could try this again and achieve a better result? If you’ve held a successful review session, the answer will almost universally be \"Yes.\" For students who get upset about exam scores, the question “Is there any point in getting upset if you know that you could do it again and achieve more highly?” acts as a final reminder to maintain a positive attitude and growth mindset. At this point, students can be given their returned and graded assessment, have a chance to discuss any points they don’t understand, and then begin their rewrite.\u003c/p>\n\u003cp>\u003cstrong>Why after, and not before? \u003c/strong>Ideally, a teacher can host a review session using some of these same principles before students take the exam. However, to many students, sitting exams is a mystifying and daunting experience. I used to provide rubrics before and during writing tasks so that students could self-assess, but soon realized many learners found the rubrics confusing and too abstract. Taking the pressure off by facilitating these sessions afterward can be a more constructive experience. It builds a class community oriented toward growth, and gives students concrete experiences of improvement that they can build upon.\u003c/p>\n\u003cp>I sat down with some of my Grade 7 Language Arts students to ask their honest opinions of the exam feedback sessions and whether they found them helpful. I focused on the question: What if we’d done something similar before the exam?\u003c/p>\n\u003cp>“I think it’s good to do it afterwards,” said one boy, “it makes me concentrate on what you say, because I’m trying to work out what score I got on the exam!” Another student said she also liked doing it this way. “I think it’s good to try to write it ourselves first, and get experience -- it can feel too complicated when we are given all the information at the start.”\u003c/p>\n\u003cp>One of my students, who scored around 30 percent on her short essay describing character motives in \u003cem>The Lion, The Witch and The Wardrobe\u003c/em>, rewrote the essay, scoring closer to 70 percent almost immediately following the session. I teach at an international school in Vietnam; English is a second or third language for most of my students. Language is often a barrier to higher achievement, but I quickly discovered in this case the largest barrier was that she did not understand the expectations of the task.\u003c/p>\n\u003cp>While I don’t grade rewritten tasks, I do use them as formative assessment. They not only give me a better sense of what my students have learned, but I’ve noticed they feel more confident after seeing the results of the rewrite. While not all students saw such dramatic gains, typical results were still much higher on average. My students’ growth has convinced me to continue using this strategy.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Kendal Rolley is the English coordinator of a bilingual K-12 school in Hanoi, Vietnam. He conducts research on language policy and motivation in language learning, and supports TEFL professionals in the development of their classroom practice.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Kendal Rolley\u003c/strong>\u003c/p>\n\u003cp>A teary-eyed student approached me after class asking me to help her understand the grade she had received on a piece of writing. We discussed what she could do next time to achieve a higher grade, and I was pleased that in just 30 minutes her confidence increased and she felt more able to tackle the next writing assignment. But who has 30 minutes for every student? I started wondering how I could embed that type of coaching into the fabric of my class, so every student could make great improvements in their writing.\u003c/p>\n\u003cp>Too often, exams or essays are seen as the end goal of teaching. After a busy period of learning, students sit down, fill in their papers and hand them in. We mark them, grade them and hand them back. But many of us don’t realize that assessment itself provides opportunities for learning and growth.\u003c/p>\n\u003cp>\"Reflective practice\" is a buzzy phrase in education that is, in reality, a concept quite complicated to implement. I’ve found that making space in my busy classroom schedule to do post-exam reviews more than pays off. The simple fact is, students want to do well on tests. With the right approach, this basic fact can form a foundation for a process that not only leads to \u003ca href=\"https://www.kqed.org/mindshift/52456/a-grading-strategy-that-puts-the-focus-on-learning-from-mistakes\" target=\"_blank\" rel=\"noopener\">subject‐specific improvement\u003c/a>, but teaches students valuable transferable skills in critical thinking and \u003ca href=\"https://www.kqed.org/mindshift/38619/what-meaningful-reflection-on-student-work-can-do-for-learning\" target=\"_blank\" rel=\"noopener\">meaningful self‐reflection\u003c/a>.\u003c/p>\n\u003cp>None of these suggestions on how to facilitate reflective practice will work unless you dedicate a lesson or two to revisiting exam responses in a meaningful and reflective way. I have used this feedback strategy with writing tasks and exams in my Grade 7 English Language Arts classes, and found it works well for both. Whole‐class review sessions that use a group discussion‐based approach allow students to first express opinions in a more comfortable setting, seek consensus among their group and feel confident presenting findings to the whole class. This is only possible if the teacher has constructed a positive learning environment in their classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Discuss the task.\u003c/strong> Ask students how easy or hard they perceived the assessment to be. Was it a fair test of what has been taught? Why / Why not? Ask students to recall particularly challenging elements of the exam. Why were these so difficult? What could have been done to better help prepare for them? You should plan ahead here: Have some sections in mind that you’d like students to improve on, so if students aren’t readily supplying answers, you can guide them toward areas you have identified.\u003c/p>\n\u003cp>\u003cstrong>Ease students into the rewriting process.\u003c/strong> Deconstruct specific questions/sections with low learner outcomes, and provide scaffolded versions of these tasks. For example, you could provide an exemplar response, but remove the beginning, middle or end and let students work in groups to create a response to a small, and therefore more manageable section. This sort of task can be repeated endlessly. It builds student confidence and allows them to understand task structure in a clearer way.\u003c/p>\n\u003cp>\u003cstrong>Establish a \u003ca href=\"https://www.kqed.org/mindshift/43197/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains\" target=\"_blank\" rel=\"noopener\">growth mindset\u003c/a>.\u003c/strong> Teachers are familiar with the array of student reactions to exam results. Some students may have long resigned themselves to achieving low exam scores, and many of us, as compassionate beings, will ache to comfort students we know have done their best, but haven’t secured a grade that reflects their passion and enthusiasm for our subject. There’s a better way to help them than a metaphorical pat on the back. Providing a safe and supportive environment for them to reflect and communicate to us why they struggled provides valuable insight into how we might improve our teaching. Reminding ourselves, and our students, to have a \u003ca href=\"https://www.kqed.org/mindshift/42094/never-too-late-creating-a-climate-for-adults-to-learn-new-skills\" target=\"_blank\" rel=\"noopener\">growth mindset makes reflective practice more worthwhile\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Insist on positive language from students throughout the review session.\u003c/strong> That may seem unrealistic. However, it is important because as students review an exam piece by piece, they will realize they didn’t hit the mark on certain questions. For example, insist students use phrases like \"I should have\" or \"next time I will\" rather than \"I didn’t.\" Language shapes mindset, and insisting that students see these sessions as a positive and constructive process will lead to a more rewarding process and stave off defeatist attitudes.\u003c/p>\n\u003cp>\u003cstrong>Wait to provide scores / exam papers until the proper context has been given. \u003c/strong>Providing blank exam copies will allow students to follow along and reflect on how they answered the first time. As you scaffold the questions further, they’ll compare this to how they could have answered. And, students are more likely to remain concentrated on the task if they don’t receive their graded exams until the end of the review session.\u003c/p>\n\u003cp>\u003cstrong>Provide examples, but adapt them.\u003c/strong> While it can be helpful to show students examples of stellar work, sometimes sample responses can intimidate students who are obviously working at a lower level. Some may feel that the “full credit” response is too far out of their reach and despair. One way to approach this dilemma with these students is to scale down the language (vocabulary, sentence length, etc.) used in the sample until it still meets standards, but in a way that students perceive to be a step or two, rather than a staircase, higher than what they have produced.\u003c/p>\n\u003cp>This leads into encouraging students to set Specific Measurable, Achievable, Realistic and Time-specific (S.M.A.R.T.) goals before they see their exam grade, with an emphasis on \u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\" target=\"_blank\" rel=\"noopener\">setting goals that are realistic\u003c/a>. An example of a S.M.A.R.T. goal would be “I want to spend at least 30 minutes writing and reviewing the next paragraph I write for homework.”\u003c/p>\n\u003cp>It’s part of our job as teachers to help students see their academic growth as a process, one full of small steps forward and perhaps even a few backward. If students have realistic expectations for their own growth, they’re more likely to persist. But setting realistic, achievable goals doesn’t always come naturally to young people. If students view their progress as being not enough, it can unravel the whole self‐reflection process the next time they receive exam scores.\u003c/p>\n\u003cp>\u003cstrong>Make it lighthearted.\u003c/strong> In order to establish a healthy attitude in students toward failure and success, failure needs to be normalized, to an extent. It needs also to be put in the proper context of using this failure as an example of subsequent growth. A teacher may choose, if good rapport has been developed with the class, to share a personal experience that students can relate to, and show that they, even as an authority figure, have learned from failure. This is often more effective if the personal story is humorous, especially if the cohort in question has a tendency (due to intrinsic or extrinsic factors) to lean towards a doom and gloom reaction to low exam / task scores.\u003c/p>\n\u003cp>\u003cstrong>At the end of the session comes the most important question, and the most important task.\u003c/strong> Knowing what you know now, do you think you could try this again and achieve a better result? If you’ve held a successful review session, the answer will almost universally be \"Yes.\" For students who get upset about exam scores, the question “Is there any point in getting upset if you know that you could do it again and achieve more highly?” acts as a final reminder to maintain a positive attitude and growth mindset. At this point, students can be given their returned and graded assessment, have a chance to discuss any points they don’t understand, and then begin their rewrite.\u003c/p>\n\u003cp>\u003cstrong>Why after, and not before? \u003c/strong>Ideally, a teacher can host a review session using some of these same principles before students take the exam. However, to many students, sitting exams is a mystifying and daunting experience. I used to provide rubrics before and during writing tasks so that students could self-assess, but soon realized many learners found the rubrics confusing and too abstract. Taking the pressure off by facilitating these sessions afterward can be a more constructive experience. It builds a class community oriented toward growth, and gives students concrete experiences of improvement that they can build upon.\u003c/p>\n\u003cp>I sat down with some of my Grade 7 Language Arts students to ask their honest opinions of the exam feedback sessions and whether they found them helpful. I focused on the question: What if we’d done something similar before the exam?\u003c/p>\n\u003cp>“I think it’s good to do it afterwards,” said one boy, “it makes me concentrate on what you say, because I’m trying to work out what score I got on the exam!” Another student said she also liked doing it this way. “I think it’s good to try to write it ourselves first, and get experience -- it can feel too complicated when we are given all the information at the start.”\u003c/p>\n\u003cp>One of my students, who scored around 30 percent on her short essay describing character motives in \u003cem>The Lion, The Witch and The Wardrobe\u003c/em>, rewrote the essay, scoring closer to 70 percent almost immediately following the session. I teach at an international school in Vietnam; English is a second or third language for most of my students. Language is often a barrier to higher achievement, but I quickly discovered in this case the largest barrier was that she did not understand the expectations of the task.\u003c/p>\n\u003cp>While I don’t grade rewritten tasks, I do use them as formative assessment. They not only give me a better sense of what my students have learned, but I’ve noticed they feel more confident after seeing the results of the rewrite. While not all students saw such dramatic gains, typical results were still much higher on average. My students’ growth has convinced me to continue using this strategy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>There are a lot of skills necessary to succeed in school that aren't directly about mastering content, including the ability to recognize, name and control ones emotions. The school day often comes with lots of emotion, everything from elation to frustration, which makes it the perfect place to practice self-regulation.\u003c/p>\n\u003cp>\"One of the most authentic ways for me to help them expand their own vocabulary is to use my personal experience with my own emotions in the classroom,\" said Lindsey Minder, a second grade teacher. She regularly \u003ca href=\"https://www.edutopia.org/video/teaching-self-regulation-modeling\" target=\"_blank\" rel=\"noopener\">models describing how she's feeling and why\u003c/a> throughout the school day, as well as demonstrating simple practices like taking a deep breath to calm down.\u003c/p>\n\u003cp>\"One of the critical features of learning is modeling,\" said Linda Darling-Hammond, president and CEO of the Learning Policy Institute in an \u003ca href=\"https://www.edutopia.org/how-learning-happens\" target=\"_blank\" rel=\"noopener\">Edutopia series\u003c/a> on the science of learning. \"We learn by watching others. In this classroom, we see the teacher modeling her recognition of her emotions and also modeling how she deals with them in productive ways. And that is the first step in helping children learn to manage their own emotions.\"\u003c/p>\n\u003cp>This type of modeling also helps students recognize that their teachers are people too, and that like students, they get frustrated when no one listens or follows directions. It builds empathy to know that all humans experience a range of emotions across a day and each person is doing their best to manage them productively.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/UD9m5n-ZpB0\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students must also learn and practice how to \u003ca href=\"https://www.edutopia.org/video/developing-executive-function-priority-lists\" target=\"_blank\" rel=\"noopener\">prioritize and tackle tasks\u003c/a> for academic and life success. \u003ca href=\"https://www.kqed.org/mindshift/48315/why-executive-function-skills-take-so-long-to-fully-develop\" target=\"_blank\" rel=\"noopener\">Executive function\u003c/a> often develops in middle school when the skills become even more important as students juggle work from multiple classes with many deadlines. Learning how to prioritize work not only makes it feel more manageable, it also helps students use work time efficiently.\u003c/p>\n\u003cp>\"Mark Twain said if you wake up every morning and eat a frog, everything else will taste great,\" said eighth grade teacher Catherine Paul. \"So, I taught them to take their frog from the list, which is the thing they want to do the least, and get it out of the way, because everything else will seem easy.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/AhoXKhkQ6SE\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Paul guides her students through the process of creating a priority list together so they have a tool to do it on their own later.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Then you can know what to do first and categorize it and get it done efficiently,\" said Arius, an eighth grader.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There are a lot of skills necessary to succeed in school that aren't directly about mastering content, including the ability to recognize, name and control ones emotions. The school day often comes with lots of emotion, everything from elation to frustration, which makes it the perfect place to practice self-regulation.\u003c/p>\n\u003cp>\"One of the most authentic ways for me to help them expand their own vocabulary is to use my personal experience with my own emotions in the classroom,\" said Lindsey Minder, a second grade teacher. She regularly \u003ca href=\"https://www.edutopia.org/video/teaching-self-regulation-modeling\" target=\"_blank\" rel=\"noopener\">models describing how she's feeling and why\u003c/a> throughout the school day, as well as demonstrating simple practices like taking a deep breath to calm down.\u003c/p>\n\u003cp>\"One of the critical features of learning is modeling,\" said Linda Darling-Hammond, president and CEO of the Learning Policy Institute in an \u003ca href=\"https://www.edutopia.org/how-learning-happens\" target=\"_blank\" rel=\"noopener\">Edutopia series\u003c/a> on the science of learning. \"We learn by watching others. In this classroom, we see the teacher modeling her recognition of her emotions and also modeling how she deals with them in productive ways. And that is the first step in helping children learn to manage their own emotions.\"\u003c/p>\n\u003cp>This type of modeling also helps students recognize that their teachers are people too, and that like students, they get frustrated when no one listens or follows directions. It builds empathy to know that all humans experience a range of emotions across a day and each person is doing their best to manage them productively.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/UD9m5n-ZpB0\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Students must also learn and practice how to \u003ca href=\"https://www.edutopia.org/video/developing-executive-function-priority-lists\" target=\"_blank\" rel=\"noopener\">prioritize and tackle tasks\u003c/a> for academic and life success. \u003ca href=\"https://www.kqed.org/mindshift/48315/why-executive-function-skills-take-so-long-to-fully-develop\" target=\"_blank\" rel=\"noopener\">Executive function\u003c/a> often develops in middle school when the skills become even more important as students juggle work from multiple classes with many deadlines. Learning how to prioritize work not only makes it feel more manageable, it also helps students use work time efficiently.\u003c/p>\n\u003cp>\"Mark Twain said if you wake up every morning and eat a frog, everything else will taste great,\" said eighth grade teacher Catherine Paul. \"So, I taught them to take their frog from the list, which is the thing they want to do the least, and get it out of the way, because everything else will seem easy.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/AhoXKhkQ6SE\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Paul guides her students through the process of creating a priority list together so they have a tool to do it on their own later.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Then you can know what to do first and categorize it and get it done efficiently,\" said Arius, an eighth grader.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Many teachers are \u003ca href=\"https://www.kqed.org/mindshift/52566/how-to-build-a-trauma-sensitive-classroom-where-all-learners-feel-safe\" target=\"_blank\" rel=\"noopener\">working to modify their classrooms and schools\u003c/a> to offer a more supportive environment for students who have experienced trauma in their lives. They're taking heed of \u003ca href=\"https://www.kqed.org/mindshift/49894/how-trauma-abuse-and-neglect-in-childhood-connects-to-serious-diseases-in-adults\" target=\"_blank\" rel=\"noopener\">research showing\u003c/a> that adverse childhood experiences like poverty, neglect, and exposure to violence affect children's brains and may have a negative impact on learning and behavior.\u003c/p>\n\u003cp>\"For me being trauma-informed has so much to do with mindset, accepting that different people come into a school setting with incredibly varied life experiences,\" said Lindsey Minder, a second grade teacher profiled in an \u003ca href=\"https://www.edutopia.org/video/getting-started-trauma-informed-practices\" target=\"_blank\" rel=\"noopener\">Edutopia video \u003c/a>introducing trauma-informed practices. \"Some of those life experiences may be traumatic. And the way in which that plays out in my particular classroom could look a number of ways. And by me having that lens it makes it less about are they doing 'the right thing' or the 'wrong thing' and more about, 'where is that behavior coming from? Why is that happening?'\"\u003c/p>\n\u003cp>While dealing with all the issues kids bring to school can be overwhelming for teachers, the upside is that they are \u003ca href=\"https://www.kqed.org/mindshift/46613/how-to-develop-mindsets-for-compassion-and-caring-in-students\" target=\"_blank\" rel=\"noopener\">well positioned to make a big impact\u003c/a> on students' lives. Positive relationships with caring adults can help buffer students from the effects of trauma and chronic stress, making trauma-informed schools \"healing places.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/eWIV3wWygS4\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\"If you're fearful, if you're anxious, if you're distracted about something that's happened to you, you literally can't learn. Your brain shuts down,\" said Dr. Linda Darling-Hammond, president and CEO of the \u003ca href=\"https://learningpolicyinstitute.org/\" target=\"_blank\" rel=\"noopener\">Learning Policy Institute\u003c/a>. \"So it's essential to give kids social and emotional tools that allow students to recover from the challenges that they have experienced. Take actual classroom time to work on the building blocks of how to perceive your emotions, how to talk about them, how to get along with other people, how to take a moment and become calm when you need to, how to express your needs so that others can meet them.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One strategy to intentionally support students who need a little extra in these areas is \u003ca href=\"https://www.edutopia.org/video/cultivating-trust-one-one-time\" target=\"_blank\" rel=\"noopener\">one-on-one time\u003c/a> with a staff mentor. Providing a regular, relaxed environment for the student to check in with the same adult helps them build trust and opens the door for more learning. The key is for these meetings to be consistent and to happen even if the student hasn't behaved well.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/9kGBdjv8V3k\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edutopia.org/video/knowing-every-child-through-index-card-rosters\" target=\"_blank\" rel=\"noopener\">Another strategy\u003c/a> schools use to make sure students aren't falling through the cracks is to \u003ca href=\"https://www.kqed.org/mindshift/52000/what-makes-the-barr-program-effective-in-helping-ninth-graders-in-virtually-every-type-of-school\" target=\"_blank\" rel=\"noopener\">meet in teams to discuss students\u003c/a>. These meetings offer a picture of students across learning environments and allow teachers to share where a student is struggling as well as where she shines. It's also a chance to recognize positive behavior and growth in students so they are pushed and recognized as well.\u003c/p>\n\u003cp>\"It's great when you can figure out that there's a link between their academics and maybe a behavior,\" said Bobby Shaddox, a social studies teacher at King Middle School in Portland, Maine.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/OzZZewlt4AQ\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\"We don't only want to be talking about the kids that disrupt a class, which is very often the case,\" said Dr. Pamela Cantor, founder and senior science advisor for \u003ca href=\"https://www.turnaroundusa.org/\" target=\"_blank\" rel=\"noopener\">Turnaround For Children\u003c/a>. \"We want to talk about every child and be able to see what every child needs.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>A formalized teacher practice like this one, with norms that assume the best in students, help school staff work as a team to support students, no matter their needs. Everyone will experience adversity at some point in their life, so while these strategies may be particularly important for students struggling right now, they're also supporting children who will need these skills later in life.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many teachers are \u003ca href=\"https://www.kqed.org/mindshift/52566/how-to-build-a-trauma-sensitive-classroom-where-all-learners-feel-safe\" target=\"_blank\" rel=\"noopener\">working to modify their classrooms and schools\u003c/a> to offer a more supportive environment for students who have experienced trauma in their lives. They're taking heed of \u003ca href=\"https://www.kqed.org/mindshift/49894/how-trauma-abuse-and-neglect-in-childhood-connects-to-serious-diseases-in-adults\" target=\"_blank\" rel=\"noopener\">research showing\u003c/a> that adverse childhood experiences like poverty, neglect, and exposure to violence affect children's brains and may have a negative impact on learning and behavior.\u003c/p>\n\u003cp>\"For me being trauma-informed has so much to do with mindset, accepting that different people come into a school setting with incredibly varied life experiences,\" said Lindsey Minder, a second grade teacher profiled in an \u003ca href=\"https://www.edutopia.org/video/getting-started-trauma-informed-practices\" target=\"_blank\" rel=\"noopener\">Edutopia video \u003c/a>introducing trauma-informed practices. \"Some of those life experiences may be traumatic. And the way in which that plays out in my particular classroom could look a number of ways. And by me having that lens it makes it less about are they doing 'the right thing' or the 'wrong thing' and more about, 'where is that behavior coming from? Why is that happening?'\"\u003c/p>\n\u003cp>While dealing with all the issues kids bring to school can be overwhelming for teachers, the upside is that they are \u003ca href=\"https://www.kqed.org/mindshift/46613/how-to-develop-mindsets-for-compassion-and-caring-in-students\" target=\"_blank\" rel=\"noopener\">well positioned to make a big impact\u003c/a> on students' lives. Positive relationships with caring adults can help buffer students from the effects of trauma and chronic stress, making trauma-informed schools \"healing places.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/eWIV3wWygS4\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\"If you're fearful, if you're anxious, if you're distracted about something that's happened to you, you literally can't learn. Your brain shuts down,\" said Dr. Linda Darling-Hammond, president and CEO of the \u003ca href=\"https://learningpolicyinstitute.org/\" target=\"_blank\" rel=\"noopener\">Learning Policy Institute\u003c/a>. \"So it's essential to give kids social and emotional tools that allow students to recover from the challenges that they have experienced. Take actual classroom time to work on the building blocks of how to perceive your emotions, how to talk about them, how to get along with other people, how to take a moment and become calm when you need to, how to express your needs so that others can meet them.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One strategy to intentionally support students who need a little extra in these areas is \u003ca href=\"https://www.edutopia.org/video/cultivating-trust-one-one-time\" target=\"_blank\" rel=\"noopener\">one-on-one time\u003c/a> with a staff mentor. Providing a regular, relaxed environment for the student to check in with the same adult helps them build trust and opens the door for more learning. The key is for these meetings to be consistent and to happen even if the student hasn't behaved well.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"560\" height=\"315\" src=\"https://www.youtube.com/embed/9kGBdjv8V3k\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"https://www.edutopia.org/video/knowing-every-child-through-index-card-rosters\" target=\"_blank\" rel=\"noopener\">Another strategy\u003c/a> schools use to make sure students aren't falling through the cracks is to \u003ca href=\"https://www.kqed.org/mindshift/52000/what-makes-the-barr-program-effective-in-helping-ninth-graders-in-virtually-every-type-of-school\" target=\"_blank\" rel=\"noopener\">meet in teams to discuss students\u003c/a>. These meetings offer a picture of students across learning environments and allow teachers to share where a student is struggling as well as where she shines. It's also a chance to recognize positive behavior and growth in students so they are pushed and recognized as well.\u003c/p>\n\u003cp>\"It's great when you can figure out that there's a link between their academics and maybe a behavior,\" said Bobby Shaddox, a social studies teacher at King Middle School in Portland, Maine.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/OzZZewlt4AQ\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\"We don't only want to be talking about the kids that disrupt a class, which is very often the case,\" said Dr. Pamela Cantor, founder and senior science advisor for \u003ca href=\"https://www.turnaroundusa.org/\" target=\"_blank\" rel=\"noopener\">Turnaround For Children\u003c/a>. \"We want to talk about every child and be able to see what every child needs.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>A formalized teacher practice like this one, with norms that assume the best in students, help school staff work as a team to support students, no matter their needs. Everyone will experience adversity at some point in their life, so while these strategies may be particularly important for students struggling right now, they're also supporting children who will need these skills later in life.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Sophie Huttner was 16 years old, she labored over an ethical dilemma. Her small class at Kent Place School in New Jersey was discussing a case study that concerned a woman who was thinking of leaving her disabled husband; caring for his injuries was devouring the woman’s every moment, and the couple’s affection for each other had fizzled. Was it ethically wrong for her to leave him?\u003c/p>\n\u003cp>“The case made me realize that the value I placed on individual autonomy would often conflict with other values that I also thought important, like loyalty and integrity,” Huttner said. At the time, she was involved in her first serious relationship, and the case and ensuing discussion touched on the very questions she was mulling in her personal life.\u003c/p>\n\u003cp>“When you give kids and teenagers the space to explore ethical dilemmas, this can be very powerful for students,” said Jana M. Lone, director of the \u003ca href=\"https://depts.washington.edu/nwcenter/\">Center for Philosophy for Children\u003c/a> at the University of Washington, which brings introductory philosophy to schoolkids in the Seattle area. Central to ethics education is teaching kids the skills to make sound decisions: to search for and evaluate their assumptions, to excavate the reasons behind those assumptions, to examine without prejudice another’s opinion and to make a thoughtful decision with confidence.\u003c/p>\n\u003cp>“There’s more hunger for this kind of training now,” Lone said. “The most recent political polarization, the shifting news cycle—which makes us less engaged with people who think differently—has made it more imperative,” she added. Kids, too, sense the ugly divisions in society. “Teenagers and kids recognize that they live in a fractured world, and it’s troubling to them,” Lone said.\u003c/p>\n\u003cp>Though sought after, ethics classes are largely absent from schools. Also, teachers’ freedom to migrate into wide-ranging conversations that might veer into ethics have been curbed by standardized testing and curriculum requirements. This is despite research that shows teenagers’ ability to make ethical decisions—to see problems from multiple view points, and to consider the potential harm to others that a decision can cause—is underdeveloped. In the most recent survey of teenage ethics done by the Josephson Institute, for example, just 49% percent of the 23,000 teenagers \u003ca href=\"https://charactercounts.org/wp-content/uploads/2014/02/ReportCard-2012-DataTables.pdf\">surveyed\u003c/a> reported never cheating on a test in school. A 2014 analysis by the Making Caring Common Project at Harvard University \u003ca href=\"https://static1.squarespace.com/static/5b7c56e255b02c683659fe43/t/5bae776da4222ffd8b7508a2/1538160493964/executive-summary-children-raise.pdf\">found\u003c/a> that a majority of teenagers value happiness and personal success more than concern for others.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://vimeo.com/136588083\u003c/p>\n\u003cp>\u003cstrong>Teaching ethics to children and teenagers \u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"https://www.kentplace.org/page/ethics-institute\">Ethics Institute*\u003c/a> at Kent Place School is devoted solely to teaching ethics to primary and secondary school students, said Karen Rezach, the institute’s director. “There are so many ethics institutes at the university level, but none at our level,” she said. Like Lone, Rezach thinks kids and teenagers long for ethical guidance. “We’re trying to teach them how to exist in this world,” she said.\u003c/p>\n\u003cp>Children at Kent Place are introduced to ethics in fifth grade, during what would otherwise be a health and wellness class. Rezach engages the students in simple case studies and invites them to consider the various points of view. She also acquaints them with the concept of right vs. right—the idea that ethical dilemmas often involve a contest between valid but conflicting values. “It’s really, really, really elementary,” she said.\u003c/p>\n\u003cp>In middle and upper school, the training is more structured and challenging. At the core of this education is a simple framework for ethical decision-making that Rezach underscores with all her classes, and which is captured on a poster board inside school. Paired with this framework is a collection of values that students are encouraged to study and explore. The values and framework for decision-making are the foundation of their ethics training.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-53703\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/Ethics-1.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/05/Ethics-1.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/Ethics-1-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/Ethics-1-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/Ethics-1-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/p>\n\u003cp>Once a month, all middle school students grapple with an ethics case study during advisory that’s been written for their grade. Sixth-graders, for example, wrestled with a case about “Emma”, who wasn’t invited to Jane’s party but who saw pictures of the festivities on Instagram. The students then discussed various questions: How might Emma feel when she sees the Instagram photo? What is Jane’s responsibility in this case? What values influence the way you think about this scenario? Though the case studies reflect real-life problems the kids have encountered, the stories are told in the third person, which frees them to talk openly, Rezach said.\u003c/p>\n\u003cp>Two elective courses on ethics for seventh- and eighth-graders explore deeper quandaries while pressing students to understand the values reflected in those views. In one case study they discussed, “Allison” enters a coffee shop wearing a T-shirt with a swastika, which clearly offends other customers. What should the manager do? How does one balance the right to freedom of expression with the rights of the community? “In this situation, as in all ethical dilemmas, the students have to weigh the benefit and the harm,” Rezach said. She draws connections to books they’re reading in English class, brings up related news stories, and asks students to think of and share ethical quandaries they’ve encountered.\u003c/p>\n\u003cp>For homework, students study critical historical documents, like the Constitution and Bible, and identify the values that suffuse the work. In another assignment, they prepare a two-minute oral presentation on a principle that matters deeply to them. Some will read a poem, or sing a song, or produce a video that reflects that value. Once the presentations end, Rezach pairs up students with conflicting ideals—compassion versus justice, for example—and asks them to write a case study together.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone wp-image-53704\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/Ethics-2.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/05/Ethics-2.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/Ethics-2-160x90.png 160w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/p>\n\u003cp>High school students interested in ethics have other ways to learn. Fourteen kids meet weekly after school on an ethics bowl team, which competes nationally against other schools. In bioethics class, an elective, students explore a particular ethical problem related to a single theme—such as “Environment and Health,” this year’s subject—then present and defend their position at a spring symposium. The ethics club is launching an Instagram account, \u003ca href=\"https://www.instagram.com/p/BxJQdHpn-YE/\">@ethicseverywhere\u003c/a>, which will pose an idea or dilemma for all student followers to reflect on. And during the summer, students can apply for shorter programs, one on the ethical issues surrounding science and technology and the other on ethics in business.\u003c/p>\n\u003cp>\u003cstrong>Impact on students \u003c/strong>\u003c/p>\n\u003cp>Research suggests that ethics training improves academic performance. Children in Scotland who had been taught to think about ethical decision-making and the responsibilities of citizenship \u003ca href=\"https://www.e-publicacoes.uerj.br/index.php/childhood/article/view/20690/15016\">showed\u003c/a> improved reasoning abilities. A study in Australia \u003ca href=\"http://www.ep.liu.se/ecp/021/vol1/005/ecp2107005.pdf\">showed\u003c/a> that young students who took part in a class on “dialogue-based ethical inquiry” were better able to evaluate and construct reasoned, ethical arguments. Standardized test scores for children who studied “collaborative philosophical enquiry”—a variant of ethics training—\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/17504547\">went up\u003c/a> in verbal, nonverbal, and quantitative reasoning. And a small study conducted by researchers at Penn State \u003ca href=\"https://drive.google.com/file/d/0B0q5bakTCCqVVnJxT0FhTm5BSEE/view\">revealed\u003c/a> that even preschoolers can engage with and learn from simple ethical instruction.\u003c/p>\n\u003cp>Academic benefits aside, students at Kent Place involved in ethics training relish the open-ended conversations with peers along with the chance to reflect on what matters to them. “I love discussing these things with other people, and hearing other points of view, especially on controversial topics,” said Alexandra Grushkin, an eighth-grader. The value she selected that’s most dear to her is integrity. “I believe you’re a good person if you have integrity,” she explained. In her class presentation, she shared a quote by author Lynne Namka that reflected this value. Alexandra was matched with a student who chose loyalty, and the two crafted a case study that captured the tension between these principles: What does a student do when she spots her close friend cheating in a school competition?\u003c/p>\n\u003cp>Encouraged at home to listen to others’ opinions, Alexandra said that she’s better able now to understand the ideals that undergird beliefs and to articulate her own positions. “It has changed the way I approach conflict—and most things, actually,” she said. “With ethics, I’ve learned that there are a lot of different sides to everything.” What Alexandra’s mother, Trisha, welcomes in this training is the open-mindedness it provokes, as well as the instruction it provides in how to converse calmly. “There’s a humility that comes with this ethical framework that will serve them well for the rest of their lives,” she said.\u003c/p>\n\u003cp>Rezach believes that students benefit from an ethics education in many ways. “For the first time in their lives, they’re allowed to think for themselves—without someone telling them what to think,” she said, adding “It’s like you’ve taken the lid off the top of their minds.” For teenagers who often struggle with confidence and identity, these debates on ethics free them to test their values in an abstract, unthreatening way. Exploring conflicts from different points of view—and striving to understand the value behind an opinion—also makes them more empathetic to others. “I see them grow in their ability to see somebody else’s perspective,” Rezach said. Having to identify and defend their decision is also critical, she added. Ordinarily, students she encounters avoid making decisions because they fear they’ll get it wrong. “Being able to make a decision and articulate why—that’s huge!” she said. “And being respectful to a person who doesn’t agree—that’s huge.”\u003c/p>\n\u003cp>Rezach writes the case studies, teaches the classes and overseas all the extracurricular ethics programs. She has also consulted with about 100 other middle- and high schools that want to bring this discipline back to their communities. “It can’t be a one and done,” Rezach said about how to build an ethical student body. “You have to infuse it into current programs—in classes and after school,” she added.\u003c/p>\n\u003cp>Now a college freshman, Sophie Huttner said she continues to apply the analytical frameworks she absorbed in her ethics training to her studies at Yale. “My ethics education, above all, has functioned as a mirror, allowing me to reflect on my own values and those held by my community,” she said. “Because I have had the chance to consider at length the ethical concepts most important to me, I have become a better judge of my own actions.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=LDvYzxnwMGA&t=187s\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*Linda Flanagan serves on the \u003ca href=\"https://www.kentplace.org/ethics-institute/about-ethics/eikps-governance\">advisory board\u003c/a> of the Ethics Institute, for which she receives no financial compensation. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Sophie Huttner was 16 years old, she labored over an ethical dilemma. Her small class at Kent Place School in New Jersey was discussing a case study that concerned a woman who was thinking of leaving her disabled husband; caring for his injuries was devouring the woman’s every moment, and the couple’s affection for each other had fizzled. Was it ethically wrong for her to leave him?\u003c/p>\n\u003cp>“The case made me realize that the value I placed on individual autonomy would often conflict with other values that I also thought important, like loyalty and integrity,” Huttner said. At the time, she was involved in her first serious relationship, and the case and ensuing discussion touched on the very questions she was mulling in her personal life.\u003c/p>\n\u003cp>“When you give kids and teenagers the space to explore ethical dilemmas, this can be very powerful for students,” said Jana M. Lone, director of the \u003ca href=\"https://depts.washington.edu/nwcenter/\">Center for Philosophy for Children\u003c/a> at the University of Washington, which brings introductory philosophy to schoolkids in the Seattle area. Central to ethics education is teaching kids the skills to make sound decisions: to search for and evaluate their assumptions, to excavate the reasons behind those assumptions, to examine without prejudice another’s opinion and to make a thoughtful decision with confidence.\u003c/p>\n\u003cp>“There’s more hunger for this kind of training now,” Lone said. “The most recent political polarization, the shifting news cycle—which makes us less engaged with people who think differently—has made it more imperative,” she added. Kids, too, sense the ugly divisions in society. “Teenagers and kids recognize that they live in a fractured world, and it’s troubling to them,” Lone said.\u003c/p>\n\u003cp>Though sought after, ethics classes are largely absent from schools. Also, teachers’ freedom to migrate into wide-ranging conversations that might veer into ethics have been curbed by standardized testing and curriculum requirements. This is despite research that shows teenagers’ ability to make ethical decisions—to see problems from multiple view points, and to consider the potential harm to others that a decision can cause—is underdeveloped. In the most recent survey of teenage ethics done by the Josephson Institute, for example, just 49% percent of the 23,000 teenagers \u003ca href=\"https://charactercounts.org/wp-content/uploads/2014/02/ReportCard-2012-DataTables.pdf\">surveyed\u003c/a> reported never cheating on a test in school. A 2014 analysis by the Making Caring Common Project at Harvard University \u003ca href=\"https://static1.squarespace.com/static/5b7c56e255b02c683659fe43/t/5bae776da4222ffd8b7508a2/1538160493964/executive-summary-children-raise.pdf\">found\u003c/a> that a majority of teenagers value happiness and personal success more than concern for others.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Teaching ethics to children and teenagers \u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"https://www.kentplace.org/page/ethics-institute\">Ethics Institute*\u003c/a> at Kent Place School is devoted solely to teaching ethics to primary and secondary school students, said Karen Rezach, the institute’s director. “There are so many ethics institutes at the university level, but none at our level,” she said. Like Lone, Rezach thinks kids and teenagers long for ethical guidance. “We’re trying to teach them how to exist in this world,” she said.\u003c/p>\n\u003cp>Children at Kent Place are introduced to ethics in fifth grade, during what would otherwise be a health and wellness class. Rezach engages the students in simple case studies and invites them to consider the various points of view. She also acquaints them with the concept of right vs. right—the idea that ethical dilemmas often involve a contest between valid but conflicting values. “It’s really, really, really elementary,” she said.\u003c/p>\n\u003cp>In middle and upper school, the training is more structured and challenging. At the core of this education is a simple framework for ethical decision-making that Rezach underscores with all her classes, and which is captured on a poster board inside school. Paired with this framework is a collection of values that students are encouraged to study and explore. The values and framework for decision-making are the foundation of their ethics training.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-53703\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/Ethics-1.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/05/Ethics-1.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/Ethics-1-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/Ethics-1-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/Ethics-1-768x432.png 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/p>\n\u003cp>Once a month, all middle school students grapple with an ethics case study during advisory that’s been written for their grade. Sixth-graders, for example, wrestled with a case about “Emma”, who wasn’t invited to Jane’s party but who saw pictures of the festivities on Instagram. The students then discussed various questions: How might Emma feel when she sees the Instagram photo? What is Jane’s responsibility in this case? What values influence the way you think about this scenario? Though the case studies reflect real-life problems the kids have encountered, the stories are told in the third person, which frees them to talk openly, Rezach said.\u003c/p>\n\u003cp>Two elective courses on ethics for seventh- and eighth-graders explore deeper quandaries while pressing students to understand the values reflected in those views. In one case study they discussed, “Allison” enters a coffee shop wearing a T-shirt with a swastika, which clearly offends other customers. What should the manager do? How does one balance the right to freedom of expression with the rights of the community? “In this situation, as in all ethical dilemmas, the students have to weigh the benefit and the harm,” Rezach said. She draws connections to books they’re reading in English class, brings up related news stories, and asks students to think of and share ethical quandaries they’ve encountered.\u003c/p>\n\u003cp>For homework, students study critical historical documents, like the Constitution and Bible, and identify the values that suffuse the work. In another assignment, they prepare a two-minute oral presentation on a principle that matters deeply to them. Some will read a poem, or sing a song, or produce a video that reflects that value. Once the presentations end, Rezach pairs up students with conflicting ideals—compassion versus justice, for example—and asks them to write a case study together.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone wp-image-53704\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/Ethics-2.png\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/05/Ethics-2.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/Ethics-2-160x90.png 160w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/p>\n\u003cp>High school students interested in ethics have other ways to learn. Fourteen kids meet weekly after school on an ethics bowl team, which competes nationally against other schools. In bioethics class, an elective, students explore a particular ethical problem related to a single theme—such as “Environment and Health,” this year’s subject—then present and defend their position at a spring symposium. The ethics club is launching an Instagram account, \u003ca href=\"https://www.instagram.com/p/BxJQdHpn-YE/\">@ethicseverywhere\u003c/a>, which will pose an idea or dilemma for all student followers to reflect on. And during the summer, students can apply for shorter programs, one on the ethical issues surrounding science and technology and the other on ethics in business.\u003c/p>\n\u003cp>\u003cstrong>Impact on students \u003c/strong>\u003c/p>\n\u003cp>Research suggests that ethics training improves academic performance. Children in Scotland who had been taught to think about ethical decision-making and the responsibilities of citizenship \u003ca href=\"https://www.e-publicacoes.uerj.br/index.php/childhood/article/view/20690/15016\">showed\u003c/a> improved reasoning abilities. A study in Australia \u003ca href=\"http://www.ep.liu.se/ecp/021/vol1/005/ecp2107005.pdf\">showed\u003c/a> that young students who took part in a class on “dialogue-based ethical inquiry” were better able to evaluate and construct reasoned, ethical arguments. Standardized test scores for children who studied “collaborative philosophical enquiry”—a variant of ethics training—\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/17504547\">went up\u003c/a> in verbal, nonverbal, and quantitative reasoning. And a small study conducted by researchers at Penn State \u003ca href=\"https://drive.google.com/file/d/0B0q5bakTCCqVVnJxT0FhTm5BSEE/view\">revealed\u003c/a> that even preschoolers can engage with and learn from simple ethical instruction.\u003c/p>\n\u003cp>Academic benefits aside, students at Kent Place involved in ethics training relish the open-ended conversations with peers along with the chance to reflect on what matters to them. “I love discussing these things with other people, and hearing other points of view, especially on controversial topics,” said Alexandra Grushkin, an eighth-grader. The value she selected that’s most dear to her is integrity. “I believe you’re a good person if you have integrity,” she explained. In her class presentation, she shared a quote by author Lynne Namka that reflected this value. Alexandra was matched with a student who chose loyalty, and the two crafted a case study that captured the tension between these principles: What does a student do when she spots her close friend cheating in a school competition?\u003c/p>\n\u003cp>Encouraged at home to listen to others’ opinions, Alexandra said that she’s better able now to understand the ideals that undergird beliefs and to articulate her own positions. “It has changed the way I approach conflict—and most things, actually,” she said. “With ethics, I’ve learned that there are a lot of different sides to everything.” What Alexandra’s mother, Trisha, welcomes in this training is the open-mindedness it provokes, as well as the instruction it provides in how to converse calmly. “There’s a humility that comes with this ethical framework that will serve them well for the rest of their lives,” she said.\u003c/p>\n\u003cp>Rezach believes that students benefit from an ethics education in many ways. “For the first time in their lives, they’re allowed to think for themselves—without someone telling them what to think,” she said, adding “It’s like you’ve taken the lid off the top of their minds.” For teenagers who often struggle with confidence and identity, these debates on ethics free them to test their values in an abstract, unthreatening way. Exploring conflicts from different points of view—and striving to understand the value behind an opinion—also makes them more empathetic to others. “I see them grow in their ability to see somebody else’s perspective,” Rezach said. Having to identify and defend their decision is also critical, she added. Ordinarily, students she encounters avoid making decisions because they fear they’ll get it wrong. “Being able to make a decision and articulate why—that’s huge!” she said. “And being respectful to a person who doesn’t agree—that’s huge.”\u003c/p>\n\u003cp>Rezach writes the case studies, teaches the classes and overseas all the extracurricular ethics programs. She has also consulted with about 100 other middle- and high schools that want to bring this discipline back to their communities. “It can’t be a one and done,” Rezach said about how to build an ethical student body. “You have to infuse it into current programs—in classes and after school,” she added.\u003c/p>\n\u003cp>Now a college freshman, Sophie Huttner said she continues to apply the analytical frameworks she absorbed in her ethics training to her studies at Yale. “My ethics education, above all, has functioned as a mirror, allowing me to reflect on my own values and those held by my community,” she said. “Because I have had the chance to consider at length the ethical concepts most important to me, I have become a better judge of my own actions.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/LDvYzxnwMGA'\n title='//www.youtube.com/embed/LDvYzxnwMGA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*Linda Flanagan serves on the \u003ca href=\"https://www.kentplace.org/ethics-institute/about-ethics/eikps-governance\">advisory board\u003c/a> of the Ethics Institute, for which she receives no financial compensation. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Kathy Digsby has been teaching elementary school for a long time. She taught kindergarten for many years, then transferred to first grade. And even though she’s approaching sixty and planned to retire soon, part of her doesn’t want to leave the classroom. Recently she’s been mixing it up, \u003ca href=\"https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning\" target=\"_blank\" rel=\"noopener\">injecting choice\u003c/a> into as many areas of the classroom as she can to engage her young learners. And it’s exciting.\u003c/p>\n\u003cp>“I think as teachers we feel like we have to be in control of everything in order for the kids to be okay and for them to learn,” Digsby said. A classic example is the “daily five” stations students rotate through during English Language Arts time. At one table, Digsby usually works on guided reading with a small group. Every 20 minutes, kids rotate between stations where they read to themselves, work on writing, do word work, or practice a skill on the computer. When the timer goes off students rotate, whether they’re done with the task or not.\u003c/p>\n\u003cp>“It was frustrating for me, I can’t imagine how they felt,” Digsby said.\u003c/p>\n\u003cp>So she decided to inject some choice into the station-rotation. Instead of pulling text-leveled reading groups, which often caused havoc because all the lowest readers were together, she started using her reading station to focus on social studies comprehension. And she let students choose their starting station and trusted them to move onto the next station when they felt they’d finished. She also let them pick where in the room they would work and with whom.\u003c/p>\n\u003cp>She knew that adding this element of choice meant more students might have questions or get stuck, so she first talked with her class about what it means to coach someone. They talked about not giving away the answer because then their friend wouldn’t learn, and about how important it is to work well together.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I saw a huge difference in the level of engagement, the voice level in the room and just the whole atmosphere in the room when we went to that choice,” Digsby said.\u003c/p>\n\u003cp>It was a professional development session led by her district’s language arts curriculum director, \u003ca href=\"https://twitter.com/MrChase?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\" rel=\"noopener\">Zac Chase\u003c/a>, that got Digsby thinking about how she could give students more choice in their work and thus \u003ca href=\"https://www.kqed.org/mindshift/53256/how-to-develop-a-greater-sense-of-motivation-in-students\" target=\"_blank\" rel=\"noopener\">boost their motivation\u003c/a> for learning. Digsby moved to St. Vrain School District specifically because she felt the professional development there would push her to become a better teacher.\u003c/p>\n\u003cp>Chase gave a similar presentation on motivation along with the Executive Director of \u003ca href=\"https://www.inquiryschools.org/\" target=\"_blank\" rel=\"noopener\">Inquiry Schools\u003c/a>, \u003ca href=\"https://twitter.com/dlaufenberg\" target=\"_blank\" rel=\"noopener\">Diana Laufenberg\u003c/a>, at the \u003ca href=\"http://2019.educon.org/\" target=\"_blank\" rel=\"noopener\">EduCon Conference\u003c/a> hosted by \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\" rel=\"noopener\">Science Leadership Academy\u003c/a> in Philadelphia. They presented intuitive research on \u003ca href=\"https://selfdeterminationtheory.org/SDT/documents/2000_GuayVallerandBlanchard_MO.pdf\" target=\"_blank\" rel=\"noopener\">situational motivation\u003c/a> that can be surprisingly hard to follow in real classrooms.\u003c/p>\n\u003cp>“Research shows students who believe their school work is interesting and important are cognitively engaged in trying to understand the material,” Laufenberg told the educators gathered. That also means they have intrinsic motivation, a quality many teachers complain students lack. So why aren’t all teachers ensuring every lesson plan engages students’ interests? Educators at EduCon were quick with their responses: it’s hard to tailor instruction to a diverse set of learners; it’s hard to convince learners of the long term benefits of their work when short term needs are more present; and of course, many teachers feel bound by curriculum, standards, and testing.\u003c/p>\n\u003cp>Chase and Laufenberg think situated motivation theory could be an approachable way for teachers to find inroads into the kind of cognitive engagement that leads to academic motivation. In a nutshell, situations can be either motivational or not. This makes intuitive sense to anyone who has watched a student struggle in class, give up easily and lack confidence only to see them practice a sport diligently, take feedback from a coach, and remain positive after a loss. That student feels motivated by their sport, but not in the classroom.\u003c/p>\n\u003cp>There are four common elements to motivational situations: choice, challenge, collaboration, and control.\u003c/p>\n\u003cp>\u003cstrong>CHOICE\u003c/strong>\u003c/p>\n\u003cp>On principle, choice is intuitive. \u003ca href=\"https://www.kqed.org/mindshift/31615/how-to-help-students-develop-the-motivation-to-learn\" target=\"_blank\" rel=\"noopener\">People tend to be more interested in things they get to choose\u003c/a>. But choice can also be unwieldy with a large group of students. Still, it’s often the easiest place to dip a toe in the water.\u003c/p>\n\u003cp>High school English teacher Tiffany Greenberg was frustrated that whenever she assigned her students reading for homework they’d come in the next day unprepared to discuss. That forced her to shift much of the reading into the classroom, but even then students dragged their feet.\u003c/p>\n\u003cp>“One of my biggest struggles was getting them to read in class,” Greenberg said. So, during a memoir unit she decided to try giving them choice over what they read. She chose shorter pieces as mentor texts and let them read their chosen books during silent reading time.\u003c/p>\n\u003cp>“What I loved about it was some of my kids read a book for the first time,” she said. She also let them choose how to present what they’d read, rather than forcing them to write an essay.\u003c/p>\n\u003cp>“Zac [Chase] encouraged me as a teacher to do less work and make the students do more work and as a product of that they would learn more,” Greenberg said.\u003c/p>\n\u003cp>At the end of the year, she surveyed her students and almost everyone enjoyed having that choice.\u003c/p>\n\u003cp>“With student choice still comes expectation and guidance,” Greenberg said. “There will still be checks and balances within class.” For example, she’s experimenting with asking students to do initial research on a new topic and only lecturing to fill in details she thinks they’ve missed in their research. There’s an element of choice there, but she’s also leveraging student autonomy, while showing them she trusts them. She also uses this as an opportunity to teach what makes a valid source.\u003c/p>\n\u003cp>“I feel like they just grasp the concepts so much more,” she said. “And my students are vocal about being tired sitting here listening to a teacher speak all the time.”\u003c/p>\n\u003cp>Often teachers fear choice because they don’t trust students will choose wisely. Or they worry that it will lead to an out-of-control classroom. And while those fears may be valid, \u003ca href=\"https://www.kqed.org/mindshift/52421/what-giving-students-choice-looks-like-in-the-classroom\" target=\"_blank\" rel=\"noopener\">trying it comes with an upside too\u003c/a>.\u003c/p>\n\u003cp>“The more proscribed I come as far as choice, the less I know what a kid would do with choice, and the less I know about their actual ability level,” Chase said. And, if every kid makes the same thing, the kid who struggles will stick out to everyone in the class. But if every kid can choose to demonstrate their knowledge in different ways, it’s not only more engaging for them, but the differences aren’t so obvious. The teacher still knows how much thinking is on display, but classmates may not.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGE\u003c/strong>\u003c/p>\n\u003cp>“We always try to take out the challenge,\" Laufenberg said. \"But when we do that we’re removing a major factor of what makes something interesting.\" It can be hard to judge when \u003ca href=\"https://www.kqed.org/mindshift/34690/whats-the-sweet-spot-of-difficulty-for-learning\" target=\"_blank\" rel=\"noopener\">the challenge is just right\u003c/a>, but Chase and Laufenberg advise teachers to assume kids are more competent than we think. It won’t help to let a child struggle too much, but entertain the idea that \u003ca href=\"https://www.kqed.org/mindshift/40232/the-key-to-boosting-english-learners-language-skills-challenging-content\" target=\"_blank\" rel=\"noopener\">they can handle more challenge than you might think\u003c/a>.\u003c/p>\n\u003cp>“And if you want that as a school leader, treat your teachers that way,” Chase said. “Assume competence.”\u003c/p>\n\u003cp>One way teachers can remind themselves of students’ capabilities is to visit the grade above the one they teach. Chances are some of the students will be familiar and seeing the growth they’ve made in one year can be inspiring.\u003c/p>\n\u003cp>Chase acknowledges that often teachers’ tendency to scaffold too much comes from a caring place, but whenever he hears a teacher say that a student “can’t do that,” he replies, “that’s why we’re here.”\u003c/p>\n\u003cp>\u003cstrong>COLLABORATION\u003c/strong>\u003c/p>\n\u003cp>In recent years there’s be a lot of discussion of \u003ca href=\"https://www.kqed.org/mindshift/28201/how-to-foster-collaboration-and-team-spirit\" target=\"_blank\" rel=\"noopener\">collaboration as a skill kids will need\u003c/a> for the future workforce. And while that may be true, collaboration is also motivating. Kids are social beings and \u003ca href=\"https://www.kqed.org/mindshift/46021/how-listening-and-sharing-help-shape-collaborative-learning-experiences\" target=\"_blank\" rel=\"noopener\">learn a lot about the world and academics from talking to one another\u003c/a>.\u003c/p>\n\u003cp>Kathy Digsby, the first grade teacher in St. Vrain School District, has been trying to work collaborative structures into more of her teaching. She often starts by asking students to discuss in pairs and then has two pairs team up and work together.\u003c/p>\n\u003cp>In one assignment, Digsby asked the groups to design a good or service to help teachers gain back their lunch hour. “To hear that discussion and that collaboration amongst them, even though they’re six or seven-years-old, about how they’re going to get it to stand and what the structure was going to look like, was so beneficial for them as well as for myself,” she said.\u003c/p>\n\u003cp>She’s also noticed how smaller moments of collaboration can lift up students. In her classroom, a gifted boy is close friends with another boy who struggles to access a lot of the content. But his friend often chatters about things he’s learning, helping to seed prior knowledge.\u003c/p>\n\u003cp>In the past when students worked together, Digsby was concerned about one telling the other the answers. “I just had that mindset,” she said. “But then I was like, 'wait a minute, if I teach them to coach each other they can learn so much more from their friends along with myself'.”\u003c/p>\n\u003cp>Chase and Laufenberg offered some other simple ways to work collaboration into the classroom. Teachers could require that two classmates sign off on any assignment before it can be turned into the teacher, for example.\u003c/p>\n\u003cp>“If you had two other students in your classroom activate their skills, in this case as readers and writers, to sign off on the thing before you looked at it, and then said both of you are wrong, go help this person fix it,” Chase said. That would hold friends accountable for their peers’ work. “That is what interdependence is.”\u003c/p>\n\u003cp>Another idea, require students to quote one another in their reflections after turning in an assignment. That promotes autonomy, interest, and gives students control over who they collaborate with and how.\u003c/p>\n\u003cp>\u003cstrong>CONTROL\u003c/strong>\u003c/p>\n\u003cp>One way middle school math and science teacher Keith Kennison empowers his students to take control over their learning is by \u003ca href=\"https://www.kqed.org/mindshift/51186/how-helping-students-to-ask-better-questions-can-transform-classrooms\" target=\"_blank\" rel=\"noopener\">teaching them to question\u003c/a>.\u003c/p>\n\u003cp>“If students are the ones generating questions that’s huge,” Kennison said. “If they’re exploring something I can help guide them.”\u003c/p>\n\u003cp>He finds that choice, challenge, collaboration and control are woven closely together in his classroom. He spends time at the beginning of the year talking about how \u003ca href=\"https://www.kqed.org/mindshift/44109/could-this-digital-math-tool-change-instruction-for-the-better\" target=\"_blank\" rel=\"noopener\">math is a social endeavor\u003c/a> and that “anything that’s worthwhile that we’re exploring is going to be challenging. And when you’re exploring those ideas you should expect roadblocks.”\u003c/p>\n\u003cp>Students don’t always believe him at first, but he helps them discover themselves as learners using thinking maps. They discuss how \u003ca href=\"https://www.kqed.org/mindshift/47385/how-playing-with-math-helps-teachers-better-empathize-with-students\" target=\"_blank\" rel=\"noopener\">mathematicians make connections\u003c/a> to things they already know, plan how they’ll attack a new concept, and evaluate their own work. Kennison asks his students to design their own thinking maps.\u003c/p>\n\u003cp>“I spend a lot of time helping kids think about what sort of thinking goes into tackling anything worthwhile,” he said. It’s a slow and gradual process, but over the course of the year he weans them off asking him to help the minute they reach a roadblock, and they learn to lean on their peers to help figure out what they don’t know.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It’s an uncomfortable class,” Kennison said “No one wants to wrestle with not knowing. But my job is to give them just the right amount of uncomfortableness.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Kathy Digsby has been teaching elementary school for a long time. She taught kindergarten for many years, then transferred to first grade. And even though she’s approaching sixty and planned to retire soon, part of her doesn’t want to leave the classroom. Recently she’s been mixing it up, \u003ca href=\"https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning\" target=\"_blank\" rel=\"noopener\">injecting choice\u003c/a> into as many areas of the classroom as she can to engage her young learners. And it’s exciting.\u003c/p>\n\u003cp>“I think as teachers we feel like we have to be in control of everything in order for the kids to be okay and for them to learn,” Digsby said. A classic example is the “daily five” stations students rotate through during English Language Arts time. At one table, Digsby usually works on guided reading with a small group. Every 20 minutes, kids rotate between stations where they read to themselves, work on writing, do word work, or practice a skill on the computer. When the timer goes off students rotate, whether they’re done with the task or not.\u003c/p>\n\u003cp>“It was frustrating for me, I can’t imagine how they felt,” Digsby said.\u003c/p>\n\u003cp>So she decided to inject some choice into the station-rotation. Instead of pulling text-leveled reading groups, which often caused havoc because all the lowest readers were together, she started using her reading station to focus on social studies comprehension. And she let students choose their starting station and trusted them to move onto the next station when they felt they’d finished. She also let them pick where in the room they would work and with whom.\u003c/p>\n\u003cp>She knew that adding this element of choice meant more students might have questions or get stuck, so she first talked with her class about what it means to coach someone. They talked about not giving away the answer because then their friend wouldn’t learn, and about how important it is to work well together.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I saw a huge difference in the level of engagement, the voice level in the room and just the whole atmosphere in the room when we went to that choice,” Digsby said.\u003c/p>\n\u003cp>It was a professional development session led by her district’s language arts curriculum director, \u003ca href=\"https://twitter.com/MrChase?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\" rel=\"noopener\">Zac Chase\u003c/a>, that got Digsby thinking about how she could give students more choice in their work and thus \u003ca href=\"https://www.kqed.org/mindshift/53256/how-to-develop-a-greater-sense-of-motivation-in-students\" target=\"_blank\" rel=\"noopener\">boost their motivation\u003c/a> for learning. Digsby moved to St. Vrain School District specifically because she felt the professional development there would push her to become a better teacher.\u003c/p>\n\u003cp>Chase gave a similar presentation on motivation along with the Executive Director of \u003ca href=\"https://www.inquiryschools.org/\" target=\"_blank\" rel=\"noopener\">Inquiry Schools\u003c/a>, \u003ca href=\"https://twitter.com/dlaufenberg\" target=\"_blank\" rel=\"noopener\">Diana Laufenberg\u003c/a>, at the \u003ca href=\"http://2019.educon.org/\" target=\"_blank\" rel=\"noopener\">EduCon Conference\u003c/a> hosted by \u003ca href=\"https://scienceleadership.org/\" target=\"_blank\" rel=\"noopener\">Science Leadership Academy\u003c/a> in Philadelphia. They presented intuitive research on \u003ca href=\"https://selfdeterminationtheory.org/SDT/documents/2000_GuayVallerandBlanchard_MO.pdf\" target=\"_blank\" rel=\"noopener\">situational motivation\u003c/a> that can be surprisingly hard to follow in real classrooms.\u003c/p>\n\u003cp>“Research shows students who believe their school work is interesting and important are cognitively engaged in trying to understand the material,” Laufenberg told the educators gathered. That also means they have intrinsic motivation, a quality many teachers complain students lack. So why aren’t all teachers ensuring every lesson plan engages students’ interests? Educators at EduCon were quick with their responses: it’s hard to tailor instruction to a diverse set of learners; it’s hard to convince learners of the long term benefits of their work when short term needs are more present; and of course, many teachers feel bound by curriculum, standards, and testing.\u003c/p>\n\u003cp>Chase and Laufenberg think situated motivation theory could be an approachable way for teachers to find inroads into the kind of cognitive engagement that leads to academic motivation. In a nutshell, situations can be either motivational or not. This makes intuitive sense to anyone who has watched a student struggle in class, give up easily and lack confidence only to see them practice a sport diligently, take feedback from a coach, and remain positive after a loss. That student feels motivated by their sport, but not in the classroom.\u003c/p>\n\u003cp>There are four common elements to motivational situations: choice, challenge, collaboration, and control.\u003c/p>\n\u003cp>\u003cstrong>CHOICE\u003c/strong>\u003c/p>\n\u003cp>On principle, choice is intuitive. \u003ca href=\"https://www.kqed.org/mindshift/31615/how-to-help-students-develop-the-motivation-to-learn\" target=\"_blank\" rel=\"noopener\">People tend to be more interested in things they get to choose\u003c/a>. But choice can also be unwieldy with a large group of students. Still, it’s often the easiest place to dip a toe in the water.\u003c/p>\n\u003cp>High school English teacher Tiffany Greenberg was frustrated that whenever she assigned her students reading for homework they’d come in the next day unprepared to discuss. That forced her to shift much of the reading into the classroom, but even then students dragged their feet.\u003c/p>\n\u003cp>“One of my biggest struggles was getting them to read in class,” Greenberg said. So, during a memoir unit she decided to try giving them choice over what they read. She chose shorter pieces as mentor texts and let them read their chosen books during silent reading time.\u003c/p>\n\u003cp>“What I loved about it was some of my kids read a book for the first time,” she said. She also let them choose how to present what they’d read, rather than forcing them to write an essay.\u003c/p>\n\u003cp>“Zac [Chase] encouraged me as a teacher to do less work and make the students do more work and as a product of that they would learn more,” Greenberg said.\u003c/p>\n\u003cp>At the end of the year, she surveyed her students and almost everyone enjoyed having that choice.\u003c/p>\n\u003cp>“With student choice still comes expectation and guidance,” Greenberg said. “There will still be checks and balances within class.” For example, she’s experimenting with asking students to do initial research on a new topic and only lecturing to fill in details she thinks they’ve missed in their research. There’s an element of choice there, but she’s also leveraging student autonomy, while showing them she trusts them. She also uses this as an opportunity to teach what makes a valid source.\u003c/p>\n\u003cp>“I feel like they just grasp the concepts so much more,” she said. “And my students are vocal about being tired sitting here listening to a teacher speak all the time.”\u003c/p>\n\u003cp>Often teachers fear choice because they don’t trust students will choose wisely. Or they worry that it will lead to an out-of-control classroom. And while those fears may be valid, \u003ca href=\"https://www.kqed.org/mindshift/52421/what-giving-students-choice-looks-like-in-the-classroom\" target=\"_blank\" rel=\"noopener\">trying it comes with an upside too\u003c/a>.\u003c/p>\n\u003cp>“The more proscribed I come as far as choice, the less I know what a kid would do with choice, and the less I know about their actual ability level,” Chase said. And, if every kid makes the same thing, the kid who struggles will stick out to everyone in the class. But if every kid can choose to demonstrate their knowledge in different ways, it’s not only more engaging for them, but the differences aren’t so obvious. The teacher still knows how much thinking is on display, but classmates may not.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGE\u003c/strong>\u003c/p>\n\u003cp>“We always try to take out the challenge,\" Laufenberg said. \"But when we do that we’re removing a major factor of what makes something interesting.\" It can be hard to judge when \u003ca href=\"https://www.kqed.org/mindshift/34690/whats-the-sweet-spot-of-difficulty-for-learning\" target=\"_blank\" rel=\"noopener\">the challenge is just right\u003c/a>, but Chase and Laufenberg advise teachers to assume kids are more competent than we think. It won’t help to let a child struggle too much, but entertain the idea that \u003ca href=\"https://www.kqed.org/mindshift/40232/the-key-to-boosting-english-learners-language-skills-challenging-content\" target=\"_blank\" rel=\"noopener\">they can handle more challenge than you might think\u003c/a>.\u003c/p>\n\u003cp>“And if you want that as a school leader, treat your teachers that way,” Chase said. “Assume competence.”\u003c/p>\n\u003cp>One way teachers can remind themselves of students’ capabilities is to visit the grade above the one they teach. Chances are some of the students will be familiar and seeing the growth they’ve made in one year can be inspiring.\u003c/p>\n\u003cp>Chase acknowledges that often teachers’ tendency to scaffold too much comes from a caring place, but whenever he hears a teacher say that a student “can’t do that,” he replies, “that’s why we’re here.”\u003c/p>\n\u003cp>\u003cstrong>COLLABORATION\u003c/strong>\u003c/p>\n\u003cp>In recent years there’s be a lot of discussion of \u003ca href=\"https://www.kqed.org/mindshift/28201/how-to-foster-collaboration-and-team-spirit\" target=\"_blank\" rel=\"noopener\">collaboration as a skill kids will need\u003c/a> for the future workforce. And while that may be true, collaboration is also motivating. Kids are social beings and \u003ca href=\"https://www.kqed.org/mindshift/46021/how-listening-and-sharing-help-shape-collaborative-learning-experiences\" target=\"_blank\" rel=\"noopener\">learn a lot about the world and academics from talking to one another\u003c/a>.\u003c/p>\n\u003cp>Kathy Digsby, the first grade teacher in St. Vrain School District, has been trying to work collaborative structures into more of her teaching. She often starts by asking students to discuss in pairs and then has two pairs team up and work together.\u003c/p>\n\u003cp>In one assignment, Digsby asked the groups to design a good or service to help teachers gain back their lunch hour. “To hear that discussion and that collaboration amongst them, even though they’re six or seven-years-old, about how they’re going to get it to stand and what the structure was going to look like, was so beneficial for them as well as for myself,” she said.\u003c/p>\n\u003cp>She’s also noticed how smaller moments of collaboration can lift up students. In her classroom, a gifted boy is close friends with another boy who struggles to access a lot of the content. But his friend often chatters about things he’s learning, helping to seed prior knowledge.\u003c/p>\n\u003cp>In the past when students worked together, Digsby was concerned about one telling the other the answers. “I just had that mindset,” she said. “But then I was like, 'wait a minute, if I teach them to coach each other they can learn so much more from their friends along with myself'.”\u003c/p>\n\u003cp>Chase and Laufenberg offered some other simple ways to work collaboration into the classroom. Teachers could require that two classmates sign off on any assignment before it can be turned into the teacher, for example.\u003c/p>\n\u003cp>“If you had two other students in your classroom activate their skills, in this case as readers and writers, to sign off on the thing before you looked at it, and then said both of you are wrong, go help this person fix it,” Chase said. That would hold friends accountable for their peers’ work. “That is what interdependence is.”\u003c/p>\n\u003cp>Another idea, require students to quote one another in their reflections after turning in an assignment. That promotes autonomy, interest, and gives students control over who they collaborate with and how.\u003c/p>\n\u003cp>\u003cstrong>CONTROL\u003c/strong>\u003c/p>\n\u003cp>One way middle school math and science teacher Keith Kennison empowers his students to take control over their learning is by \u003ca href=\"https://www.kqed.org/mindshift/51186/how-helping-students-to-ask-better-questions-can-transform-classrooms\" target=\"_blank\" rel=\"noopener\">teaching them to question\u003c/a>.\u003c/p>\n\u003cp>“If students are the ones generating questions that’s huge,” Kennison said. “If they’re exploring something I can help guide them.”\u003c/p>\n\u003cp>He finds that choice, challenge, collaboration and control are woven closely together in his classroom. He spends time at the beginning of the year talking about how \u003ca href=\"https://www.kqed.org/mindshift/44109/could-this-digital-math-tool-change-instruction-for-the-better\" target=\"_blank\" rel=\"noopener\">math is a social endeavor\u003c/a> and that “anything that’s worthwhile that we’re exploring is going to be challenging. And when you’re exploring those ideas you should expect roadblocks.”\u003c/p>\n\u003cp>Students don’t always believe him at first, but he helps them discover themselves as learners using thinking maps. They discuss how \u003ca href=\"https://www.kqed.org/mindshift/47385/how-playing-with-math-helps-teachers-better-empathize-with-students\" target=\"_blank\" rel=\"noopener\">mathematicians make connections\u003c/a> to things they already know, plan how they’ll attack a new concept, and evaluate their own work. Kennison asks his students to design their own thinking maps.\u003c/p>\n\u003cp>“I spend a lot of time helping kids think about what sort of thinking goes into tackling anything worthwhile,” he said. It’s a slow and gradual process, but over the course of the year he weans them off asking him to help the minute they reach a roadblock, and they learn to lean on their peers to help figure out what they don’t know.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s an uncomfortable class,” Kennison said “No one wants to wrestle with not knowing. But my job is to give them just the right amount of uncomfortableness.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>For many of the kids who arrive at \u003ca href=\"http://www.lihighschool.org/\">LiHigh School\u003c/a> in Vermont, it’s their last chance at school. They have serious behavioral challenges that are difficult to address in traditional settings. LiHigh is a \u003ca href=\"https://www.kqed.org/mindshift/40184/can-self-directed-learning-work-for-underprivileged-children\">democratic school\u003c/a> and emphasizes a therapeutic approach to student learning. It also uses a variety of personal learning strategies to develop curriculum around the students’ passions and interests, including the tabletop role-playing game (RPG), \u003cem>Dungeons & Dragons\u003c/em>. A few years ago one of Kyle Callahan’s students with autism asked if the game could be played in class, and it has since become a cornerstone of the school’s program.\u003c/p>\n\u003cp>“Without a doubt, \u003cem>D&D \u003c/em>has been one of the most successful classes we’ve offered at LiHigh School,\" said Callahan. \"Students love it; staff love it; and it genuinely helps the students achieve their social-emotional goals.”\u003c/p>\n\u003cp>\u003cstrong>Join the Party\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Dungeons & Dragons\u003c/em> is a fundamentally social experience. A team of adventurers, known as a party, are immersed in a pseudo-medieval world of sword-and-sorcery run by the Dungeon Master (“DM” for short), who narrates setting and events and adapts the emerging game to the players’ free actions and decisions. The world of the game is orally constructed and conjured in the imagination with the help of rule books, reference guides, charts, multifaceted dice and maps.\u003c/p>\n\u003cp>Rather than compete, players work together to coordinate their complementary skill sets to problem-solve and overcome diverse challenges. Their co-dependence translates into a sense of belonging and genuine social cohesion.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=2PEt5RdNHNw\u003c/p>\n\u003cp>\"Cooperative games are on the rise right now as I think people are tired of strict competition in every game they play. \u003cem>D&D\u003c/em> is the original cooperative game,” said Dr. Ian Slater, who teaches at York University in Toronto and runs Black Dragon Games, a company that trains novice players and organizes \u003cem>Dungeons & Dragon\u003c/em> campaigns for schools and private events.\u003c/p>\n\u003cp>“\u003cem>D&D\u003c/em> is a class-based system in the sense that your set of usable in-game skills is determined entirely by your class. Since the classes are based on archetypes (e.g. the knight, the wizard, the thief and the priest), the skills vary. As adventuring occurs in a dangerous and dynamic environment where all those skills are needed, for the most part, if you don’t cooperate you die,” said Slater.\u003c/p>\n\u003cp>Callahan claims that while his students play, they collaborate with their classmates, are relieved of loneliness and are granted a safe haven from difficult home lives.\u003c/p>\n\u003cp>“They develop real relationships with the players at the table, and while they can still get annoyed or frustrated with one another to the point where their disorders will sometimes come out, more often than not, they connect with and support one another, sometimes with a kind word and other times with a perfectly placed fireball,” said Callahan.\u003c/p>\n\u003cp>In addition to encouraging students to work together and form social bonds, Callahan and other educators who use \u003cem>Dungeons & Dragons\u003c/em> and similar role-playing games claim that their students acquire and practice a broad range of social and emotional skills.\u003c/p>\n\u003cp>But how does battling a spike-hurling Manticore with an enchanted two-handed axe contribute to a person’s emotional well-being?\u003c/p>\n\u003cfigure id=\"attachment_53558\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-53558 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/DnD-Sarah-Roman-e1557527352420.png\" alt=\"\" width=\"1920\" height=\"1328\">\u003cfigcaption class=\"wp-caption-text\">Sarah Roman's students at Raritan High School learn how to play Dungeons & Dragons. (Courtesy of Sarah Roman) \u003ccite>(Courtesy of Sarah Roman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Real-World Fantasy\u003c/strong>\u003c/p>\n\u003cp>Social-emotional learning (SEL) has become a hot topic in education discourse as \u003ca href=\"https://casel.org/impact/\">a growing body of evidence\u003c/a> finds that self-confidence, self-control, social and self-awareness, empathy and a sense of well-being are predictive of academic success. More importantly, the cultivation of these qualities generally leads to happier and more fulfilling lives. If this is the case, then the traditional educational emphasis on academics to the neglect of SEL seems to be a clear case of placing the cart squarely ahead of the horse.\u003c/p>\n\u003cp>Brian Foglia is the founder of \u003ca href=\"http://www.southjerseysudburyschool.org/\">South Jersey Sudbury School\u003c/a>, which pursues a vision of fostering a non-hierarchical educational community where students design their own curriculum and learn through exploration and play. The school’s student-centered philosophy emphasizes conflict resolution, empathy, self-regulation and open interpersonal communication. Foglia found that including \u003cem>Dungeons & Dragons\u003c/em> in the curriculum has fit well with the school’s emphasis on SEL.\u003c/p>\n\u003cp>“The ability to imagine, design and role-play a character who has a background from an imaginary universe with its own rule context is immensely sophisticated,\" said Foglia. \"Practicing this confers many emotional benefits, including increased empathy skills, negotiation, problem-solving, teamwork and social maneuvering. These are all immensely valuable skills in the adult world, as well as for children.\"\u003c/p>\n\u003cp>https://twitter.com/VoiceOfOBrien/status/1037363232569057282\u003c/p>\n\u003cp>Despite its outward appearance as a frivolous escape from reality, the fantasy genre has profound metaphorical correspondences to the real world. Tolkien’s influential \u003cem>Lord of the Rings\u003c/em>, for example, has been interpreted as symbolically capturing the \u003ca href=\"http://www.bbc.co.uk/guides/zgr9kqt\">horrors he experienced as a soldier in World War I\u003c/a>, as an \u003ca href=\"http://www.theimaginativeconservative.org/2016/05/lord-of-the-rings-allegory.html\">allegory of power\u003c/a>, and as an \u003ca href=\"https://www.telegraph.co.uk/culture/film/film-news/9737923/The-Hobbits-Andy-Serkis-Gollum-is-based-on-addiction.html\">exploration of addiction\u003c/a>. The enchanted settings are veiled representations of universal human experiences and emotional truths.\u003c/p>\n\u003cp>Paradoxically, for kids, the fantasy genre can be both an escape from reality while simultaneously providing an indirect commentary on everyday life. Bullies become dragons, malevolent gods are the feared adults in their lives, and a labyrinthine dungeon filled with puzzles and ghouls become a metaphor for school The fantasy world is sufficiently removed from reality that kids are empowered to tackle difficult subjects at a safe emotional distance. Confronting these challenges, even within the symbolic realm of sword-and-sorcery, may help provide scaffolding to improve emotional awareness and help players operate more confidently in the real world.\u003c/p>\n\u003cp>“I have seen the quietest student in class become the biggest voice at the gaming table. It is heartwarming to watch these students’ confidence grow to such a degree from a game, and a great triumph to see them carry that over into the classroom,” said Houston-area teacher \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">Kade Wells\u003c/a>.\u003c/p>\n\u003cp>A cursory Google search yields pages of stories from adults who credit \u003cem>D&D\u003c/em> for making them more \u003ca href=\"https://ideas.ted.com/how-playing-dungeons-dragons-has-helped-me-be-more-connected-creative-and-compassionate/\">caring and compassionate\u003c/a>, \u003ca href=\"https://thewalrus.ca/send-the-barbarian-in-first/\">better parents\u003c/a>, and even \u003ca href=\"https://www.huffingtonpost.com/levi-a-miles/how-dungeons-dragons-saved-life_b_4735303.html\">saving their lives\u003c/a>. In almost every case, they attribute their best social and emotional qualities to an adolescence spent role-playing with friends in a parallel universe woven by their collective imagination.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=M8Pis2bqcIY\u003c/p>\n\u003cp>\u003cstrong>The Transformative Power of Role-Play\u003c/strong>\u003c/p>\n\u003cp>Assuming a role and experimenting with alternate views, identities and perspectives lies at the heart of how games like \u003cem>Dungeons & Dragons\u003c/em> have the potential to foster SEL skills, including empathy and self-awareness.\u003c/p>\n\u003cp>“Good players must act not according to one’s own disposition but to that of the character, whose experiences are almost certainly totally different,” said Foglia.\u003c/p>\n\u003cp>The characters may be fictional, but playing them requires a cognitive and emotional investment that is rooted in the player’s real psychological life. Students can try on different ways of being, and safely push boundaries that may normally limit them in their day-to-day life.\u003c/p>\n\u003cp>“In a real sense you 'become' the character you play,\" said Slater. \"When your character is threatened with death it gives \u003cem>you\u003c/em> a jolt. In almost every adventure I’ve run someone has died, and you can see the excitement pass through the room. Things get real, real fast.\" Unlike most video games, a character’s death in \u003cem>D&D\u003c/em> is permanent, so the stakes are high.\u003c/p>\n\u003cp>Sarah Roman is a New Jersey public high school teacher who used \u003cem>Dungeon & Dragons\u003c/em> in her English classes and co-founded \u003ca href=\"https://teachingwithdnd.com/\">Teaching with \u003c/a>\u003ca href=\"https://teachingwithdnd.com/\">\u003cem>Dungeons & Dragons\u003c/em>\u003c/a> with Wells. Since incorporating \u003cem>D&D\u003c/em>, she found her students were more willing to help each other, they communicated more diplomatically, and it even brought some of her quieter kids out of their shell. She recalls parents contacting her in gratitude for the changes they had noticed in their children.\u003c/p>\n\u003cp>“\u003cem>D&D\u003c/em> really forces students to become someone else for a little while. We’ve been seeing the role-playing aspect become heavily used in mental health groups, and therapists have been employing role-play as a way to promote empathy, social skills, and resilience. In that vein, we have to remember that teachers also play the role of the therapist from time to time,” said Roman.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=C9zZIZW0gU0\u003c/p>\n\u003cp>Therapy groups like \u003ca href=\"http://gametogrow.org/\">Game to Grow\u003c/a>, \u003ca href=\"http://rpgtherapy.com/wp/\">RPG Therapeutics\u003c/a>, \u003ca href=\"http://www.takethis.org/\">Take This\u003c/a> and the \u003ca href=\"http://www.thebodhanagroup.org/\">Bodhana Group\u003c/a> recognize the benefits of using role-play as a viable course of treatment. They use \u003cem>D&D\u003c/em> and other games to treat a variety of conditions, provide social-emotional support for teens and children, and even help them contend with gender.\u003c/p>\n\u003cp>“I’ve known at least two gamers that regularly played different gender characters, e.g., a male playing a female character,” said Slater. “\u003cem>D&D\u003c/em> allows you to adopt a role, and that can be a powerful tool for self-exploration.”\u003c/p>\n\u003cp>Narrative therapy is another relevant therapeutic approach that encourages patients to rewrite the stories of their lives, a concept related to Maria Laura Ruggiero’s idea of \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">hacking personal narratives\u003c/a>. \u003ca href=\"https://www.nytimes.com/2008/04/28/us/28white.html\">Michael White\u003c/a>, a narrative therapy pioneer, discusses the approach in his 2007 book \u003ca href=\"https://www.amazon.com/Narrative-Practice-Norton-Professional-Hardcover/dp/0393705161\">\u003cem>Maps of Narrative Practice\u003c/em>\u003c/a>: “Effective therapy engages people in the re-authoring of life's compelling plights in ways that arouse curiosity about human possibility and invoke the play of imagination. It opens space for varying perspectives while assisting people to participate fuller and with a stronger voice of authorship in constructing the stories of their lives.”\u003c/p>\n\u003cp>As an active exercise in role-play and collaborative storytelling, \u003cem>Dungeons & Dragons\u003c/em> merges elements of both therapeutic approaches. Players experiment with different identities, and simultaneously enact the skills to reimagine their personal narratives. Furthermore, these ingredients blend within a magic circle of play, an essential element for learning and development championed by celebrated developmental psychologists Jean Piaget and Lev Vygotsky.\u003c/p>\n\u003cp>“Psychological studies are clear that play is the primary means by which humans (and all other mammals) acquire the life skills they need to succeed. Intrinsic motivation preserves and reinforces an ideal brain state for learning, processing, and retaining information. Children naturally want to play-practice those skills which are most valuable to human adults,” said Foglia.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Like so many struggling students, \u003cem>Dungeons & Dragons\u003c/em>’ potential as an educational tool has been limited by how it has been labeled. When seen in a broader light, it emerges as an engaging and dynamic learning artifact that enlists the imagination, role-play, socialization, collaboration and storytelling, all of which act as powerful social-emotional catalysts that can help a child shed their own labels, and learn to tell new stories about themselves.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For many of the kids who arrive at \u003ca href=\"http://www.lihighschool.org/\">LiHigh School\u003c/a> in Vermont, it’s their last chance at school. They have serious behavioral challenges that are difficult to address in traditional settings. LiHigh is a \u003ca href=\"https://www.kqed.org/mindshift/40184/can-self-directed-learning-work-for-underprivileged-children\">democratic school\u003c/a> and emphasizes a therapeutic approach to student learning. It also uses a variety of personal learning strategies to develop curriculum around the students’ passions and interests, including the tabletop role-playing game (RPG), \u003cem>Dungeons & Dragons\u003c/em>. A few years ago one of Kyle Callahan’s students with autism asked if the game could be played in class, and it has since become a cornerstone of the school’s program.\u003c/p>\n\u003cp>“Without a doubt, \u003cem>D&D \u003c/em>has been one of the most successful classes we’ve offered at LiHigh School,\" said Callahan. \"Students love it; staff love it; and it genuinely helps the students achieve their social-emotional goals.”\u003c/p>\n\u003cp>\u003cstrong>Join the Party\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Dungeons & Dragons\u003c/em> is a fundamentally social experience. A team of adventurers, known as a party, are immersed in a pseudo-medieval world of sword-and-sorcery run by the Dungeon Master (“DM” for short), who narrates setting and events and adapts the emerging game to the players’ free actions and decisions. The world of the game is orally constructed and conjured in the imagination with the help of rule books, reference guides, charts, multifaceted dice and maps.\u003c/p>\n\u003cp>Rather than compete, players work together to coordinate their complementary skill sets to problem-solve and overcome diverse challenges. Their co-dependence translates into a sense of belonging and genuine social cohesion.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/2PEt5RdNHNw'\n title='//www.youtube.com/embed/2PEt5RdNHNw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\"Cooperative games are on the rise right now as I think people are tired of strict competition in every game they play. \u003cem>D&D\u003c/em> is the original cooperative game,” said Dr. Ian Slater, who teaches at York University in Toronto and runs Black Dragon Games, a company that trains novice players and organizes \u003cem>Dungeons & Dragon\u003c/em> campaigns for schools and private events.\u003c/p>\n\u003cp>“\u003cem>D&D\u003c/em> is a class-based system in the sense that your set of usable in-game skills is determined entirely by your class. Since the classes are based on archetypes (e.g. the knight, the wizard, the thief and the priest), the skills vary. As adventuring occurs in a dangerous and dynamic environment where all those skills are needed, for the most part, if you don’t cooperate you die,” said Slater.\u003c/p>\n\u003cp>Callahan claims that while his students play, they collaborate with their classmates, are relieved of loneliness and are granted a safe haven from difficult home lives.\u003c/p>\n\u003cp>“They develop real relationships with the players at the table, and while they can still get annoyed or frustrated with one another to the point where their disorders will sometimes come out, more often than not, they connect with and support one another, sometimes with a kind word and other times with a perfectly placed fireball,” said Callahan.\u003c/p>\n\u003cp>In addition to encouraging students to work together and form social bonds, Callahan and other educators who use \u003cem>Dungeons & Dragons\u003c/em> and similar role-playing games claim that their students acquire and practice a broad range of social and emotional skills.\u003c/p>\n\u003cp>But how does battling a spike-hurling Manticore with an enchanted two-handed axe contribute to a person’s emotional well-being?\u003c/p>\n\u003cfigure id=\"attachment_53558\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-53558 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/DnD-Sarah-Roman-e1557527352420.png\" alt=\"\" width=\"1920\" height=\"1328\">\u003cfigcaption class=\"wp-caption-text\">Sarah Roman's students at Raritan High School learn how to play Dungeons & Dragons. (Courtesy of Sarah Roman) \u003ccite>(Courtesy of Sarah Roman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Real-World Fantasy\u003c/strong>\u003c/p>\n\u003cp>Social-emotional learning (SEL) has become a hot topic in education discourse as \u003ca href=\"https://casel.org/impact/\">a growing body of evidence\u003c/a> finds that self-confidence, self-control, social and self-awareness, empathy and a sense of well-being are predictive of academic success. More importantly, the cultivation of these qualities generally leads to happier and more fulfilling lives. If this is the case, then the traditional educational emphasis on academics to the neglect of SEL seems to be a clear case of placing the cart squarely ahead of the horse.\u003c/p>\n\u003cp>Brian Foglia is the founder of \u003ca href=\"http://www.southjerseysudburyschool.org/\">South Jersey Sudbury School\u003c/a>, which pursues a vision of fostering a non-hierarchical educational community where students design their own curriculum and learn through exploration and play. The school’s student-centered philosophy emphasizes conflict resolution, empathy, self-regulation and open interpersonal communication. Foglia found that including \u003cem>Dungeons & Dragons\u003c/em> in the curriculum has fit well with the school’s emphasis on SEL.\u003c/p>\n\u003cp>“The ability to imagine, design and role-play a character who has a background from an imaginary universe with its own rule context is immensely sophisticated,\" said Foglia. \"Practicing this confers many emotional benefits, including increased empathy skills, negotiation, problem-solving, teamwork and social maneuvering. These are all immensely valuable skills in the adult world, as well as for children.\"\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Despite its outward appearance as a frivolous escape from reality, the fantasy genre has profound metaphorical correspondences to the real world. Tolkien’s influential \u003cem>Lord of the Rings\u003c/em>, for example, has been interpreted as symbolically capturing the \u003ca href=\"http://www.bbc.co.uk/guides/zgr9kqt\">horrors he experienced as a soldier in World War I\u003c/a>, as an \u003ca href=\"http://www.theimaginativeconservative.org/2016/05/lord-of-the-rings-allegory.html\">allegory of power\u003c/a>, and as an \u003ca href=\"https://www.telegraph.co.uk/culture/film/film-news/9737923/The-Hobbits-Andy-Serkis-Gollum-is-based-on-addiction.html\">exploration of addiction\u003c/a>. The enchanted settings are veiled representations of universal human experiences and emotional truths.\u003c/p>\n\u003cp>Paradoxically, for kids, the fantasy genre can be both an escape from reality while simultaneously providing an indirect commentary on everyday life. Bullies become dragons, malevolent gods are the feared adults in their lives, and a labyrinthine dungeon filled with puzzles and ghouls become a metaphor for school The fantasy world is sufficiently removed from reality that kids are empowered to tackle difficult subjects at a safe emotional distance. Confronting these challenges, even within the symbolic realm of sword-and-sorcery, may help provide scaffolding to improve emotional awareness and help players operate more confidently in the real world.\u003c/p>\n\u003cp>“I have seen the quietest student in class become the biggest voice at the gaming table. It is heartwarming to watch these students’ confidence grow to such a degree from a game, and a great triumph to see them carry that over into the classroom,” said Houston-area teacher \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">Kade Wells\u003c/a>.\u003c/p>\n\u003cp>A cursory Google search yields pages of stories from adults who credit \u003cem>D&D\u003c/em> for making them more \u003ca href=\"https://ideas.ted.com/how-playing-dungeons-dragons-has-helped-me-be-more-connected-creative-and-compassionate/\">caring and compassionate\u003c/a>, \u003ca href=\"https://thewalrus.ca/send-the-barbarian-in-first/\">better parents\u003c/a>, and even \u003ca href=\"https://www.huffingtonpost.com/levi-a-miles/how-dungeons-dragons-saved-life_b_4735303.html\">saving their lives\u003c/a>. In almost every case, they attribute their best social and emotional qualities to an adolescence spent role-playing with friends in a parallel universe woven by their collective imagination.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/M8Pis2bqcIY'\n title='//www.youtube.com/embed/M8Pis2bqcIY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>The Transformative Power of Role-Play\u003c/strong>\u003c/p>\n\u003cp>Assuming a role and experimenting with alternate views, identities and perspectives lies at the heart of how games like \u003cem>Dungeons & Dragons\u003c/em> have the potential to foster SEL skills, including empathy and self-awareness.\u003c/p>\n\u003cp>“Good players must act not according to one’s own disposition but to that of the character, whose experiences are almost certainly totally different,” said Foglia.\u003c/p>\n\u003cp>The characters may be fictional, but playing them requires a cognitive and emotional investment that is rooted in the player’s real psychological life. Students can try on different ways of being, and safely push boundaries that may normally limit them in their day-to-day life.\u003c/p>\n\u003cp>“In a real sense you 'become' the character you play,\" said Slater. \"When your character is threatened with death it gives \u003cem>you\u003c/em> a jolt. In almost every adventure I’ve run someone has died, and you can see the excitement pass through the room. Things get real, real fast.\" Unlike most video games, a character’s death in \u003cem>D&D\u003c/em> is permanent, so the stakes are high.\u003c/p>\n\u003cp>Sarah Roman is a New Jersey public high school teacher who used \u003cem>Dungeon & Dragons\u003c/em> in her English classes and co-founded \u003ca href=\"https://teachingwithdnd.com/\">Teaching with \u003c/a>\u003ca href=\"https://teachingwithdnd.com/\">\u003cem>Dungeons & Dragons\u003c/em>\u003c/a> with Wells. Since incorporating \u003cem>D&D\u003c/em>, she found her students were more willing to help each other, they communicated more diplomatically, and it even brought some of her quieter kids out of their shell. She recalls parents contacting her in gratitude for the changes they had noticed in their children.\u003c/p>\n\u003cp>“\u003cem>D&D\u003c/em> really forces students to become someone else for a little while. We’ve been seeing the role-playing aspect become heavily used in mental health groups, and therapists have been employing role-play as a way to promote empathy, social skills, and resilience. In that vein, we have to remember that teachers also play the role of the therapist from time to time,” said Roman.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/C9zZIZW0gU0'\n title='//www.youtube.com/embed/C9zZIZW0gU0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Therapy groups like \u003ca href=\"http://gametogrow.org/\">Game to Grow\u003c/a>, \u003ca href=\"http://rpgtherapy.com/wp/\">RPG Therapeutics\u003c/a>, \u003ca href=\"http://www.takethis.org/\">Take This\u003c/a> and the \u003ca href=\"http://www.thebodhanagroup.org/\">Bodhana Group\u003c/a> recognize the benefits of using role-play as a viable course of treatment. They use \u003cem>D&D\u003c/em> and other games to treat a variety of conditions, provide social-emotional support for teens and children, and even help them contend with gender.\u003c/p>\n\u003cp>“I’ve known at least two gamers that regularly played different gender characters, e.g., a male playing a female character,” said Slater. “\u003cem>D&D\u003c/em> allows you to adopt a role, and that can be a powerful tool for self-exploration.”\u003c/p>\n\u003cp>Narrative therapy is another relevant therapeutic approach that encourages patients to rewrite the stories of their lives, a concept related to Maria Laura Ruggiero’s idea of \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">hacking personal narratives\u003c/a>. \u003ca href=\"https://www.nytimes.com/2008/04/28/us/28white.html\">Michael White\u003c/a>, a narrative therapy pioneer, discusses the approach in his 2007 book \u003ca href=\"https://www.amazon.com/Narrative-Practice-Norton-Professional-Hardcover/dp/0393705161\">\u003cem>Maps of Narrative Practice\u003c/em>\u003c/a>: “Effective therapy engages people in the re-authoring of life's compelling plights in ways that arouse curiosity about human possibility and invoke the play of imagination. It opens space for varying perspectives while assisting people to participate fuller and with a stronger voice of authorship in constructing the stories of their lives.”\u003c/p>\n\u003cp>As an active exercise in role-play and collaborative storytelling, \u003cem>Dungeons & Dragons\u003c/em> merges elements of both therapeutic approaches. Players experiment with different identities, and simultaneously enact the skills to reimagine their personal narratives. Furthermore, these ingredients blend within a magic circle of play, an essential element for learning and development championed by celebrated developmental psychologists Jean Piaget and Lev Vygotsky.\u003c/p>\n\u003cp>“Psychological studies are clear that play is the primary means by which humans (and all other mammals) acquire the life skills they need to succeed. Intrinsic motivation preserves and reinforces an ideal brain state for learning, processing, and retaining information. Children naturally want to play-practice those skills which are most valuable to human adults,” said Foglia.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Like so many struggling students, \u003cem>Dungeons & Dragons\u003c/em>’ potential as an educational tool has been limited by how it has been labeled. When seen in a broader light, it emerges as an engaging and dynamic learning artifact that enlists the imagination, role-play, socialization, collaboration and storytelling, all of which act as powerful social-emotional catalysts that can help a child shed their own labels, and learn to tell new stories about themselves.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Schools Can Use Life Transitions To Help Students Feel They Belong",
"title": "How Schools Can Use Life Transitions To Help Students Feel They Belong",
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"content": "\u003cp>Transitions are important in the lives of young people. Moving from elementary school to middle school, or from middle school to high school, represents a big change in academic expectations, schedules, and social lives. These powerful moments of transition are also times when schools can focus on building a sense of belonging among incoming students that could make a lasting impact on their ability to achieve academically. When students feel like they \u003ca href=\"http://mindsetscholarsnetwork.org/learning-mindsets/belonging/#\" target=\"_blank\" rel=\"noopener\">belong to a community\u003c/a>, that they are in the right place, they are more likely to succeed academically. And they’re more likely to stay in school.\u003c/p>\n\u003cp>Universities know \u003ca href=\"https://www.edweek.org/ew/articles/2017/06/21/students-sense-of-belonging-what-the-research.html\" target=\"_blank\" rel=\"noopener\">this research\u003c/a>. That’s why the first week at many colleges is full of bonding activities, chances to make social connections, and intentional planning to heighten the emotional power of an already exhilarating moment in a young person’s life.\u003c/p>\n\u003cp>In their book \u003cem>\u003ca href=\"https://www.amazon.com/Power-Moments-Certain-Experiences-Extraordinary/dp/1501147765\" target=\"_blank\" rel=\"noopener\">The Power of Moments\u003c/a>\u003c/em>, Chip and Dan Heath write:\u003c/p>\n\u003cblockquote>\u003cp>\"What’s indisputable is that when we assess our experiences, we don’t average our minute-by-minute sensations. Rather, we tend to remember flagship moments: the peaks, the pits, and the transitions.\"\u003c/p>\u003c/blockquote>\n\u003cp>The Heaths argue that leaders can learn to spot these powerful moments and plan to heighten their memorableness by shaping them so participants feel they’ve gained new insights, and feel more connected and proud of themselves and their community.\u003c/p>\n\u003cp>Chris De La Cruz knew all this research from working with \u003ca href=\"http://www1.cuny.edu/sites/cunystart/\" target=\"_blank\" rel=\"noopener\">CUNY Start\u003c/a>, a program designed to help incoming community college students who had failed the subject area entrance exams. He knew that when white students struggle in college they assume it is because they don’t know enough, but when students of color struggle they \u003ca href=\"http://lmcreadinglist.pbworks.com/f/Walton+%26+Cohen+(2007).pdf\" target=\"_blank\" rel=\"noopener\">assume there is something wrong with them\u003c/a>. He knew it was important those students feel that they belong in college, that they were valued in the community.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So when De La Cruz started working at \u003ca href=\"http://www.southbronxcommunity.org/\" target=\"_blank\" rel=\"noopener\">South Bronx Community Charter\u003c/a>, a high school in New York City, he thought they should use this research to help their freshmen transition to high school. The school was designed to change the outcomes for the young black men and women in the neighborhood. Instruction is entirely project-based, the commitment to restorative discipline practices is extreme, and relationships are at the core of the model. It always had a summer orientation program, what they call Summer Bridge, but it struggled to meet two competing demands: foster a community and introduce students to project-based learning. In the summer before the school’s third year, De La Cruz decided to try focusing purely on belonging for a better experience.\u003c/p>\n\u003cp>On the first day, students were placed in small groups with a Learning Coach. These groups helped students get to know each other and open up in a smaller setting, like an advisory. A Learning Coach at South Bronx Community Charter is not a credentialed teacher, but rather someone skilled in youth development. Often these folks have experience leading after-school programs or working in the community. During the school year, they co-teach with credentialed teachers, sharing their expertise on relationship building and how to make topics engaging for young people. They also teach some elective classes and lead the school’s advisory curriculum.\u003c/p>\n\u003cp>De La Cruz subscribes to the \u003ca href=\"https://ideas.ted.com/finding-our-way-to-true-belonging/\" target=\"_blank\" rel=\"noopener\">Brené Brown definition of belonging\u003c/a>. She says: “True belonging only happens when we present our authentic, imperfect selves to the world.” He knew from experience that at the start of high school most students are primarily worried about what they’re going to wear and how they’ll fit in. After going through Summer Bridge, he wanted them to know school is a place where they can share their authentic selves and be celebrated.\u003c/p>\n\u003cp>The first activity called on students to talk about a happy memory, something that makes them angry, and something or someone that inspires them with their Summer Bridge small groups. No one was forced to share, but many did, following the example of the learning coaches who modeled being vulnerable and respectful.\u003c/p>\n\u003cp>“I was shocked at the amount they opened up,” De La Cruz said. “And of course there were some students who were resistant. Sometimes you get students who are angry resistant, but it was more like a quiet resistance.”\u003c/p>\n\u003cp>Leaders also introduced students to a self-portrait activity that students worked on throughout the week. They drew outlines of their profiles and filled them in with images and words they felt represented who they are as people.\u003c/p>\n\u003cfigure id=\"attachment_53205\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53205\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/wall-e1557292903987.jpg\" alt=\"Students cultivate teamwork at a ropes course outside the city.\" width=\"1920\" height=\"2560\">\u003cfigcaption class=\"wp-caption-text\">Students cultivate teamwork at a ropes course outside the city. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On the second day, leaders took the incoming ninth-graders out of the city to a ropes course where they worked together in groups to overcome challenges. For many students this was a favorite moment of the week. Everyone was out of their comfort zone and their neighborhood, playing together.\u003c/p>\n\u003cp>“It was some challenges, but as a team we seemed to overcome them,” said freshman Rhaming Williams.\u003c/p>\n\u003cp>Day 3 activities assumed some trust had been built by this point. In the same small groups, students wrote letters to themselves from the perspective of a caregiver (mom/dad/grandparent), saying what they’d like to hear from that person. They shared parts of these letters with the group.\u003c/p>\n\u003cp>“I was hesitant because I didn’t really know these people,” said freshman Hailey Miranda about sharing personal things with the group. But ultimately she decided she felt safe because of the vulnerability her group leader modeled. “She was really opening and she was helping us, even though she didn't really know us,” Miranda said.\u003c/p>\n\u003cp>Adult authenticity and vulnerability is an important part of creating the space for this type of community-building work. De La Cruz acknowledges it can be a tricky balance to strike for teachers. He and his staff did the Summer Bridge activities together before leading students in them, so they had the opportunity to feel out the edges of their own experiences.\u003c/p>\n\u003cp>“You want to share a scar, not a wound,” De La Cruz said. “You want to share something, but something you’ve got a handle on in some way.” When adult mentors share like this with students they demonstrate their trust in them, but don’t inadvertently lean on students for support in an inappropriate way.\u003c/p>\n\u003cp>The intention behind Day 4 was to connect students to the broader freshmen class community beyond their small groups, and to recognize some of the similarities in experiences they all face. In the morning, they played a game called “Cross the Line,” in which students cross the line if the statement applies to them. The statements started out light, but became heavier, including topics like bullying or experiencing trauma. Again, honesty and modeling from leaders helped students feel confident to bravely share.\u003c/p>\n\u003cp>On the afternoon of the fourth day, the school held a graduation ceremony, inviting students’ families to be part of the transition into high school. Students hung their finished self-portraits on the wall, and families did a gallery walk through them. Learning Coaches had also reached out to parents ahead of time, asking them to write an artist bio of their student highlighting their good qualities. Reading these was an emotional experience for many students.\u003c/p>\n\u003cfigure id=\"attachment_53201\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-53201\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/gallery-walk-1020x677.jpg\" alt='A family member looks at the gallery of student portraits portrayed on \"graduation day\" of Summer Bridge.' width=\"640\" height=\"425\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-1020x677.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-800x531.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-768x510.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-1200x797.jpg 1200w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A family member looks at the gallery of student portraits portrayed on \"graduation day\" of Summer Bridge. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My family is big so we don’t have that one-on-one time with our parents that much,” said Rhaming Williams. He said he rarely gets written letters, so it felt extra special. “Reading the letter, being able to feel emotions from my parents, was amazing.”\u003c/p>\n\u003cp>Another student, Marilyn Valentin, said “it was enlightening” to get that letter. “It was a good experience. I felt great to read that.”\u003c/p>\n\u003cp>Students also discovered on the last day of Summer Bridge that the small groups they’d spent all week cultivating would be their advisory groups all year. They'd be entering the first day of school with solid friendships already formed. It took some of the pressure off.\u003c/p>\n\u003cp>“Everybody in this group ended up being really close friends and we share our feelings and thoughts,” Valentin said. She’s learned that when she’s hurt by the actions of a peer, she can go to them and talk about it. She gets support from her advisory group when these issues come up, something she never felt in middle school. There, everyone felt fake, even when they were apologizing. “Before I didn’t know how to handle things like that and it would actually affect me a lot, but now I can handle those things and talk to people more,” she said.\u003c/p>\n\u003cp>\u003cstrong>CONTINUING INTO THE SCHOOL YEAR\u003c/strong>\u003c/p>\n\u003cp>Treating the transition to high school with an emphasis on fostering a sense of belonging has served the school well. The emotional foundation of their advisory groups -- what they call CORE groups (short for Creativity Opportunity Risk and Experience) -- has allowed students to adapt to learning through projects. Knowing their teachers and Learning Coaches care about who they are as people has allowed students to be more vulnerable in academic settings as well. Many students at South Bronx Community Charter start high school behind grade level, but teachers have the attitude that it’s not the kids’ fault when that happens. As teachers they see it as their job to boost students’ skills.\u003c/p>\n\u003cp>The co-teaching model has also allowed the school to benefit from the strengths of every staff member in the building. Teachers are learning ways to build relationships with students, engagement tactics, and how to be effective advisers from Learning Coaches. On the flip side, Learning Coaches are learning strong teaching techniques from teachers, often moving to get their own credentials with a small stipend from the school. And since many of the Learning Coaches are people of color, this model has the added benefit of making sure students have mentors that look like them in school, while helping people up a career ladder toward credentialed teaching.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/mvsw-kze3QU?start=1752\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Within the communities we are serving there are a tremendous number of talented people working with youth in effective ways,” said John Clemente, executive director and co-founder of South Bronx Community Charter School. “We saw there’s a need if we can bring those folks into the classroom and we can offer them a career pathway, that’s going to be very appealing for them, and we think it’s going to be really effective for our young people.”\u003c/p>\n\u003cp>Clemente participated in a New York Department of Education fellowship to design a “breakthrough model” school. He and a cohort of other educators designed a model they thought would create radically different outcomes for low-income teens. They planned to implement the model in four district schools and four charter schools.\u003c/p>\n\u003cp>“Every team member was excited about schools opening in both policy environments, Clemente said. \"The idea was to surface the policy constraints that arise in each and to leverage the strengths in each.”\u003c/p>\n\u003cp>In the end, they were only able to open three district schools, Nelson Mandela School for Social Justice, Epic North, and Epic South, and one charter school -- South Bronx Community Charter. Clemente says his goal is to return to the original mission of charters, incubating ideas that can be spread to district schools.\u003c/p>\n\u003cfigure id=\"attachment_53198\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53198\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/student-portraits.jpg\" alt=\"Examples of self-portraits incoming ninth graders made to depict who they are.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-1200x800.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Examples of self-portraits that incoming ninth-graders made to depict who they are. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Perhaps one of the most radical aspects of the school is its commitment to restorative practices. Clemente noted that on a \u003ca href=\"https://www.chalkbeat.org/posts/ny/2018/12/03/new-york-city-suspension-heat-map/\" target=\"_blank\" rel=\"noopener\">heat map of suspensions \u003c/a>published by Chalkbeat, the South Bronx is deep purple. Students and families expect to be suspended, but educators at this school have worked hard to change the narrative and show with their actions that they want every child to stay in school.\u003c/p>\n\u003cp>“Our students come in with a lot of trauma that’s coming in from the community,” Clemente said. “It takes a lot for us to build community with them so they can trust school as an institution.”\u003c/p>\n\u003cp>In the first week, in their first year as a school, a student got jumped by a group of other students for throwing a gang sign. That was the first test of the school’s commitment to restorative practices. The mother of the kid who was attacked wanted the perpetrators suspended. Clemente told her that wasn’t off the table, but he wanted to try something else first.\u003c/p>\n\u003cp>They asked the boys to write apology letters to both the kid they jumped and his mother. Then they had to stand in the middle of a circle of their entire grade, explain what they did, and ask the community for forgiveness. At this point the whole school was just one grade, 100 kids, small enough that everyone discussed the incident together. Each student had the chance to express how it made them feel. “And we never had another fight that year,” Clemente said.\u003c/p>\n\u003cp>Chris De La Cruz knows the impact of that moment went even deeper. One of the main perpetrators was one of his advisees. When the leadership handled the incident restoratively, the student saw they were committed to him. Now he’s the one spreading the message among peers not to fight, that conflicts can be handled nonviolently.\u003c/p>\n\u003cp>“A lot of aggression happens because there’s been a lot of aggression towards them,” De La Cruz said. He doesn’t think schools acknowledge often enough the structural influences and systemic oppression that students experience throughout their lives.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It’s not that we’re saying you’ve made mistakes, it’s OK,” De La Cruz said. “It’s more like, you’ve made a mistake and we’re not going to kick you out of the school. That’s where real learning happens.”\u003c/p>\n\n",
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"excerpt": "In order to help ease the transition into ninth grade, South Bronx Community Charter has developed a summer program that focuses on helping students bond with one another. That relationship-building work helped students better resolve conflicts and feel a sense of belonging once school started. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Transitions are important in the lives of young people. Moving from elementary school to middle school, or from middle school to high school, represents a big change in academic expectations, schedules, and social lives. These powerful moments of transition are also times when schools can focus on building a sense of belonging among incoming students that could make a lasting impact on their ability to achieve academically. When students feel like they \u003ca href=\"http://mindsetscholarsnetwork.org/learning-mindsets/belonging/#\" target=\"_blank\" rel=\"noopener\">belong to a community\u003c/a>, that they are in the right place, they are more likely to succeed academically. And they’re more likely to stay in school.\u003c/p>\n\u003cp>Universities know \u003ca href=\"https://www.edweek.org/ew/articles/2017/06/21/students-sense-of-belonging-what-the-research.html\" target=\"_blank\" rel=\"noopener\">this research\u003c/a>. That’s why the first week at many colleges is full of bonding activities, chances to make social connections, and intentional planning to heighten the emotional power of an already exhilarating moment in a young person’s life.\u003c/p>\n\u003cp>In their book \u003cem>\u003ca href=\"https://www.amazon.com/Power-Moments-Certain-Experiences-Extraordinary/dp/1501147765\" target=\"_blank\" rel=\"noopener\">The Power of Moments\u003c/a>\u003c/em>, Chip and Dan Heath write:\u003c/p>\n\u003cblockquote>\u003cp>\"What’s indisputable is that when we assess our experiences, we don’t average our minute-by-minute sensations. Rather, we tend to remember flagship moments: the peaks, the pits, and the transitions.\"\u003c/p>\u003c/blockquote>\n\u003cp>The Heaths argue that leaders can learn to spot these powerful moments and plan to heighten their memorableness by shaping them so participants feel they’ve gained new insights, and feel more connected and proud of themselves and their community.\u003c/p>\n\u003cp>Chris De La Cruz knew all this research from working with \u003ca href=\"http://www1.cuny.edu/sites/cunystart/\" target=\"_blank\" rel=\"noopener\">CUNY Start\u003c/a>, a program designed to help incoming community college students who had failed the subject area entrance exams. He knew that when white students struggle in college they assume it is because they don’t know enough, but when students of color struggle they \u003ca href=\"http://lmcreadinglist.pbworks.com/f/Walton+%26+Cohen+(2007).pdf\" target=\"_blank\" rel=\"noopener\">assume there is something wrong with them\u003c/a>. He knew it was important those students feel that they belong in college, that they were valued in the community.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So when De La Cruz started working at \u003ca href=\"http://www.southbronxcommunity.org/\" target=\"_blank\" rel=\"noopener\">South Bronx Community Charter\u003c/a>, a high school in New York City, he thought they should use this research to help their freshmen transition to high school. The school was designed to change the outcomes for the young black men and women in the neighborhood. Instruction is entirely project-based, the commitment to restorative discipline practices is extreme, and relationships are at the core of the model. It always had a summer orientation program, what they call Summer Bridge, but it struggled to meet two competing demands: foster a community and introduce students to project-based learning. In the summer before the school’s third year, De La Cruz decided to try focusing purely on belonging for a better experience.\u003c/p>\n\u003cp>On the first day, students were placed in small groups with a Learning Coach. These groups helped students get to know each other and open up in a smaller setting, like an advisory. A Learning Coach at South Bronx Community Charter is not a credentialed teacher, but rather someone skilled in youth development. Often these folks have experience leading after-school programs or working in the community. During the school year, they co-teach with credentialed teachers, sharing their expertise on relationship building and how to make topics engaging for young people. They also teach some elective classes and lead the school’s advisory curriculum.\u003c/p>\n\u003cp>De La Cruz subscribes to the \u003ca href=\"https://ideas.ted.com/finding-our-way-to-true-belonging/\" target=\"_blank\" rel=\"noopener\">Brené Brown definition of belonging\u003c/a>. She says: “True belonging only happens when we present our authentic, imperfect selves to the world.” He knew from experience that at the start of high school most students are primarily worried about what they’re going to wear and how they’ll fit in. After going through Summer Bridge, he wanted them to know school is a place where they can share their authentic selves and be celebrated.\u003c/p>\n\u003cp>The first activity called on students to talk about a happy memory, something that makes them angry, and something or someone that inspires them with their Summer Bridge small groups. No one was forced to share, but many did, following the example of the learning coaches who modeled being vulnerable and respectful.\u003c/p>\n\u003cp>“I was shocked at the amount they opened up,” De La Cruz said. “And of course there were some students who were resistant. Sometimes you get students who are angry resistant, but it was more like a quiet resistance.”\u003c/p>\n\u003cp>Leaders also introduced students to a self-portrait activity that students worked on throughout the week. They drew outlines of their profiles and filled them in with images and words they felt represented who they are as people.\u003c/p>\n\u003cfigure id=\"attachment_53205\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53205\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/wall-e1557292903987.jpg\" alt=\"Students cultivate teamwork at a ropes course outside the city.\" width=\"1920\" height=\"2560\">\u003cfigcaption class=\"wp-caption-text\">Students cultivate teamwork at a ropes course outside the city. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On the second day, leaders took the incoming ninth-graders out of the city to a ropes course where they worked together in groups to overcome challenges. For many students this was a favorite moment of the week. Everyone was out of their comfort zone and their neighborhood, playing together.\u003c/p>\n\u003cp>“It was some challenges, but as a team we seemed to overcome them,” said freshman Rhaming Williams.\u003c/p>\n\u003cp>Day 3 activities assumed some trust had been built by this point. In the same small groups, students wrote letters to themselves from the perspective of a caregiver (mom/dad/grandparent), saying what they’d like to hear from that person. They shared parts of these letters with the group.\u003c/p>\n\u003cp>“I was hesitant because I didn’t really know these people,” said freshman Hailey Miranda about sharing personal things with the group. But ultimately she decided she felt safe because of the vulnerability her group leader modeled. “She was really opening and she was helping us, even though she didn't really know us,” Miranda said.\u003c/p>\n\u003cp>Adult authenticity and vulnerability is an important part of creating the space for this type of community-building work. De La Cruz acknowledges it can be a tricky balance to strike for teachers. He and his staff did the Summer Bridge activities together before leading students in them, so they had the opportunity to feel out the edges of their own experiences.\u003c/p>\n\u003cp>“You want to share a scar, not a wound,” De La Cruz said. “You want to share something, but something you’ve got a handle on in some way.” When adult mentors share like this with students they demonstrate their trust in them, but don’t inadvertently lean on students for support in an inappropriate way.\u003c/p>\n\u003cp>The intention behind Day 4 was to connect students to the broader freshmen class community beyond their small groups, and to recognize some of the similarities in experiences they all face. In the morning, they played a game called “Cross the Line,” in which students cross the line if the statement applies to them. The statements started out light, but became heavier, including topics like bullying or experiencing trauma. Again, honesty and modeling from leaders helped students feel confident to bravely share.\u003c/p>\n\u003cp>On the afternoon of the fourth day, the school held a graduation ceremony, inviting students’ families to be part of the transition into high school. Students hung their finished self-portraits on the wall, and families did a gallery walk through them. Learning Coaches had also reached out to parents ahead of time, asking them to write an artist bio of their student highlighting their good qualities. Reading these was an emotional experience for many students.\u003c/p>\n\u003cfigure id=\"attachment_53201\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-53201\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/gallery-walk-1020x677.jpg\" alt='A family member looks at the gallery of student portraits portrayed on \"graduation day\" of Summer Bridge.' width=\"640\" height=\"425\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-1020x677.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-800x531.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-768x510.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-1200x797.jpg 1200w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A family member looks at the gallery of student portraits portrayed on \"graduation day\" of Summer Bridge. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My family is big so we don’t have that one-on-one time with our parents that much,” said Rhaming Williams. He said he rarely gets written letters, so it felt extra special. “Reading the letter, being able to feel emotions from my parents, was amazing.”\u003c/p>\n\u003cp>Another student, Marilyn Valentin, said “it was enlightening” to get that letter. “It was a good experience. I felt great to read that.”\u003c/p>\n\u003cp>Students also discovered on the last day of Summer Bridge that the small groups they’d spent all week cultivating would be their advisory groups all year. They'd be entering the first day of school with solid friendships already formed. It took some of the pressure off.\u003c/p>\n\u003cp>“Everybody in this group ended up being really close friends and we share our feelings and thoughts,” Valentin said. She’s learned that when she’s hurt by the actions of a peer, she can go to them and talk about it. She gets support from her advisory group when these issues come up, something she never felt in middle school. There, everyone felt fake, even when they were apologizing. “Before I didn’t know how to handle things like that and it would actually affect me a lot, but now I can handle those things and talk to people more,” she said.\u003c/p>\n\u003cp>\u003cstrong>CONTINUING INTO THE SCHOOL YEAR\u003c/strong>\u003c/p>\n\u003cp>Treating the transition to high school with an emphasis on fostering a sense of belonging has served the school well. The emotional foundation of their advisory groups -- what they call CORE groups (short for Creativity Opportunity Risk and Experience) -- has allowed students to adapt to learning through projects. Knowing their teachers and Learning Coaches care about who they are as people has allowed students to be more vulnerable in academic settings as well. Many students at South Bronx Community Charter start high school behind grade level, but teachers have the attitude that it’s not the kids’ fault when that happens. As teachers they see it as their job to boost students’ skills.\u003c/p>\n\u003cp>The co-teaching model has also allowed the school to benefit from the strengths of every staff member in the building. Teachers are learning ways to build relationships with students, engagement tactics, and how to be effective advisers from Learning Coaches. On the flip side, Learning Coaches are learning strong teaching techniques from teachers, often moving to get their own credentials with a small stipend from the school. And since many of the Learning Coaches are people of color, this model has the added benefit of making sure students have mentors that look like them in school, while helping people up a career ladder toward credentialed teaching.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/mvsw-kze3QU?start=1752\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Within the communities we are serving there are a tremendous number of talented people working with youth in effective ways,” said John Clemente, executive director and co-founder of South Bronx Community Charter School. “We saw there’s a need if we can bring those folks into the classroom and we can offer them a career pathway, that’s going to be very appealing for them, and we think it’s going to be really effective for our young people.”\u003c/p>\n\u003cp>Clemente participated in a New York Department of Education fellowship to design a “breakthrough model” school. He and a cohort of other educators designed a model they thought would create radically different outcomes for low-income teens. They planned to implement the model in four district schools and four charter schools.\u003c/p>\n\u003cp>“Every team member was excited about schools opening in both policy environments, Clemente said. \"The idea was to surface the policy constraints that arise in each and to leverage the strengths in each.”\u003c/p>\n\u003cp>In the end, they were only able to open three district schools, Nelson Mandela School for Social Justice, Epic North, and Epic South, and one charter school -- South Bronx Community Charter. Clemente says his goal is to return to the original mission of charters, incubating ideas that can be spread to district schools.\u003c/p>\n\u003cfigure id=\"attachment_53198\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53198\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/student-portraits.jpg\" alt=\"Examples of self-portraits incoming ninth graders made to depict who they are.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-1200x800.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Examples of self-portraits that incoming ninth-graders made to depict who they are. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Perhaps one of the most radical aspects of the school is its commitment to restorative practices. Clemente noted that on a \u003ca href=\"https://www.chalkbeat.org/posts/ny/2018/12/03/new-york-city-suspension-heat-map/\" target=\"_blank\" rel=\"noopener\">heat map of suspensions \u003c/a>published by Chalkbeat, the South Bronx is deep purple. Students and families expect to be suspended, but educators at this school have worked hard to change the narrative and show with their actions that they want every child to stay in school.\u003c/p>\n\u003cp>“Our students come in with a lot of trauma that’s coming in from the community,” Clemente said. “It takes a lot for us to build community with them so they can trust school as an institution.”\u003c/p>\n\u003cp>In the first week, in their first year as a school, a student got jumped by a group of other students for throwing a gang sign. That was the first test of the school’s commitment to restorative practices. The mother of the kid who was attacked wanted the perpetrators suspended. Clemente told her that wasn’t off the table, but he wanted to try something else first.\u003c/p>\n\u003cp>They asked the boys to write apology letters to both the kid they jumped and his mother. Then they had to stand in the middle of a circle of their entire grade, explain what they did, and ask the community for forgiveness. At this point the whole school was just one grade, 100 kids, small enough that everyone discussed the incident together. Each student had the chance to express how it made them feel. “And we never had another fight that year,” Clemente said.\u003c/p>\n\u003cp>Chris De La Cruz knows the impact of that moment went even deeper. One of the main perpetrators was one of his advisees. When the leadership handled the incident restoratively, the student saw they were committed to him. Now he’s the one spreading the message among peers not to fight, that conflicts can be handled nonviolently.\u003c/p>\n\u003cp>“A lot of aggression happens because there’s been a lot of aggression towards them,” De La Cruz said. He doesn’t think schools acknowledge often enough the structural influences and systemic oppression that students experience throughout their lives.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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