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"content": "\u003cp>The rules for playing Mystery Skype are simple: Students can only ask \"yes\" or \"no\" questions, and whichever class guesses the other's location first wins.\u003c/p>\n\u003cp>At Glasgow Middle School in Alexandria, Va., an eighth-grade class plays through video chat with another classroom.\u003c/p>\n\u003cp>\"Are you north of Virginia?\"\u003c/p>\n\u003cp>\"Do you border an ocean?\"\u003c/p>\n\u003cp>\"Is your state one of the original 13 colonies?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After about 45 minutes of back-and-forth, the students think they have it.\u003c/p>\n\u003cp>\"Are you guys in Hilton, New York?\" asks student Rawan Nasir.\u003c/p>\n\u003cp>A chorus of replies comes out of the computer speakers: \"They found us! Yes we are!\"\u003c/p>\n\u003cp>Across the country — and even around the world — teachers are using this educational game to improve students' comprehension of geography, a subject students in this country struggle with.\u003c/p>\n\u003cp>According to a\u003ca href=\"https://www.nationsreportcard.gov/hgc_2014/#geography/achievement\"> 2014 study\u003c/a> (the most recent data available) from the National Assessment of Educational Progress, 73% of eighth graders are less than proficient in geography.\u003c/p>\n\u003cfigure id=\"attachment_53593\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-53593\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/dsc_0496_custom-80a5b7eb5bdefd3659b755e1d5ffc6a9b1b3eb26-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"532\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/05/dsc_0496_custom-80a5b7eb5bdefd3659b755e1d5ffc6a9b1b3eb26-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/dsc_0496_custom-80a5b7eb5bdefd3659b755e1d5ffc6a9b1b3eb26-s800-c85-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/dsc_0496_custom-80a5b7eb5bdefd3659b755e1d5ffc6a9b1b3eb26-s800-c85-768x511.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Glasgow Middle School students Sarah Hoffmann, left, and Sophia Turay scribble on a map during a game of Mystery Skype while they try to narrow down another class's location. \u003ccite>(Amanda Morris/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Part of the problem, according to Audrey Mohan, the former president of the National Council for Geographic Education, is that students don't spend enough class time on the subject. She looked at data from the 2014 assessment and estimated that educators only spend about 20 minutes a week teaching geography.\u003c/p>\n\u003cp>When teachers do focus on geography, Mohan said students are often taught to memorize names on a map — but that doesn't work. She compares it to trying to learn chemistry by memorizing the periodic table.\u003c/p>\n\u003cp>\"If you had just memorized the periodic table and then thought you knew chemistry... you don't know chemistry. You don't know how any of those things interact with one another,\" she said. \"The same is true for geography. If you just memorize all the capitals of the United States, you're just skimming the surface of what geography is really about.\"\u003c/p>\n\u003cp>That's where Mystery Skype comes in. The origins of the game are unclear, but after the idea started to spread, Microsoft asked a group of six teachers to write an\u003ca href=\"https://education.microsoft.com/mysteryskypeonenote\"> online guide\u003c/a> to the game.\u003c/p>\n\u003cp>In addition to teaching students geography with context, Mohan believes the game can help them develop skills such as critical thinking, leadership and collaboration.\u003c/p>\n\u003cp>It also gives them a chance to meet people around the world — albeit only those who have access to the right technology.\u003c/p>\n\u003cp>\u003cstrong>Increasing cultural exposure\u003c/strong>\u003c/p>\n\u003cp>In rural Mondamin, Iowa, fifth grade teacher Gina Ruffcorn has been playing the game with her class for years.\u003c/p>\n\u003cp>There are only 27 kids in the entire fifth grade at West Harrison Elementary School and Ruffcorn says that many of those children don't have a lot of exposure to the world outside Mondamin.\u003c/p>\n\u003cp>\"Our area offers almost no ethnic diversity whatsoever,\" Ruffcorn said. \"Everybody that my kids run into on a daily basis...pretty much looks just like them.\"\u003c/p>\n\u003cfigure id=\"attachment_53594\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-53594\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/gina-class-3_custom-1f162c7d2699aacf336a909820a445de718b99ce-s300-c85.jpg\" alt=\"\" width=\"300\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/05/gina-class-3_custom-1f162c7d2699aacf336a909820a445de718b99ce-s300-c85.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/gina-class-3_custom-1f162c7d2699aacf336a909820a445de718b99ce-s300-c85-160x213.jpg 160w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Fifth grade students at West Harrison Elementary School in Mondamin, Iowa play a game of Mystery Skype.\u003c/figcaption>\u003c/figure>\n\u003cp>Mystery Skype has connected Ruffcorn's students to classrooms from all over the world — India, Russia, Japan, Kenya, Croatia and Mexico, to name a few.\u003c/p>\n\u003cp>Ruffcorn says that learning about other places gives her students a perspective on their own hometown.\u003c/p>\n\u003cp>For example, it sometimes takes her students' parents about an hour to get to the grocery store. But, when they spoke with a class in New York City, they learned that some of the students' parents didn't even know how to drive.\u003c/p>\n\u003cp>The game has improved her students' performance on geography tests, Ruffcorn said, but she also believes Mystery Skype has better prepared her students for an increasingly global workforce.\u003c/p>\n\u003cp>\u003cstrong>Building global relationships\u003c/strong>\u003c/p>\n\u003cp>At Wallenpaupack South Elementary School in Newfoundland, Penn., teacher Michael Soskil has created variations of the game, including Mystery Animal: Instead of guessing location, fifth-graders in his science class must guess the other class's chosen animal.\u003c/p>\n\u003cp>This way, the game fits into his science curriculum and his students can video conference other classes more than once.\u003c/p>\n\u003cp>\"You get to build relationships and those relationships allow learning to happen in a different way,\" he said. \"That's really where empathy and compassion get built... when you have a long term relationship with another class.\"\u003c/p>\n\u003cp>These are relationships that Soskil's students wouldn't build otherwise — about 60% of his students live below the poverty level, so opportunity for travel is often limited.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But with Mystery Skype, his students get a chance to meet people from all over the world.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Classes+Take+Trips+Around+The+World+Through+This+Game&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>After about 45 minutes of back-and-forth, the students think they have it.\u003c/p>\n\u003cp>\"Are you guys in Hilton, New York?\" asks student Rawan Nasir.\u003c/p>\n\u003cp>A chorus of replies comes out of the computer speakers: \"They found us! Yes we are!\"\u003c/p>\n\u003cp>Across the country — and even around the world — teachers are using this educational game to improve students' comprehension of geography, a subject students in this country struggle with.\u003c/p>\n\u003cp>According to a\u003ca href=\"https://www.nationsreportcard.gov/hgc_2014/#geography/achievement\"> 2014 study\u003c/a> (the most recent data available) from the National Assessment of Educational Progress, 73% of eighth graders are less than proficient in geography.\u003c/p>\n\u003cfigure id=\"attachment_53593\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-53593\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/dsc_0496_custom-80a5b7eb5bdefd3659b755e1d5ffc6a9b1b3eb26-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"532\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/05/dsc_0496_custom-80a5b7eb5bdefd3659b755e1d5ffc6a9b1b3eb26-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/dsc_0496_custom-80a5b7eb5bdefd3659b755e1d5ffc6a9b1b3eb26-s800-c85-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/dsc_0496_custom-80a5b7eb5bdefd3659b755e1d5ffc6a9b1b3eb26-s800-c85-768x511.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Glasgow Middle School students Sarah Hoffmann, left, and Sophia Turay scribble on a map during a game of Mystery Skype while they try to narrow down another class's location. \u003ccite>(Amanda Morris/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Part of the problem, according to Audrey Mohan, the former president of the National Council for Geographic Education, is that students don't spend enough class time on the subject. She looked at data from the 2014 assessment and estimated that educators only spend about 20 minutes a week teaching geography.\u003c/p>\n\u003cp>When teachers do focus on geography, Mohan said students are often taught to memorize names on a map — but that doesn't work. She compares it to trying to learn chemistry by memorizing the periodic table.\u003c/p>\n\u003cp>\"If you had just memorized the periodic table and then thought you knew chemistry... you don't know chemistry. You don't know how any of those things interact with one another,\" she said. \"The same is true for geography. If you just memorize all the capitals of the United States, you're just skimming the surface of what geography is really about.\"\u003c/p>\n\u003cp>That's where Mystery Skype comes in. The origins of the game are unclear, but after the idea started to spread, Microsoft asked a group of six teachers to write an\u003ca href=\"https://education.microsoft.com/mysteryskypeonenote\"> online guide\u003c/a> to the game.\u003c/p>\n\u003cp>In addition to teaching students geography with context, Mohan believes the game can help them develop skills such as critical thinking, leadership and collaboration.\u003c/p>\n\u003cp>It also gives them a chance to meet people around the world — albeit only those who have access to the right technology.\u003c/p>\n\u003cp>\u003cstrong>Increasing cultural exposure\u003c/strong>\u003c/p>\n\u003cp>In rural Mondamin, Iowa, fifth grade teacher Gina Ruffcorn has been playing the game with her class for years.\u003c/p>\n\u003cp>There are only 27 kids in the entire fifth grade at West Harrison Elementary School and Ruffcorn says that many of those children don't have a lot of exposure to the world outside Mondamin.\u003c/p>\n\u003cp>\"Our area offers almost no ethnic diversity whatsoever,\" Ruffcorn said. \"Everybody that my kids run into on a daily basis...pretty much looks just like them.\"\u003c/p>\n\u003cfigure id=\"attachment_53594\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-53594\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/gina-class-3_custom-1f162c7d2699aacf336a909820a445de718b99ce-s300-c85.jpg\" alt=\"\" width=\"300\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/05/gina-class-3_custom-1f162c7d2699aacf336a909820a445de718b99ce-s300-c85.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/gina-class-3_custom-1f162c7d2699aacf336a909820a445de718b99ce-s300-c85-160x213.jpg 160w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Fifth grade students at West Harrison Elementary School in Mondamin, Iowa play a game of Mystery Skype.\u003c/figcaption>\u003c/figure>\n\u003cp>Mystery Skype has connected Ruffcorn's students to classrooms from all over the world — India, Russia, Japan, Kenya, Croatia and Mexico, to name a few.\u003c/p>\n\u003cp>Ruffcorn says that learning about other places gives her students a perspective on their own hometown.\u003c/p>\n\u003cp>For example, it sometimes takes her students' parents about an hour to get to the grocery store. But, when they spoke with a class in New York City, they learned that some of the students' parents didn't even know how to drive.\u003c/p>\n\u003cp>The game has improved her students' performance on geography tests, Ruffcorn said, but she also believes Mystery Skype has better prepared her students for an increasingly global workforce.\u003c/p>\n\u003cp>\u003cstrong>Building global relationships\u003c/strong>\u003c/p>\n\u003cp>At Wallenpaupack South Elementary School in Newfoundland, Penn., teacher Michael Soskil has created variations of the game, including Mystery Animal: Instead of guessing location, fifth-graders in his science class must guess the other class's chosen animal.\u003c/p>\n\u003cp>This way, the game fits into his science curriculum and his students can video conference other classes more than once.\u003c/p>\n\u003cp>\"You get to build relationships and those relationships allow learning to happen in a different way,\" he said. \"That's really where empathy and compassion get built... when you have a long term relationship with another class.\"\u003c/p>\n\u003cp>These are relationships that Soskil's students wouldn't build otherwise — about 60% of his students live below the poverty level, so opportunity for travel is often limited.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But with Mystery Skype, his students get a chance to meet people from all over the world.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Classes+Take+Trips+Around+The+World+Through+This+Game&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Mindfulness Can Help Teachers and Students Manage Challenging Situations",
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"content": "\u003cp class=\"p1\">\u003cem>\u003cspan class=\"s1\">Excerpted from \"\u003ca href=\"https://www.amazon.com/gp/product/039371313X/ref=dbs_a_def_rwt_hsch_vapi_taft_p1_i4\">Mindfulness in the Secondary Classroom: A Guide for Teaching Adolescents\u003c/a>,\" (c) 2019 by Patricia C. Broderick. Used with permission of the publisher, W. W. Norton & Company. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Skillful Responding: The Mindful Way of Dealing with Challenges\u003c/strong>\u003c/p>\n\u003cp>Mindfulness, the awareness that is \u003cem>right here and right now\u003c/em>, \u003cem>nonjudgmental\u003c/em>, and \u003cem>open\u003c/em>, sounds relaxed, calm, and actually pretty great. Many moments invite mindful savoring, such as when we begin our long-awaited vacation, when we enjoy a delicious meal, or when we score the winning points for our team. But what happens when we really don’t want to be in \u003cem>this particular moment\u003c/em>? For most teachers and students, it’s an experience we know all too well. Let’s imagine that \u003cem>this\u003c/em> is the moment a parent challenges you in a meeting or the moment you learn that a colleague was diagnosed with a serious illness. For students, maybe \u003cem>this\u003c/em> is the moment you make a mistake in class, do something awkward in front of your friends, or learn that you were left out of a social gathering. These examples illustrate the range of human experience. Much of our daily experience is less emotionally charged, but for the sake of simplicity, let’s work with the examples above.\u003c/p>\n\u003cp>A vacation, a good meal, and a win are very pleasant, so we might meet these moments with anticipation and delight. We typically want to have more experiences like these. Dealing with difficult people can make us anxious, and we gear up for the possibility of a parent-meeting confrontation. Hearing bad news unnerves us, and we find all manner of reasons to put off calling the sick colleague. The in-class mistake, the public display of awkwardness, or the exclusion from a peer group can also upset students, who may feel like running away and hiding.\u003c/p>\n\u003cp>Each moment comes with its own feeling quality—pleasant, unpleasant, or neutral—even if we’re not always aware of it. The basic attitude we humans share about experience is that we want more of the pleasant variety and less (or none) of the unpleasant. In fact, “stress” could be just another name for “unpleasant.” It’s important to note that there’s no advantage in seeking out unpleasant experiences and nothing wrong with enjoying, sustaining, and appreciating the pleasant ones. In fact, mindfully savoring positive experience promotes resilience (Smith & Bryant, 2016). But, when we have problems coping without drama when the inevitable difficulties of life arise, or when we voluntarily add to our own stress burden, some balance needs to be restored.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Fueled by the expectation that we \u003cem>can\u003c/em> make unpleasant things go away, we often try very hard to manage our stress or unpleasant experience by trying to fix it. After one round of a diet regimen, we regain most of the weight, and move on to another diet, and then another, with the same results. We use alcohol and other substances to help us relax and fix our troubles by forgetting, only to wake up in the middle of the night with the problems racing around in our heads. We become chronically irritable and overcontrolling toward a student who has a knack for getting on our nerves, anticipating her every annoying move in advance. There’s a cyclical quality to our stress management, characterized by repeated efforts to transform unpleasant situations into those that suit us better. Sometimes we manage to make this strategy work, but in the long term we usually end up facing the same problems over and over again, frustrating ourselves in the process.\u003c/p>\n\u003cp>It is sensible and intelligent to apply the skills of fixing and problem solving to those things that are amenable to change. Certainly, there’s no advantage in mindless acceptance of that which is inefficient or harmful to oneself or others. This is why we teach students to plan, reason, and problem solve (Elias & Tobias, 1996; Kendall & Braswell, 1982). For the most part, such approaches rely on logical thinking and are most successfully applied to well-defined problems with well-defined solutions, such as how to study, solve math problems, and eat healthfully. But not all teacher or student problems are \u003cem>well-defined\u003c/em> (Kitchener, 1983). Some of the very real challenges of life and the classroom are \u003cem>ill-defined \u003c/em>problems that have emotional underpinnings and no clear-cut answers. How can I handle my angry students? How can I manage to sustain empathy for parents who are uninvolved? How can I maintain my sense of balance when I’m constantly being asked to do more? Mindfulness offers another way to approach the difficult, ill-defined problems and uncomfortable feelings of real life, both for teachers and students. It begins by recognizing that uncomfortable feelings may be a signal that you need to act in some way, but \u003cem>that feelings are not, in themselves, the problem.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/gp/product/039371313X/ref=dbs_a_def_rwt_hsch_vapi_taft_p1_i4\">\u003cimg class=\"alignright size-full wp-image-53535\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/Broderick.jpeg\" alt=\"\" width=\"212\" height=\"238\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/Broderick.jpeg 212w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/Broderick-160x180.jpeg 160w\" sizes=\"(max-width: 212px) 100vw, 212px\">\u003c/a>Many of the risky and potentially dangerous behaviors of adolescents—procrastination, disruptiveness, disordered eating, cutting, drinking, violence, taking drugs, technological addiction, and so on—have a common denominator. They likely involve avoiding unpleasant emotional experience by trying to make it go away. The extent to which we do this is a measure of our \u003cem>distress tolerance\u003c/em> (García-Oliva & Piqueras, 2016; Simons & Gaher, 2005). We all have our limits, but individuals who are highly intolerant of distress and unable to cope adaptively have quick triggers and are more likely to suffer from a range of psychological and behavioral problems (Zvolensky & Hogan, 2013). We know that we are primed to react consciously and unconsciously to threat. High levels of stress or trauma can sensitize people to stress, making the slings and arrows of life more difficult for them to bear. Sometimes, risky behavior like drug abuse can start as an attempt to silence the memories of past pain. But our generally allergic reaction to unpleasantness can also be manifested in more ordinary ways, like avoiding boring homework, cutting classes, or misbehaving. Student behaviors that attempt to make unwanted, uncomfortable feelings like inadequacy, boredom, restlessness, or anxiety go away are common, and they are also supported by certain implicit assumptions. Specifically, we appear to endorse the culturally reinforced belief that unpleasant things \u003cem>should\u003c/em> go away. When we can’t make the unpleasant parts of life go away, we often pile on some judgment, criticizing ourselves and others for life’s imperfect circumstances.\u003c/p>\n\u003cp>It bears repeating that it’s not harmful to try to fix problems or make things better. This is just common sense. The problem is that without some awareness of our knee-jerk inclination to perceive unpleasant things as threatening, our attempts to fix certain things can make them worse. Imagine this hypothetical scenario. A student is walking up the school stairway surrounded by classmates. He stumbles badly, falls and hits his knee, dropping the athletic equipment and books he is carrying, and lands face downward on the stairs. The rest of the kids turn to see what happened. Some ask if he’s okay; others start to giggle and poke fun at him. His face feels flushed, his heart races, and his knee really hurts. He hurriedly pulls himself together and moves along as quickly as he can. From the outside, it looks like he’s recovered. But on the inside, his mind races: \u003cem>They must think I’m really stupid. Come on, don’t be a baby. Suck it up and get back up. Don’t show them you got hurt. I know someone tripped me. I’ll show them. \u003c/em>\u003c/p>\n\u003cp>The mental chatter resumes later as he thinks about his friends’ teasing, fueling his internal distress. Every time he passes that stairway, he remembers himself sprawled on the stairs. He’s sure everyone else remembers it, too. Ruminative processing about how he could be so clumsy plays out in an endless mental loop. He attempts to avoid and suppress the embarrassment of the incident by placing the blame on others and plotting some revenge. Not only is the fall unpleasant in terms of the physical sensations in the body, but his discomfort is amplified by his evaluative stream of thoughts. Mental elaboration sustains the unpleasantness of the physical injury, creating emotional distress. Pain is felt in the knee, but suffering is in the mind. It’s a double whammy. His automatic thoughts and emotions trigger the physiological cascade associated with the stress response. His mind continues its playback loop in an effort to justify his experience and avoid feelings of shame and helplessness. And, perhaps most importantly, these efforts are largely ineffective, because the painful memory surfaces again and again. Students are not the only ones who handle perceived threats by trying to avoid uncomfortable feelings. Similar thought streams (e.g., \u003cem>I shouldn’t have to put up with this. Things shouldn’t be so hard\u003c/em>) might also sound familiar to teachers.\u003c/p>\n\u003cp>You might be wondering what the alternative is, given our ingrained human habit of trying to change or avoid the unpleasant. Maybe it’s not too surprising that contemporary researchers have recognized what many traditional approaches to well-being have long stated: avoidance of negative or uncomfortable emotions is usually not helpful, let alone possible (Hayes, 1994). While avoidance of unpleasant thoughts, feelings, and sensations may produce some immediate gratification, chronic avoidance is associated with a number of problematic outcomes when it becomes a coping style (Spinhoven, Drost, de Rooij, van Hemert, & Penninx, 2014). This knowledge might be particularly important for adolescents, whose brains are especially sensitive to emotional experience and whose habits of coping are becoming established.\u003c/p>\n\u003cp>Adolescents report more daily experience of negative affect from ages 10 to 18 (Larson, Moneta, Richards & Wilson, 2002) but have more difficulty identifying and sorting out their feelings of anger, sadness, fear, disgust, and upset compared to younger children and adults (Nook, Sasse, Lambert, McLaughlin & Somerville, 2018). Presumably, the adolescent experience of negative affect involves co-occurring emotions that are more complex than those experienced in childhood and that pose greater coping challenges. As described in the hypothetical example, commonly used adolescent strategies for coping with distress (e.g., emotion avoidance, emotion suppression, and rumination) are maladaptive and related to more problems down the line. Although avoidance of emotional experience may offer short-term relief, the longer-term consequences can include depression, anxiety, restricted opportunity, and poor social relationships (Eastabrook, Flynn, & Hollenstein, 2014). Rumination, or the repetitive focus on negative events, thoughts, or feelings in order to reduce the pain of a situation, is a well-known risk factor for depression and anxiety among youth and adults (Rood, Roelofs, Bögels, Nolen-Hoeksema, & Schouten, 2009). A recent examination of multiple studies showed that the maladaptive strategies many youth employ to manage their emotional distress actually play a \u003cem>causal\u003c/em> \u003cem>role\u003c/em> in the development of subsequent problems (Schäfer, Naumann, Holmes, Tuschen-Caffier, & Samson, 2017). Many major mental disorders have their start in adolescence, and less severe symptoms of disorders like anxiety and depression are alarmingly common (Lee et al., 2014; Spear, 2009).\u003c/p>\n\u003cp>The mental advances that secondary school teachers recognize in their students, such as the ability to reason abstractly or to take the perspective of others, also come with a price. Because youth can think abstractly, they can also engage in hypothetical thinking (e.g., \u003cem>What if I were richer or thinner, like her?\u003c/em>) and can reach counterfactual conclusions (e.g., \u003cem>Then I would be happier\u003c/em>). The very same mentalizing skills that allow students to take the perspective of Atticus Finch in Harper Lee’s novel, \u003cem>To Kill a Mockingbird\u003c/em>, allow them to imagine and mull over what their peers and teachers are thinking \u003cem>about them\u003c/em> (Blakemore & Mills, 2014). Social media offers a ready platform for comparing oneself to others, a process called \u003cem>social comparison\u003c/em>. Social comparison processes, already elevated during adolescence, are exacerbated by excessive media use and linked to depressive symptoms (Nesi & Prinstein, 2015). Cyberbullying is perceived as especially threatening to adolescents because one’s shaming is on public display, comparison with others is exposed, and social isolation is threatened (Nilan, Burgess, Hobbs, Threadgold, & Alexander, 2015).\u003c/p>\n\u003cp>Overall, despite many obvious advantages, adolescent changes in cognitive and emotional development can lead to increased rumination and emotional distress for some youth. Just as educators work diligently to prepare students with academic knowledge and skills for the next stage of their life, so, too, should we prepare them with other life skills related to healthy emotion regulation. The importance of this social and emotional skill set can’t be overestimated for adolescents, who are at an age when emotionality increases and adult patterns of emotion regulation are beginning to be consolidated (Paus, Keshavan, & Giedd, 2008).\u003c/p>\n\u003cp>\u003cstrong>How Mindfulness Helps Regulate Emotions\u003c/strong>\u003c/p>\n\u003cp>A major developmental advance during adolescence is the increasing ability to reason, make decisions, and think abstractly. These kinds of cognitive processes are rational and logical, referred to as “cool cognitions” (e.g., \u003cem>These are the factors that led to the civil war, \u003c/em>or \u003cem>Here are some steps I can take to break down this project\u003c/em>), and they are often taught in decision making and study skills courses (Bergmann & Rudman, 1985). When thinking and decision making are done in an emotional context, as in a group of peers, cognition can be less rational. The so-called emotional or “hot cognitions” can distort thinking and underlie many impulsive acts (e.g., \u003cem>Forget about that homework. Let’s party!\u003c/em>). It’s difficult for most of us, but especially for adolescents, to override powerful emotions in order to think coolly and rationally, even if we know better. The student who keeps checking her phone in class can’t seem to resist seeing her best friend’s messages despite her teacher’s disapproval. The student who fell on the stairs may not easily let go of his angry thoughts. In an effort to feel more of the pleasant things, like excitement, and fewer of the unpleasant things, like rejection or shame, adolescents may behave in ways that prove unproductive, especially if these behaviors ultimately become well-established patterns.\u003c/p>\n\u003cp>Mindfulness gets to the root of these tendencies by encouraging exploration and acceptance of all feelings, without judgment. Mindful awareness of one’s thoughts and emotions includes not just being present and curious about pleasant experience, but about \u003cem>all\u003c/em> experience. This is a hard but crucial truth. Mindfulness is not about feeling a certain way; it’s about feeling whatever is present in your life right now in order to have greater discernment about how to respond. This involves changing our relationship to feelings, perhaps especially to unpleasant ones. Rather than trying to escape as soon as we notice them, we actually acknowledge them, and perhaps even make some peace with them. This is what the practice of awareness and nonreactivity fosters.\u003c/p>\n\u003cp>Some studies show that simply being focused on observing thoughts, feelings, and physical sensations is not helpful and may even add to anxiety (e.g., \u003cem>Oh no, here comes that anxious thought again!\u003c/em>). Importantly, it’s how we observe—nonjudgmentally, with curiosity, and without reactivity—that promotes emotion regulation (e.g., \u003cem>Where is the anxiety in my body right now? Can I be curious about it? Can I simply watch the anxious thoughts come and go?\u003c/em>) (Baer et al., 2008; Desrosiers, Curtiss, Vine, & Klemanski, 2014).\u003c/p>\n\u003cp>The process of observing emotions and thoughts nonreactively offers us a glimpse into the operations of our mind. Instead of being caught up as the lead performer in our mental drama, we have a front-row seat for the play. This permits greater perspective and deeper understanding. It also tempers the fear we often have of feeling our own feelings, because there is less automatic avoidance. If we \u003cem>are\u003c/em> avoiding something, we notice that as well, but without commentary and without judging. Emotions become more tolerable because we have the courage to feel them, and from our new vantage point, we can see that they ebb and flow. There is less pressure to fix them and greater acceptance of our basic human experience.\u003c/p>\n\u003cp>Dispassionate observation and acknowledgement of experience, both pleasant and unpleasant, is a lot easier to do when the focus is on the breath or on some activity like eating. This is why teachers often start there. But the rubber really hits the road with stress. Compassionate acknowledgment of our unpleasant feelings and our typical ways of coping with them (e.g., harsh self criticism, lashing out, mental brooding, gossip, bullying, self-harm) is the doorway to reducing our reactivity and lessening our stress overall. We notice the inner mental and emotional experience, and, as best we can, we let it be. This practice has an interesting effect: It releases us from trying to solve the problem of unpleasant emotions. We struggle and stress less. We find less reactive and more regulated ways of working with difficult, ill-defined problems. We pull the plug, metaphorically speaking, to deactivate the stress cascade.\u003c/p>\n\u003cp>\u003cstrong>A Mindful Approach to Challenges\u003c/strong>\u003c/p>\n\u003cp>We know, at some deep level, that feeling our fear, anger, shame, irritation, anxiety, and sadness is better than masking it. But because it’s not what we usually do, we need to practice. You can try a mindfulness experiment when you next experience something unpleasant (i.e., stress). Maybe your child is cranky before school and you have to rush to get yourself to work. \u003cem>Unpleasant\u003c/em>. Perhaps a person who was supposed to help you with a project doesn’t show up. \u003cem>Unpleasant\u003c/em>. Perhaps your back pain returns or a student disrupts your class and you can’t finish your lesson. \u003cem>Unpleasant\u003c/em>. We can’t escape all stress, but we don’t need to make it worse. Remember that no one is advocating we deliberately try to make ourselves uncomfortable or search out unpleasant experiences in order to suffer more. There are plenty of naturally occurring events throughout the day when we don’t get our own way. Simply acknowledging the affective quality of our experience (i.e., pleasant, unpleasant, or neutral) and the accompanying bodily sensations, thoughts, and feelings adds a different perspective to the experience, building resilience and grit (Duckworth, 2016). This kind of emotional resilience can protect adolescents from being overwhelmed by intense feelings of anger, sadness, or other distressing emotions that can lead to destructive actions.\u003c/p>\n\u003cp>Teachers are natural caregivers whose instincts are often oriented to making things better, so mindfulness of one’s own tendency to avoid discomfort is also a good starting point. When it comes to emotions, not everything can be fixed or made pleasant, and we can’t use performance-based thinking for emotional issues. Many adolescents have come to believe that only pleasant emotions are acceptable and that uncomfortable emotions are a sign of personal weakness or substandard performance in life. This fallacy presents a great but avoidable mental burden. It is critically important that students learn to recognize their uncomfortable feelings \u003cem>in the moment\u003c/em> and understand that they do not have to \u003cem>like\u003c/em> these feelings if they are to regulate distress in a balanced and wholesome way.\u003c/p>\n\u003cp>Teachers can help students understand their own tendency to cover up unpleasant feelings by modeling emotional balance. For example, teachers might respond to student pressure or complaints about schoolwork by acknowledging the obvious dissatisfaction without fixing or confrontation. It may be possible, when there is clearly something causing stress in the classroom, to recognize it openly, nonjudgmentally, and in the moment, thus modeling for students a mindful approach to unpleasant circumstances. The practices included in this chapter can provide the foundation for this emotional skill.\u003c/p>\n\u003cp>Sometimes pressures related to time or performance demands, fatigue, restlessness, and boredom build up in the classroom, and students react in negative ways. Simply avoiding the obviousness of the circumstances by pressing ahead can make matters worse. Allowing students to take a few mindful breaths or engage in some movement can demonstrate acceptance of the situation (e.g., \u003cem>I know we’ve been working hard, and you’re feeling tired\u003c/em>) and provide tools for stress management. Simple recognition of the body and feeling its sensations (e.g., \u003cem>noticing feet on the floor, tension in the shoulders\u003c/em>) without changing anything can be a particularly effective antidote to stress. Body awareness or \u003cem>interoception\u003c/em> helps students regulate their stress because it grounds attention in the physical body and reduces the amplification of distress caused by spiraling thought streams and emotional reactivity (Roeser & Pinela, 2014).\u003c/p>\n\u003cp>While classroom “peace corners” or places where students can go to self-regulate are becoming more popular for younger children (Lantieri, 2002), they are not usually available to adolescents. The purpose of a classroom peace corner is to provide students a safe place where they have an opportunity to handle strong emotions by recognizing them, accepting them, and restoring balance. They can then find a responsible way to act without hurting themselves or others. The opportunity to take a voluntary break to restore emotional control is certainly something adolescents need. Offering some nondisciplinary means for this process in secondary education settings could help adolescents develop better self-regulation and ultimately improve learning.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"alignleft wp-image-53541\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/05/Broderick-e1556730490247.jpeg\" alt=\"\" width=\"250\" height=\"298\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/05/Broderick-e1556730490247.jpeg 300w, https://ww2.kqed.org/app/uploads/sites/23/2019/05/Broderick-e1556730490247-160x191.jpeg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">Patricia Broderick, PhD, is a research associate at the Penn State Prevention Research Center. She is a licensed psychologist, certified school psychologist, certified school counselor, and the author of a mindfulness curriculum. She is the author of \"\u003cspan class=\"s1\">\u003ca href=\"https://www.amazon.com/gp/product/039371313X/ref=dbs_a_def_rwt_hsch_vapi_taft_p1_i4\">Mindfulness in the Secondary Classroom: A Guide for Teaching Adolescents.\u003c/a>\"\u003c/span>\u003c/em>\u003c/p>\n\n",
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"excerpt": "Learning how to notice and accept how one is feeling -- even if it's uncomfortable -- is a helpful first step towards managing one's emotions and attaining a sense of mindfulness. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>\u003cspan class=\"s1\">Excerpted from \"\u003ca href=\"https://www.amazon.com/gp/product/039371313X/ref=dbs_a_def_rwt_hsch_vapi_taft_p1_i4\">Mindfulness in the Secondary Classroom: A Guide for Teaching Adolescents\u003c/a>,\" (c) 2019 by Patricia C. Broderick. Used with permission of the publisher, W. W. Norton & Company. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Skillful Responding: The Mindful Way of Dealing with Challenges\u003c/strong>\u003c/p>\n\u003cp>Mindfulness, the awareness that is \u003cem>right here and right now\u003c/em>, \u003cem>nonjudgmental\u003c/em>, and \u003cem>open\u003c/em>, sounds relaxed, calm, and actually pretty great. Many moments invite mindful savoring, such as when we begin our long-awaited vacation, when we enjoy a delicious meal, or when we score the winning points for our team. But what happens when we really don’t want to be in \u003cem>this particular moment\u003c/em>? For most teachers and students, it’s an experience we know all too well. Let’s imagine that \u003cem>this\u003c/em> is the moment a parent challenges you in a meeting or the moment you learn that a colleague was diagnosed with a serious illness. For students, maybe \u003cem>this\u003c/em> is the moment you make a mistake in class, do something awkward in front of your friends, or learn that you were left out of a social gathering. These examples illustrate the range of human experience. Much of our daily experience is less emotionally charged, but for the sake of simplicity, let’s work with the examples above.\u003c/p>\n\u003cp>A vacation, a good meal, and a win are very pleasant, so we might meet these moments with anticipation and delight. We typically want to have more experiences like these. Dealing with difficult people can make us anxious, and we gear up for the possibility of a parent-meeting confrontation. Hearing bad news unnerves us, and we find all manner of reasons to put off calling the sick colleague. The in-class mistake, the public display of awkwardness, or the exclusion from a peer group can also upset students, who may feel like running away and hiding.\u003c/p>\n\u003cp>Each moment comes with its own feeling quality—pleasant, unpleasant, or neutral—even if we’re not always aware of it. The basic attitude we humans share about experience is that we want more of the pleasant variety and less (or none) of the unpleasant. In fact, “stress” could be just another name for “unpleasant.” It’s important to note that there’s no advantage in seeking out unpleasant experiences and nothing wrong with enjoying, sustaining, and appreciating the pleasant ones. In fact, mindfully savoring positive experience promotes resilience (Smith & Bryant, 2016). But, when we have problems coping without drama when the inevitable difficulties of life arise, or when we voluntarily add to our own stress burden, some balance needs to be restored.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Fueled by the expectation that we \u003cem>can\u003c/em> make unpleasant things go away, we often try very hard to manage our stress or unpleasant experience by trying to fix it. After one round of a diet regimen, we regain most of the weight, and move on to another diet, and then another, with the same results. We use alcohol and other substances to help us relax and fix our troubles by forgetting, only to wake up in the middle of the night with the problems racing around in our heads. We become chronically irritable and overcontrolling toward a student who has a knack for getting on our nerves, anticipating her every annoying move in advance. There’s a cyclical quality to our stress management, characterized by repeated efforts to transform unpleasant situations into those that suit us better. Sometimes we manage to make this strategy work, but in the long term we usually end up facing the same problems over and over again, frustrating ourselves in the process.\u003c/p>\n\u003cp>It is sensible and intelligent to apply the skills of fixing and problem solving to those things that are amenable to change. Certainly, there’s no advantage in mindless acceptance of that which is inefficient or harmful to oneself or others. This is why we teach students to plan, reason, and problem solve (Elias & Tobias, 1996; Kendall & Braswell, 1982). For the most part, such approaches rely on logical thinking and are most successfully applied to well-defined problems with well-defined solutions, such as how to study, solve math problems, and eat healthfully. But not all teacher or student problems are \u003cem>well-defined\u003c/em> (Kitchener, 1983). Some of the very real challenges of life and the classroom are \u003cem>ill-defined \u003c/em>problems that have emotional underpinnings and no clear-cut answers. How can I handle my angry students? How can I manage to sustain empathy for parents who are uninvolved? How can I maintain my sense of balance when I’m constantly being asked to do more? Mindfulness offers another way to approach the difficult, ill-defined problems and uncomfortable feelings of real life, both for teachers and students. It begins by recognizing that uncomfortable feelings may be a signal that you need to act in some way, but \u003cem>that feelings are not, in themselves, the problem.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/gp/product/039371313X/ref=dbs_a_def_rwt_hsch_vapi_taft_p1_i4\">\u003cimg class=\"alignright size-full wp-image-53535\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/Broderick.jpeg\" alt=\"\" width=\"212\" height=\"238\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/Broderick.jpeg 212w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/Broderick-160x180.jpeg 160w\" sizes=\"(max-width: 212px) 100vw, 212px\">\u003c/a>Many of the risky and potentially dangerous behaviors of adolescents—procrastination, disruptiveness, disordered eating, cutting, drinking, violence, taking drugs, technological addiction, and so on—have a common denominator. They likely involve avoiding unpleasant emotional experience by trying to make it go away. The extent to which we do this is a measure of our \u003cem>distress tolerance\u003c/em> (García-Oliva & Piqueras, 2016; Simons & Gaher, 2005). We all have our limits, but individuals who are highly intolerant of distress and unable to cope adaptively have quick triggers and are more likely to suffer from a range of psychological and behavioral problems (Zvolensky & Hogan, 2013). We know that we are primed to react consciously and unconsciously to threat. High levels of stress or trauma can sensitize people to stress, making the slings and arrows of life more difficult for them to bear. Sometimes, risky behavior like drug abuse can start as an attempt to silence the memories of past pain. But our generally allergic reaction to unpleasantness can also be manifested in more ordinary ways, like avoiding boring homework, cutting classes, or misbehaving. Student behaviors that attempt to make unwanted, uncomfortable feelings like inadequacy, boredom, restlessness, or anxiety go away are common, and they are also supported by certain implicit assumptions. Specifically, we appear to endorse the culturally reinforced belief that unpleasant things \u003cem>should\u003c/em> go away. When we can’t make the unpleasant parts of life go away, we often pile on some judgment, criticizing ourselves and others for life’s imperfect circumstances.\u003c/p>\n\u003cp>It bears repeating that it’s not harmful to try to fix problems or make things better. This is just common sense. The problem is that without some awareness of our knee-jerk inclination to perceive unpleasant things as threatening, our attempts to fix certain things can make them worse. Imagine this hypothetical scenario. A student is walking up the school stairway surrounded by classmates. He stumbles badly, falls and hits his knee, dropping the athletic equipment and books he is carrying, and lands face downward on the stairs. The rest of the kids turn to see what happened. Some ask if he’s okay; others start to giggle and poke fun at him. His face feels flushed, his heart races, and his knee really hurts. He hurriedly pulls himself together and moves along as quickly as he can. From the outside, it looks like he’s recovered. But on the inside, his mind races: \u003cem>They must think I’m really stupid. Come on, don’t be a baby. Suck it up and get back up. Don’t show them you got hurt. I know someone tripped me. I’ll show them. \u003c/em>\u003c/p>\n\u003cp>The mental chatter resumes later as he thinks about his friends’ teasing, fueling his internal distress. Every time he passes that stairway, he remembers himself sprawled on the stairs. He’s sure everyone else remembers it, too. Ruminative processing about how he could be so clumsy plays out in an endless mental loop. He attempts to avoid and suppress the embarrassment of the incident by placing the blame on others and plotting some revenge. Not only is the fall unpleasant in terms of the physical sensations in the body, but his discomfort is amplified by his evaluative stream of thoughts. Mental elaboration sustains the unpleasantness of the physical injury, creating emotional distress. Pain is felt in the knee, but suffering is in the mind. It’s a double whammy. His automatic thoughts and emotions trigger the physiological cascade associated with the stress response. His mind continues its playback loop in an effort to justify his experience and avoid feelings of shame and helplessness. And, perhaps most importantly, these efforts are largely ineffective, because the painful memory surfaces again and again. Students are not the only ones who handle perceived threats by trying to avoid uncomfortable feelings. Similar thought streams (e.g., \u003cem>I shouldn’t have to put up with this. Things shouldn’t be so hard\u003c/em>) might also sound familiar to teachers.\u003c/p>\n\u003cp>You might be wondering what the alternative is, given our ingrained human habit of trying to change or avoid the unpleasant. Maybe it’s not too surprising that contemporary researchers have recognized what many traditional approaches to well-being have long stated: avoidance of negative or uncomfortable emotions is usually not helpful, let alone possible (Hayes, 1994). While avoidance of unpleasant thoughts, feelings, and sensations may produce some immediate gratification, chronic avoidance is associated with a number of problematic outcomes when it becomes a coping style (Spinhoven, Drost, de Rooij, van Hemert, & Penninx, 2014). This knowledge might be particularly important for adolescents, whose brains are especially sensitive to emotional experience and whose habits of coping are becoming established.\u003c/p>\n\u003cp>Adolescents report more daily experience of negative affect from ages 10 to 18 (Larson, Moneta, Richards & Wilson, 2002) but have more difficulty identifying and sorting out their feelings of anger, sadness, fear, disgust, and upset compared to younger children and adults (Nook, Sasse, Lambert, McLaughlin & Somerville, 2018). Presumably, the adolescent experience of negative affect involves co-occurring emotions that are more complex than those experienced in childhood and that pose greater coping challenges. As described in the hypothetical example, commonly used adolescent strategies for coping with distress (e.g., emotion avoidance, emotion suppression, and rumination) are maladaptive and related to more problems down the line. Although avoidance of emotional experience may offer short-term relief, the longer-term consequences can include depression, anxiety, restricted opportunity, and poor social relationships (Eastabrook, Flynn, & Hollenstein, 2014). Rumination, or the repetitive focus on negative events, thoughts, or feelings in order to reduce the pain of a situation, is a well-known risk factor for depression and anxiety among youth and adults (Rood, Roelofs, Bögels, Nolen-Hoeksema, & Schouten, 2009). A recent examination of multiple studies showed that the maladaptive strategies many youth employ to manage their emotional distress actually play a \u003cem>causal\u003c/em> \u003cem>role\u003c/em> in the development of subsequent problems (Schäfer, Naumann, Holmes, Tuschen-Caffier, & Samson, 2017). Many major mental disorders have their start in adolescence, and less severe symptoms of disorders like anxiety and depression are alarmingly common (Lee et al., 2014; Spear, 2009).\u003c/p>\n\u003cp>The mental advances that secondary school teachers recognize in their students, such as the ability to reason abstractly or to take the perspective of others, also come with a price. Because youth can think abstractly, they can also engage in hypothetical thinking (e.g., \u003cem>What if I were richer or thinner, like her?\u003c/em>) and can reach counterfactual conclusions (e.g., \u003cem>Then I would be happier\u003c/em>). The very same mentalizing skills that allow students to take the perspective of Atticus Finch in Harper Lee’s novel, \u003cem>To Kill a Mockingbird\u003c/em>, allow them to imagine and mull over what their peers and teachers are thinking \u003cem>about them\u003c/em> (Blakemore & Mills, 2014). Social media offers a ready platform for comparing oneself to others, a process called \u003cem>social comparison\u003c/em>. Social comparison processes, already elevated during adolescence, are exacerbated by excessive media use and linked to depressive symptoms (Nesi & Prinstein, 2015). Cyberbullying is perceived as especially threatening to adolescents because one’s shaming is on public display, comparison with others is exposed, and social isolation is threatened (Nilan, Burgess, Hobbs, Threadgold, & Alexander, 2015).\u003c/p>\n\u003cp>Overall, despite many obvious advantages, adolescent changes in cognitive and emotional development can lead to increased rumination and emotional distress for some youth. Just as educators work diligently to prepare students with academic knowledge and skills for the next stage of their life, so, too, should we prepare them with other life skills related to healthy emotion regulation. The importance of this social and emotional skill set can’t be overestimated for adolescents, who are at an age when emotionality increases and adult patterns of emotion regulation are beginning to be consolidated (Paus, Keshavan, & Giedd, 2008).\u003c/p>\n\u003cp>\u003cstrong>How Mindfulness Helps Regulate Emotions\u003c/strong>\u003c/p>\n\u003cp>A major developmental advance during adolescence is the increasing ability to reason, make decisions, and think abstractly. These kinds of cognitive processes are rational and logical, referred to as “cool cognitions” (e.g., \u003cem>These are the factors that led to the civil war, \u003c/em>or \u003cem>Here are some steps I can take to break down this project\u003c/em>), and they are often taught in decision making and study skills courses (Bergmann & Rudman, 1985). When thinking and decision making are done in an emotional context, as in a group of peers, cognition can be less rational. The so-called emotional or “hot cognitions” can distort thinking and underlie many impulsive acts (e.g., \u003cem>Forget about that homework. Let’s party!\u003c/em>). It’s difficult for most of us, but especially for adolescents, to override powerful emotions in order to think coolly and rationally, even if we know better. The student who keeps checking her phone in class can’t seem to resist seeing her best friend’s messages despite her teacher’s disapproval. The student who fell on the stairs may not easily let go of his angry thoughts. In an effort to feel more of the pleasant things, like excitement, and fewer of the unpleasant things, like rejection or shame, adolescents may behave in ways that prove unproductive, especially if these behaviors ultimately become well-established patterns.\u003c/p>\n\u003cp>Mindfulness gets to the root of these tendencies by encouraging exploration and acceptance of all feelings, without judgment. Mindful awareness of one’s thoughts and emotions includes not just being present and curious about pleasant experience, but about \u003cem>all\u003c/em> experience. This is a hard but crucial truth. Mindfulness is not about feeling a certain way; it’s about feeling whatever is present in your life right now in order to have greater discernment about how to respond. This involves changing our relationship to feelings, perhaps especially to unpleasant ones. Rather than trying to escape as soon as we notice them, we actually acknowledge them, and perhaps even make some peace with them. This is what the practice of awareness and nonreactivity fosters.\u003c/p>\n\u003cp>Some studies show that simply being focused on observing thoughts, feelings, and physical sensations is not helpful and may even add to anxiety (e.g., \u003cem>Oh no, here comes that anxious thought again!\u003c/em>). Importantly, it’s how we observe—nonjudgmentally, with curiosity, and without reactivity—that promotes emotion regulation (e.g., \u003cem>Where is the anxiety in my body right now? Can I be curious about it? Can I simply watch the anxious thoughts come and go?\u003c/em>) (Baer et al., 2008; Desrosiers, Curtiss, Vine, & Klemanski, 2014).\u003c/p>\n\u003cp>The process of observing emotions and thoughts nonreactively offers us a glimpse into the operations of our mind. Instead of being caught up as the lead performer in our mental drama, we have a front-row seat for the play. This permits greater perspective and deeper understanding. It also tempers the fear we often have of feeling our own feelings, because there is less automatic avoidance. If we \u003cem>are\u003c/em> avoiding something, we notice that as well, but without commentary and without judging. Emotions become more tolerable because we have the courage to feel them, and from our new vantage point, we can see that they ebb and flow. There is less pressure to fix them and greater acceptance of our basic human experience.\u003c/p>\n\u003cp>Dispassionate observation and acknowledgement of experience, both pleasant and unpleasant, is a lot easier to do when the focus is on the breath or on some activity like eating. This is why teachers often start there. But the rubber really hits the road with stress. Compassionate acknowledgment of our unpleasant feelings and our typical ways of coping with them (e.g., harsh self criticism, lashing out, mental brooding, gossip, bullying, self-harm) is the doorway to reducing our reactivity and lessening our stress overall. We notice the inner mental and emotional experience, and, as best we can, we let it be. This practice has an interesting effect: It releases us from trying to solve the problem of unpleasant emotions. We struggle and stress less. We find less reactive and more regulated ways of working with difficult, ill-defined problems. We pull the plug, metaphorically speaking, to deactivate the stress cascade.\u003c/p>\n\u003cp>\u003cstrong>A Mindful Approach to Challenges\u003c/strong>\u003c/p>\n\u003cp>We know, at some deep level, that feeling our fear, anger, shame, irritation, anxiety, and sadness is better than masking it. But because it’s not what we usually do, we need to practice. You can try a mindfulness experiment when you next experience something unpleasant (i.e., stress). Maybe your child is cranky before school and you have to rush to get yourself to work. \u003cem>Unpleasant\u003c/em>. Perhaps a person who was supposed to help you with a project doesn’t show up. \u003cem>Unpleasant\u003c/em>. Perhaps your back pain returns or a student disrupts your class and you can’t finish your lesson. \u003cem>Unpleasant\u003c/em>. We can’t escape all stress, but we don’t need to make it worse. Remember that no one is advocating we deliberately try to make ourselves uncomfortable or search out unpleasant experiences in order to suffer more. There are plenty of naturally occurring events throughout the day when we don’t get our own way. Simply acknowledging the affective quality of our experience (i.e., pleasant, unpleasant, or neutral) and the accompanying bodily sensations, thoughts, and feelings adds a different perspective to the experience, building resilience and grit (Duckworth, 2016). This kind of emotional resilience can protect adolescents from being overwhelmed by intense feelings of anger, sadness, or other distressing emotions that can lead to destructive actions.\u003c/p>\n\u003cp>Teachers are natural caregivers whose instincts are often oriented to making things better, so mindfulness of one’s own tendency to avoid discomfort is also a good starting point. When it comes to emotions, not everything can be fixed or made pleasant, and we can’t use performance-based thinking for emotional issues. Many adolescents have come to believe that only pleasant emotions are acceptable and that uncomfortable emotions are a sign of personal weakness or substandard performance in life. This fallacy presents a great but avoidable mental burden. It is critically important that students learn to recognize their uncomfortable feelings \u003cem>in the moment\u003c/em> and understand that they do not have to \u003cem>like\u003c/em> these feelings if they are to regulate distress in a balanced and wholesome way.\u003c/p>\n\u003cp>Teachers can help students understand their own tendency to cover up unpleasant feelings by modeling emotional balance. For example, teachers might respond to student pressure or complaints about schoolwork by acknowledging the obvious dissatisfaction without fixing or confrontation. It may be possible, when there is clearly something causing stress in the classroom, to recognize it openly, nonjudgmentally, and in the moment, thus modeling for students a mindful approach to unpleasant circumstances. The practices included in this chapter can provide the foundation for this emotional skill.\u003c/p>\n\u003cp>Sometimes pressures related to time or performance demands, fatigue, restlessness, and boredom build up in the classroom, and students react in negative ways. Simply avoiding the obviousness of the circumstances by pressing ahead can make matters worse. Allowing students to take a few mindful breaths or engage in some movement can demonstrate acceptance of the situation (e.g., \u003cem>I know we’ve been working hard, and you’re feeling tired\u003c/em>) and provide tools for stress management. Simple recognition of the body and feeling its sensations (e.g., \u003cem>noticing feet on the floor, tension in the shoulders\u003c/em>) without changing anything can be a particularly effective antidote to stress. Body awareness or \u003cem>interoception\u003c/em> helps students regulate their stress because it grounds attention in the physical body and reduces the amplification of distress caused by spiraling thought streams and emotional reactivity (Roeser & Pinela, 2014).\u003c/p>\n\u003cp>While classroom “peace corners” or places where students can go to self-regulate are becoming more popular for younger children (Lantieri, 2002), they are not usually available to adolescents. The purpose of a classroom peace corner is to provide students a safe place where they have an opportunity to handle strong emotions by recognizing them, accepting them, and restoring balance. They can then find a responsible way to act without hurting themselves or others. The opportunity to take a voluntary break to restore emotional control is certainly something adolescents need. Offering some nondisciplinary means for this process in secondary education settings could help adolescents develop better self-regulation and ultimately improve learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>CAMBRIDGE, Mass. — As first period gets underway at Cambridge Street Upper School, veteran math teacher Stephen Abreu leads a small-group discussion. But the conversation isn’t about middle school algebra, and Abreu isn’t talking to students. Seven of his fellow teachers, nearly all of them white women, are sitting across from each other talking about race, white privilege and how their own biases affect their relationships with students.\u003c/p>\n\u003cp>“Am I just always going to be wrong?” one teacher wonders about her interactions with students of color.\u003c/p>\n\u003cp>“Black kids need to know they’re not being singled out,” says another, during a conversation about making sure that her students see she isn’t playing favorites when it comes to classroom discipline.\u003c/p>\n\u003cp>Another colleague confesses her surprise at how often teachers of color have reported experiencing racial bias in their own interactions in the building.\u003c/p>\n\u003cp>Each of Cambridge Street’s staff members participate in meetings just like this one every week. They’re known as cultural proficiency seminars and attendance is mandatory. Teachers describe these 45-minute sessions as candid and, more often than not, uncomfortable. But they say the discussions are helping them to become better educators within a system in which \u003ca href=\"http://profiles.doe.mass.edu/profiles/teacher.aspx?orgcode=00490000&orgtypecode=5&leftNavId=817&\">predominantly white staff\u003c/a> teach in schools with significant numbers of \u003ca href=\"http://profiles.doe.mass.edu/profiles/student.aspx?orgcode=00490000&orgtypecode=5&\">black and Latino students\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The move toward cultural proficiency, also known as culturally relevant education or culturally responsive teaching, has been gaining momentum in urban school districts throughout the country. The goal is to better serve low-income students of color by acknowledging and addressing inequities built into aspects of curriculum design, classroom discipline and even student-teacher relationships. Many educators cite these as contributing factors in the long-standing \u003ca href=\"https://cepa.stanford.edu/educational-opportunity-monitoring-project/achievement-gaps/race/\">academic achievement gap\u003c/a> between low-income students of color and their more affluent white peers. The first step, cultural proficiency proponents say, is for white teachers simply to acknowledge the role that racial and cultural bias plays inside the building and classrooms. It’s a step that doesn’t come easily.\u003c/p>\n\u003cfigure id=\"attachment_53519\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53519\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/kate-flock-20190329_Hechinger_Bias_005-e1556542572977.jpg\" alt=\"Cambridge Street Upper school math teacher Stephen Abreu is also a trained facilitator for weekly discussions among teachers about race and bias.\" width=\"1920\" height=\"1282\">\u003cfigcaption class=\"wp-caption-text\">Cambridge Street Upper school math teacher Stephen Abreu is also a trained facilitator for weekly discussions among teachers about race and bias. \u003ccite>(Kate Flock for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In New York City, the nation’s largest public school system, a \u003ca href=\"https://www.nydailynews.com/new-york/city-shelling-23m-anti-bias-training-public-schools-article-1.3956566?utm_content=bufferff6f0&utm_medium=social&utm_source=twitter.com&utm_campaign=bchapman+twitter\">$23 million initiative\u003c/a> is underway to combat implicit bias, the unconscious attitudes formed about racial and cultural groups different from one’s own. The centerpiece of the effort, as it has been outlined by the department to date, is a mandatory daylong implicit bias training for every teacher and administrator. But even advocates for such trainings caution that all they can really do is raise awareness of educators’ personal biases. Mitigating the effects of implicit bias on student behavior and performance requires teachers working closely with their peers, and school leaders making those efforts a priority. This isn’t a quick fix. The effort must be ongoing.\u003c/p>\n\u003cp>“There’s no evidence to show that a one-day training for teachers and staff will foster change,” says Circe Stumbo, president of West Wind Education Policy, an Iowa-based group that provides analysis of school equity policies. What’s needed, she says, is a schoolwide commitment to making cultural proficiency a priority, with systems in place for continual personal reflection and accountability.\u003c/p>\n\u003cp>That’s precisely what’s taking place at Cambridge Street, a diverse neighborhood school in which nearly 60 percent of its roughly 250 students identify as black, Latino or multiracial and more than half of all students qualify for free or reduced-priced lunch, a national measure of poverty. Attendance is nearly 95 percent, the number of students meeting or exceeding academic standards in English is on par with statewide levels and the school reported zero suspensions in 2018.\u003c/p>\n\u003cp>These successes are happening largely due, teachers say, to the persistent efforts of school principal Manuel Fernandez, who draws from his own experiences as a student of color in all-white schools.\u003c/p>\n\u003cp>“Being the only black kid in school … nobody saw my intellectual potential,” says Fernandez of his childhood in Brockton, a Boston suburb. “Everything I had ever been told about myself was that I was intellectually inferior to white folk.”\u003c/p>\n\u003cfigure id=\"attachment_53517\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53517\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/kate-flock-20190329_Hechinger_Bias_030_1-e1556542683830.jpg\" alt=\"Cambridge Street Upper School principal Manuel J. Fernandez talks with students between classes, March 29, 2019, in Cambridge, MA.\" width=\"1920\" height=\"1282\">\u003cfigcaption class=\"wp-caption-text\">Cambridge Street Upper School principal Manuel J. Fernandez talks with students between classes, March 29, 2019, in Cambridge, MA.f \u003ccite>(Kate Flock for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In a career that spanned both community organizing and stints in the corporate world before becoming a school administrator, Fernandez always looked to make racial and social equity a priority. And when the chance presented itself to lead Cambridge Street in 2012, he made his intentions clear.\u003c/p>\n\u003cp>“I told the superintendent we’re going to deal with issues of race and culture. We’re going to deal with it every day. We’re going to deal with it in every way possible,” he says.\u003c/p>\n\u003cp>From the start of his tenure, Cambridge Street’s professional development sessions were peppered with cultural proficiency topics and activities. Teachers were reading books on race and education, listening to guest speakers and meeting regularly in sessions led by Fernandez. While some teachers embraced the approach, results at the school were limited, Fernandez says. He came to realize that his role in facilitating those meetings, not just as the principal but as a black man addressing a largely white staff about a topic as fraught as race, was inhibiting the type of honest and fruitful discussion necessary for meaningful change. The solution, he realized, was for teachers to be guided by their peers. Today, Fernandez says that 14 members of the school’s staff serve as facilitators in the weekly cultural proficiency meetings.\u003c/p>\n\u003cp>That has made the discussions more productive, teachers say, and often more difficult. Voices crack, faces flush with emotion and tears are not uncommon.\u003c/p>\n\u003cp>“Acknowledging as a white person that you have caused harm at some point and that you also remind a lot of our scholars of everyone who has caused harm to them up until this point, it’s hard,” says Karolyn Maws, a 20-year teaching veteran who took a job at Cambridge Street precisely because of its work around cultural proficiency.\u003c/p>\n\u003cp>“What we’re trying to have teachers see here,” says school counselor and cultural proficiency facilitator Kini Udovicki, “is that white people have benefited their whole lives from white supremacy and now they’re in a position of power in a classroom setting and so you have to recognize what that dynamic looks like.”\u003c/p>\n\u003cp>While these conversations can be awkward, teachers say they play an essential role in helping them become better at their jobs.\u003c/p>\n\u003cp>“In our meetings we talk about real stuff that happens around race because it happens all the time in the classroom,” says math teacher Kendal Schwarz. “Teachers want and need a space to talk about this. It feels useful. You feel the practicality of it.” This kind of dialogue, she said, was largely absent from her graduate school teacher-training program, where issues of race and bias were rarely mentioned.\u003c/p>\n\u003cfigure id=\"attachment_53515\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53515\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/kate-flock-20190329_Hechinger_Bias_038-e1556542781608.jpg\" alt=\"\" width=\"1920\" height=\"1282\">\u003cfigcaption class=\"wp-caption-text\">Henderson Inclusion School statistics teacher Russell Thompson works with students Keran Torres (l) and Briana Manning, March 29, 2019 in Boston, MA. \u003ccite>(Kate Flock for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The discussions have prompted teachers to change the way they plan classes and how they interact with students. Autism specialist Rebecca Flanagan says she makes sure that the images and photographs she uses as teaching aids reflect the diversity of her students. School librarian Norah Connolly recalls learning from a group of students about their interest in Japanese manga. Recognizing the dearth of literature written from a nonwhite perspective, Connolly was quick to add dozens of titles to the library.\u003c/p>\n\u003cp>When science teacher Donna Peruzzi has the opportunity to bring in guest speakers, she makes a conscious choice to seek out people from a range of different backgrounds, “so the kids can see that science is not just a white male thing.”\u003c/p>\n\u003cp>The payoffs are perhaps most evident in how students feel and talk about their school.\u003c/p>\n\u003cp>“Just walking around the halls, the energy you feel here is that no matter your background, religion, skin tone, sexuality, it doesn’t matter because we’ll love and accept you anyways,” says eighth-grader Clio Bildman. She recalls a much different experience at a previous middle school she attended that was nearly all white. “One of the boys I was friends with, he was African-American. I would see him walk into school and his facial expression would change. That’s how toxic the environment was.”\u003c/p>\n\u003cp>Students also say they’ve been able to build strong relationships with teachers based on trust, not simply whether they share the same background or culture.\u003c/p>\n\u003cp>“Kids at other schools talk about how their teachers are a little bit racist, or they don’t get help from their teachers,” says eighth-grader Mariam Ziro, who is originally from Kenya. “We get the same amount of help as a white student.”\u003c/p>\n\u003cp>That isn’t to say that the school has magically bridged what can be significant gaps in cultural and life experiences. Teachers recall recent incidents when their comments or actions made students feel they were being singled out, often because of race. But now when these incidents occur, teachers say they feel better equipped to respond.\u003c/p>\n\u003cp>“Before we really focused on this, I think when students would say ‘That’s racist’ or ‘You’re saying that because I’m black,’ I would have jumped to defensive mode,” says Peruzzi. “These [cultural proficiency] conversations have helped us really reflect on what our biases are.”\u003c/p>\n\u003cp>Viewing education through a racial and cultural lens is not new. Carter G. Woodson’s 1933 work, “The Mis-Education of the Negro,” was an early critique of the education system’s exclusive reliance on dominant white culture to design curriculum and set standards. Afrocentric schools that began to form in the decades that followed were built on the idea that black children are best served by black educators.\u003c/p>\n\u003cp>Yet, urban districts serving primarily black and Latino children still face a \u003ca href=\"https://www.nytimes.com/2018/09/10/upshot/teacher-diversity-effect-students-learning.html\">lack of diversity in their teacher force\u003c/a>. A growing number of schools are looking for ways to build stronger student-teacher relationships, a prerequisite, they assert, to narrowing achievement gaps in academic performance. A push is underway that draws on growing, if \u003ca href=\"https://qz.com/1144504/the-world-is-relying-on-a-flawed-psychological-test-to-fight-racism/\">contested\u003c/a>, research around implicit bias. Studies have examined the role of racial bias in everything from higher incidents of \u003ca href=\"https://www.researchgate.net/publication/318733728_Disproportionate_Use_of_Lethal_Force_in_Policing_Is_Associated_With_Regional_Racial_Biases_of_Residents\">lethal force by police officers\u003c/a>, to \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/29728309\">disparities in health care spending\u003c/a>, to \u003ca href=\"https://www.brookings.edu/research/devaluation-of-assets-in-black-neighborhoods/\">home valuations in black neighborhoods\u003c/a>.\u003c/p>\n\u003cp>Across the Charles River from Cambridge Street, Boston Public Schools is now at the forefront of efforts to take a districtwide approach to fighting cultural insensitivity and bias. Three years ago, the school system’s Office of Opportunity Gaps — created to boost the academic performance of low-income students of color — began to ramp up its work around cultural proficiency. Today, with a nine-person staff and a budget of more than $4 million, it offers cultural proficiency training to every school principal and a small but growing share of the city’s teachers. Beginning in 2017, the office’s leader, Colin Rose, made cultural proficiency a component of every school’s annual accountability reports — essentially forcing schools to address bias and inequity.\u003c/p>\n\u003cp>Maureen Costello, director at Teaching Tolerance, an Alabama-based nonprofit that provides anti-bias training for schools, says the district’s approach to equity is “one of the most systematic” in the country. She says by making cultural proficiency mandatory, “leadership is signaling that this work is important. You can’t have it only be voluntary or else you’re only preaching to the choir.”\u003c/p>\n\u003cp>But the district leaves it up to individual schools to figure out how they’ll achieve cultural proficiency. School leaders say they appreciate that flexibility, but it can also translate into extra work.\u003c/p>\n\u003cp>“I was really unhappy with Colin when he did not give us the ‘how,’ ” says Patricia Lampron, principal of Boston Public Schools’ Henderson K-12 Inclusion School. “But what it forced us as a school to do is to think. It’s the process that’s the real important part of this work as opposed to just checking off boxes. It’s the thinking, it’s the ownership of cultural proficiency work that really forced the change.”\u003c/p>\n\u003cp>But she says progress hasn’t always come easily in her school, where \u003ca href=\"http://reportcards.doe.mass.edu/2018/00350426\">two-thirds of students are black or Latino\u003c/a> and the \u003ca href=\"http://profiles.doe.mass.edu/profiles/teacher.aspx?orgcode=00350426&orgtypecode=6&leftNavId=817&\">majority of its teachers are white\u003c/a>.\u003c/p>\n\u003cp>There are teachers who just aren’t ready to challenge their assumptions about race, privilege and culture, Lampron says. But she doesn’t let that stop the work: “I didn’t ask anyone if they were on board. I said you’re either on the bus or you’re under the bus.”\u003c/p>\n\u003cfigure id=\"attachment_53516\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53516\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/kate-flock-20190329_Hechinger_Bias_036-e1556542722256.jpg\" alt=\"History teacher Samuel Texeira has been a mentor for young black students at Henderson K-12 Inclusion School.\" width=\"1920\" height=\"1282\">\u003cfigcaption class=\"wp-caption-text\">History teacher Samuel Texeira has been a mentor for young black students at Henderson K-12 Inclusion School. \u003ccite>(Kate Flock for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As at Cambridge Street, Henderson K-12 began its cultural proficiency work with teacher discussions on race and privilege. One immediate result was that teachers began going through titles in their classroom libraries, adding books they felt were more reflective of their students’ experiences and interests. A mentoring program for young men of color, spearheaded by history teacher Samuel Texeira, has become a source of pride for school leaders. The school has adopted a curriculum framework designed by author and educator Zaretta Hammond, a pioneer of culturally responsive teaching practices.\u003c/p>\n\u003cp>“Cultural proficiency is no longer a separate thing we do once a month. It’s at the center of what we do,” Lampron says.\u003c/p>\n\u003cp>With the emphasis on creating awareness of racial bias and privilege among white teachers, a big challenge for Cambridge Street and Henderson K-12 is not to neglect the needs of their nonwhite teachers.\u003c/p>\n\u003cp>“I’m a woman of color so I feel like intuitively, culturally I already understood a lot of those things,” says Stephanie Okwudi, who teaches math at Henderson.\u003c/p>\n\u003cp>It’s a sentiment shared by other teachers of color.\u003c/p>\n\u003cp>“Do I think that diversity discussions are geared and targeted towards white people? Absolutely,” says Ariel Carmichael, a music teacher at Cambridge Street. “Do they help black people? For me they have not because I already know what it’s like,” she says of a childhood often spent as the only black kid in all-white classrooms.\u003c/p>\n\u003cp>But teachers at both schools say that the focus on implicit bias has made it easier for them to speak candidly with colleagues when they witness or experience racist incidents in their buildings. And at Cambridge Street, in addition to their weekly cultural proficiency meetings, teachers also meet monthly in affinity groups, organized by race. While that may seem antithetical to the whole idea of cultural proficiency, teachers of color say this gives them the opportunity to focus on their needs and concerns, which are less about building awareness of privilege and more about navigating a system that is still overwhelmingly white.\u003c/p>\n\u003cp>“It is an uphill battle,” says Carmichael. “Sometimes you move back five steps to move forward one. But there’s been tremendous growth. I love this school.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/teachers-go-to-school-on-racial-bias/\">\u003cem>culturally responsive teaching \u003c/em>\u003c/a>\u003cem>was produced by \u003c/em>\u003ca href=\"http://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 \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Boston-area schools are leading a shift toward culturally responsive teaching. Educators say the resulting conversations about race are difficult, uncomfortable — and absolutely necessary.\r\n\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>CAMBRIDGE, Mass. — As first period gets underway at Cambridge Street Upper School, veteran math teacher Stephen Abreu leads a small-group discussion. But the conversation isn’t about middle school algebra, and Abreu isn’t talking to students. Seven of his fellow teachers, nearly all of them white women, are sitting across from each other talking about race, white privilege and how their own biases affect their relationships with students.\u003c/p>\n\u003cp>“Am I just always going to be wrong?” one teacher wonders about her interactions with students of color.\u003c/p>\n\u003cp>“Black kids need to know they’re not being singled out,” says another, during a conversation about making sure that her students see she isn’t playing favorites when it comes to classroom discipline.\u003c/p>\n\u003cp>Another colleague confesses her surprise at how often teachers of color have reported experiencing racial bias in their own interactions in the building.\u003c/p>\n\u003cp>Each of Cambridge Street’s staff members participate in meetings just like this one every week. They’re known as cultural proficiency seminars and attendance is mandatory. Teachers describe these 45-minute sessions as candid and, more often than not, uncomfortable. But they say the discussions are helping them to become better educators within a system in which \u003ca href=\"http://profiles.doe.mass.edu/profiles/teacher.aspx?orgcode=00490000&orgtypecode=5&leftNavId=817&\">predominantly white staff\u003c/a> teach in schools with significant numbers of \u003ca href=\"http://profiles.doe.mass.edu/profiles/student.aspx?orgcode=00490000&orgtypecode=5&\">black and Latino students\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 move toward cultural proficiency, also known as culturally relevant education or culturally responsive teaching, has been gaining momentum in urban school districts throughout the country. The goal is to better serve low-income students of color by acknowledging and addressing inequities built into aspects of curriculum design, classroom discipline and even student-teacher relationships. Many educators cite these as contributing factors in the long-standing \u003ca href=\"https://cepa.stanford.edu/educational-opportunity-monitoring-project/achievement-gaps/race/\">academic achievement gap\u003c/a> between low-income students of color and their more affluent white peers. The first step, cultural proficiency proponents say, is for white teachers simply to acknowledge the role that racial and cultural bias plays inside the building and classrooms. It’s a step that doesn’t come easily.\u003c/p>\n\u003cfigure id=\"attachment_53519\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53519\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/kate-flock-20190329_Hechinger_Bias_005-e1556542572977.jpg\" alt=\"Cambridge Street Upper school math teacher Stephen Abreu is also a trained facilitator for weekly discussions among teachers about race and bias.\" width=\"1920\" height=\"1282\">\u003cfigcaption class=\"wp-caption-text\">Cambridge Street Upper school math teacher Stephen Abreu is also a trained facilitator for weekly discussions among teachers about race and bias. \u003ccite>(Kate Flock for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In New York City, the nation’s largest public school system, a \u003ca href=\"https://www.nydailynews.com/new-york/city-shelling-23m-anti-bias-training-public-schools-article-1.3956566?utm_content=bufferff6f0&utm_medium=social&utm_source=twitter.com&utm_campaign=bchapman+twitter\">$23 million initiative\u003c/a> is underway to combat implicit bias, the unconscious attitudes formed about racial and cultural groups different from one’s own. The centerpiece of the effort, as it has been outlined by the department to date, is a mandatory daylong implicit bias training for every teacher and administrator. But even advocates for such trainings caution that all they can really do is raise awareness of educators’ personal biases. Mitigating the effects of implicit bias on student behavior and performance requires teachers working closely with their peers, and school leaders making those efforts a priority. This isn’t a quick fix. The effort must be ongoing.\u003c/p>\n\u003cp>“There’s no evidence to show that a one-day training for teachers and staff will foster change,” says Circe Stumbo, president of West Wind Education Policy, an Iowa-based group that provides analysis of school equity policies. What’s needed, she says, is a schoolwide commitment to making cultural proficiency a priority, with systems in place for continual personal reflection and accountability.\u003c/p>\n\u003cp>That’s precisely what’s taking place at Cambridge Street, a diverse neighborhood school in which nearly 60 percent of its roughly 250 students identify as black, Latino or multiracial and more than half of all students qualify for free or reduced-priced lunch, a national measure of poverty. Attendance is nearly 95 percent, the number of students meeting or exceeding academic standards in English is on par with statewide levels and the school reported zero suspensions in 2018.\u003c/p>\n\u003cp>These successes are happening largely due, teachers say, to the persistent efforts of school principal Manuel Fernandez, who draws from his own experiences as a student of color in all-white schools.\u003c/p>\n\u003cp>“Being the only black kid in school … nobody saw my intellectual potential,” says Fernandez of his childhood in Brockton, a Boston suburb. “Everything I had ever been told about myself was that I was intellectually inferior to white folk.”\u003c/p>\n\u003cfigure id=\"attachment_53517\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53517\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/kate-flock-20190329_Hechinger_Bias_030_1-e1556542683830.jpg\" alt=\"Cambridge Street Upper School principal Manuel J. Fernandez talks with students between classes, March 29, 2019, in Cambridge, MA.\" width=\"1920\" height=\"1282\">\u003cfigcaption class=\"wp-caption-text\">Cambridge Street Upper School principal Manuel J. Fernandez talks with students between classes, March 29, 2019, in Cambridge, MA.f \u003ccite>(Kate Flock for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In a career that spanned both community organizing and stints in the corporate world before becoming a school administrator, Fernandez always looked to make racial and social equity a priority. And when the chance presented itself to lead Cambridge Street in 2012, he made his intentions clear.\u003c/p>\n\u003cp>“I told the superintendent we’re going to deal with issues of race and culture. We’re going to deal with it every day. We’re going to deal with it in every way possible,” he says.\u003c/p>\n\u003cp>From the start of his tenure, Cambridge Street’s professional development sessions were peppered with cultural proficiency topics and activities. Teachers were reading books on race and education, listening to guest speakers and meeting regularly in sessions led by Fernandez. While some teachers embraced the approach, results at the school were limited, Fernandez says. He came to realize that his role in facilitating those meetings, not just as the principal but as a black man addressing a largely white staff about a topic as fraught as race, was inhibiting the type of honest and fruitful discussion necessary for meaningful change. The solution, he realized, was for teachers to be guided by their peers. Today, Fernandez says that 14 members of the school’s staff serve as facilitators in the weekly cultural proficiency meetings.\u003c/p>\n\u003cp>That has made the discussions more productive, teachers say, and often more difficult. Voices crack, faces flush with emotion and tears are not uncommon.\u003c/p>\n\u003cp>“Acknowledging as a white person that you have caused harm at some point and that you also remind a lot of our scholars of everyone who has caused harm to them up until this point, it’s hard,” says Karolyn Maws, a 20-year teaching veteran who took a job at Cambridge Street precisely because of its work around cultural proficiency.\u003c/p>\n\u003cp>“What we’re trying to have teachers see here,” says school counselor and cultural proficiency facilitator Kini Udovicki, “is that white people have benefited their whole lives from white supremacy and now they’re in a position of power in a classroom setting and so you have to recognize what that dynamic looks like.”\u003c/p>\n\u003cp>While these conversations can be awkward, teachers say they play an essential role in helping them become better at their jobs.\u003c/p>\n\u003cp>“In our meetings we talk about real stuff that happens around race because it happens all the time in the classroom,” says math teacher Kendal Schwarz. “Teachers want and need a space to talk about this. It feels useful. You feel the practicality of it.” This kind of dialogue, she said, was largely absent from her graduate school teacher-training program, where issues of race and bias were rarely mentioned.\u003c/p>\n\u003cfigure id=\"attachment_53515\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53515\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/kate-flock-20190329_Hechinger_Bias_038-e1556542781608.jpg\" alt=\"\" width=\"1920\" height=\"1282\">\u003cfigcaption class=\"wp-caption-text\">Henderson Inclusion School statistics teacher Russell Thompson works with students Keran Torres (l) and Briana Manning, March 29, 2019 in Boston, MA. \u003ccite>(Kate Flock for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The discussions have prompted teachers to change the way they plan classes and how they interact with students. Autism specialist Rebecca Flanagan says she makes sure that the images and photographs she uses as teaching aids reflect the diversity of her students. School librarian Norah Connolly recalls learning from a group of students about their interest in Japanese manga. Recognizing the dearth of literature written from a nonwhite perspective, Connolly was quick to add dozens of titles to the library.\u003c/p>\n\u003cp>When science teacher Donna Peruzzi has the opportunity to bring in guest speakers, she makes a conscious choice to seek out people from a range of different backgrounds, “so the kids can see that science is not just a white male thing.”\u003c/p>\n\u003cp>The payoffs are perhaps most evident in how students feel and talk about their school.\u003c/p>\n\u003cp>“Just walking around the halls, the energy you feel here is that no matter your background, religion, skin tone, sexuality, it doesn’t matter because we’ll love and accept you anyways,” says eighth-grader Clio Bildman. She recalls a much different experience at a previous middle school she attended that was nearly all white. “One of the boys I was friends with, he was African-American. I would see him walk into school and his facial expression would change. That’s how toxic the environment was.”\u003c/p>\n\u003cp>Students also say they’ve been able to build strong relationships with teachers based on trust, not simply whether they share the same background or culture.\u003c/p>\n\u003cp>“Kids at other schools talk about how their teachers are a little bit racist, or they don’t get help from their teachers,” says eighth-grader Mariam Ziro, who is originally from Kenya. “We get the same amount of help as a white student.”\u003c/p>\n\u003cp>That isn’t to say that the school has magically bridged what can be significant gaps in cultural and life experiences. Teachers recall recent incidents when their comments or actions made students feel they were being singled out, often because of race. But now when these incidents occur, teachers say they feel better equipped to respond.\u003c/p>\n\u003cp>“Before we really focused on this, I think when students would say ‘That’s racist’ or ‘You’re saying that because I’m black,’ I would have jumped to defensive mode,” says Peruzzi. “These [cultural proficiency] conversations have helped us really reflect on what our biases are.”\u003c/p>\n\u003cp>Viewing education through a racial and cultural lens is not new. Carter G. Woodson’s 1933 work, “The Mis-Education of the Negro,” was an early critique of the education system’s exclusive reliance on dominant white culture to design curriculum and set standards. Afrocentric schools that began to form in the decades that followed were built on the idea that black children are best served by black educators.\u003c/p>\n\u003cp>Yet, urban districts serving primarily black and Latino children still face a \u003ca href=\"https://www.nytimes.com/2018/09/10/upshot/teacher-diversity-effect-students-learning.html\">lack of diversity in their teacher force\u003c/a>. A growing number of schools are looking for ways to build stronger student-teacher relationships, a prerequisite, they assert, to narrowing achievement gaps in academic performance. A push is underway that draws on growing, if \u003ca href=\"https://qz.com/1144504/the-world-is-relying-on-a-flawed-psychological-test-to-fight-racism/\">contested\u003c/a>, research around implicit bias. Studies have examined the role of racial bias in everything from higher incidents of \u003ca href=\"https://www.researchgate.net/publication/318733728_Disproportionate_Use_of_Lethal_Force_in_Policing_Is_Associated_With_Regional_Racial_Biases_of_Residents\">lethal force by police officers\u003c/a>, to \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/29728309\">disparities in health care spending\u003c/a>, to \u003ca href=\"https://www.brookings.edu/research/devaluation-of-assets-in-black-neighborhoods/\">home valuations in black neighborhoods\u003c/a>.\u003c/p>\n\u003cp>Across the Charles River from Cambridge Street, Boston Public Schools is now at the forefront of efforts to take a districtwide approach to fighting cultural insensitivity and bias. Three years ago, the school system’s Office of Opportunity Gaps — created to boost the academic performance of low-income students of color — began to ramp up its work around cultural proficiency. Today, with a nine-person staff and a budget of more than $4 million, it offers cultural proficiency training to every school principal and a small but growing share of the city’s teachers. Beginning in 2017, the office’s leader, Colin Rose, made cultural proficiency a component of every school’s annual accountability reports — essentially forcing schools to address bias and inequity.\u003c/p>\n\u003cp>Maureen Costello, director at Teaching Tolerance, an Alabama-based nonprofit that provides anti-bias training for schools, says the district’s approach to equity is “one of the most systematic” in the country. She says by making cultural proficiency mandatory, “leadership is signaling that this work is important. You can’t have it only be voluntary or else you’re only preaching to the choir.”\u003c/p>\n\u003cp>But the district leaves it up to individual schools to figure out how they’ll achieve cultural proficiency. School leaders say they appreciate that flexibility, but it can also translate into extra work.\u003c/p>\n\u003cp>“I was really unhappy with Colin when he did not give us the ‘how,’ ” says Patricia Lampron, principal of Boston Public Schools’ Henderson K-12 Inclusion School. “But what it forced us as a school to do is to think. It’s the process that’s the real important part of this work as opposed to just checking off boxes. It’s the thinking, it’s the ownership of cultural proficiency work that really forced the change.”\u003c/p>\n\u003cp>But she says progress hasn’t always come easily in her school, where \u003ca href=\"http://reportcards.doe.mass.edu/2018/00350426\">two-thirds of students are black or Latino\u003c/a> and the \u003ca href=\"http://profiles.doe.mass.edu/profiles/teacher.aspx?orgcode=00350426&orgtypecode=6&leftNavId=817&\">majority of its teachers are white\u003c/a>.\u003c/p>\n\u003cp>There are teachers who just aren’t ready to challenge their assumptions about race, privilege and culture, Lampron says. But she doesn’t let that stop the work: “I didn’t ask anyone if they were on board. I said you’re either on the bus or you’re under the bus.”\u003c/p>\n\u003cfigure id=\"attachment_53516\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53516\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/kate-flock-20190329_Hechinger_Bias_036-e1556542722256.jpg\" alt=\"History teacher Samuel Texeira has been a mentor for young black students at Henderson K-12 Inclusion School.\" width=\"1920\" height=\"1282\">\u003cfigcaption class=\"wp-caption-text\">History teacher Samuel Texeira has been a mentor for young black students at Henderson K-12 Inclusion School. \u003ccite>(Kate Flock for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As at Cambridge Street, Henderson K-12 began its cultural proficiency work with teacher discussions on race and privilege. One immediate result was that teachers began going through titles in their classroom libraries, adding books they felt were more reflective of their students’ experiences and interests. A mentoring program for young men of color, spearheaded by history teacher Samuel Texeira, has become a source of pride for school leaders. The school has adopted a curriculum framework designed by author and educator Zaretta Hammond, a pioneer of culturally responsive teaching practices.\u003c/p>\n\u003cp>“Cultural proficiency is no longer a separate thing we do once a month. It’s at the center of what we do,” Lampron says.\u003c/p>\n\u003cp>With the emphasis on creating awareness of racial bias and privilege among white teachers, a big challenge for Cambridge Street and Henderson K-12 is not to neglect the needs of their nonwhite teachers.\u003c/p>\n\u003cp>“I’m a woman of color so I feel like intuitively, culturally I already understood a lot of those things,” says Stephanie Okwudi, who teaches math at Henderson.\u003c/p>\n\u003cp>It’s a sentiment shared by other teachers of color.\u003c/p>\n\u003cp>“Do I think that diversity discussions are geared and targeted towards white people? Absolutely,” says Ariel Carmichael, a music teacher at Cambridge Street. “Do they help black people? For me they have not because I already know what it’s like,” she says of a childhood often spent as the only black kid in all-white classrooms.\u003c/p>\n\u003cp>But teachers at both schools say that the focus on implicit bias has made it easier for them to speak candidly with colleagues when they witness or experience racist incidents in their buildings. And at Cambridge Street, in addition to their weekly cultural proficiency meetings, teachers also meet monthly in affinity groups, organized by race. While that may seem antithetical to the whole idea of cultural proficiency, teachers of color say this gives them the opportunity to focus on their needs and concerns, which are less about building awareness of privilege and more about navigating a system that is still overwhelmingly white.\u003c/p>\n\u003cp>“It is an uphill battle,” says Carmichael. “Sometimes you move back five steps to move forward one. But there’s been tremendous growth. I love this school.”\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 \u003c/em>\u003ca href=\"https://hechingerreport.org/teachers-go-to-school-on-racial-bias/\">\u003cem>culturally responsive teaching \u003c/em>\u003c/a>\u003cem>was produced by \u003c/em>\u003ca href=\"http://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 \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Eight Ways To Teach Climate Change In Almost Any Classroom",
"title": "Eight Ways To Teach Climate Change In Almost Any Classroom",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>NPR/IPSOS did a \u003ca href=\"https://www.npr.org/2019/04/22/714262267/most-teachers-dont-teach-climate-change-4-in-5-parents-wish-they-did\">national poll\u003c/a> recently and found that more than 8 in 10 teachers — and a similar majority of parents — support teaching kids about climate change.\u003c/p>\n\u003cp>But in reality, it's not always happening: Fewer than half of K-12 teachers told us that they talk about climate change with their children or students. Again, parents were about the same.\u003c/p>\n\u003cp>The top reason that teachers gave in our poll for not covering climate change? 65% said, \"It's not related to the subjects I teach.\"\u003c/p>\n\u003cp>Yet at the same time, we also heard from teachers and education organizations who \u003cem>are \u003c/em>introducing the topic in subjects from social studies to math to English language arts, and at every grade level, from preschool on up.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-53496\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4.png\" alt=\"\" width=\"1251\" height=\"877\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4.png 1251w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-160x112.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-800x561.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-768x538.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-1020x715.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-1200x841.png 1200w\" sizes=\"(max-width: 1251px) 100vw, 1251px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Which raises the question: Where does climate change belong in the curriculum, anyway?\u003c/p>\n\u003cp>The \"reality of human-caused climate change\" is mentioned in at least 36 state standards, according to an analysis done for NPR Ed by Glenn Branch, the deputy director at the National Center for Science Education. But, it typically appears only briefly — and most likely just in earth science classes in middle and high school. And, Branch says, that doesn't even mean that every student in those states learns about it: Only two states require students to take earth or environmental science classes to graduate high school.\u003c/p>\n\u003cp>Joseph Henderson teaches in the environmental studies department at Paul Smith's College in upstate New York. He studies how climate change is taught in schools, and believes it needs to be taught across many subjects.\u003c/p>\n\u003cp>\"For so long this has been seen as an issue that is solely within the domain of science,\" he says. \"There needs to be a greater engagement across disciplines, particularly looking at the social dimensions,\" such as the displacement of populations by natural disasters.\u003c/p>\n\u003cp>At the same time, there's a tension in pushing more educators to take this on. \"I worry a lot about asking schools to solve yet another problem that society refuses to deal with.\"\u003c/p>\n\u003cp>As a potential response to this criticism, the nonprofit Ten Strands follows an\u003ca href=\"https://tenstrands.org/incremental-infusion/\"> \"incremental infusion\"\u003c/a> model in California. In other words, environmental literacy becomes part of subjects and activities that are already in the curriculum instead of, the organization says, \"burdening educators\" with another stand-alone and complex area to cover.\u003c/p>\n\u003cp>We also heard from teachers who say they are searching for more ideas and resources to take on the topic of climate change. So, here are some thoughts about how to broach the subject with students, no matter what subject you teach:\u003c/p>\n\u003cp>\u003cstrong>1. Do a lab.\u003c/strong>\u003c/p>\n\u003cp>Lab activities can be one of the most effective ways to show children how global warming works on an accessible scale.\u003c/p>\n\u003cp>Ellie Schaffer is a sixth-grader at Alice Deal Middle School in Washington, D.C. She's done simulations on greenhouse effects in science class, using plastic wrap to trap the sun's heat. And she's used charcoal to see how black carbon from air pollution can speed the melting of ice.\u003c/p>\n\u003cp>These lessons have raised her awareness — and concern. \"We've ignored climate change for a long time and now it's getting to be, like, a real problem, so we've gotta do something.\"\u003c/p>\n\u003cp>Many teachers we talked with mentioned \u003ca href=\"https://climate.nasa.gov/\">NASA \u003c/a>as a resource for labs and activities. The ones in \u003ca href=\"https://pmm.nasa.gov/education/weather-climate\">this outline\u003c/a> can be done with everyday materials like ice, tinfoil, plastic bottles, rubber, light bulbs and a thermometer.\u003c/p>\n\u003cp>On the \u003ca href=\"https://www.earthsciweek.org/classroom-activities/ngss\">Earth Science Week\u003c/a> website, there's a list of activities and lesson plans aligned with the Next Generation Science Standards. They range from simple to elaborate.\u003c/p>\n\u003cp>\u003cstrong>2. Show a movie.\u003c/strong>\u003c/p>\n\u003cp>Susan Fisher, a seventh-grade science teacher at South Woods Middle School in Syosset, N.Y., showed her students the 2016 documentary \u003cem>Before the Flood\u003c/em>, featuring Leonardo diCaprio journeying to five continents and the Arctic to see the effects of climate change. \"It is our intention to make our students engaged citizens,\" Fisher says.\u003c/p>\n\u003cp>\u003cem>Before the Flood\u003c/em> has\u003ca href=\"https://www.beforetheflood.com/act/\"> an action page\u003c/a> and an associated curriculum. Common Sense Media has a list of\u003ca href=\"https://www.commonsensemedia.org/lists/movies-that-teach-kids-about-climate-change\"> climate change-related movies\u003c/a> for all ages.\u003c/p>\n\u003cp>The 2006 film \u003cem>An Inconvenient Truth\u003c/em> and\u003ca href=\"https://www.inconvenientsequeleducation.org/educators/\"> its 2017 sequel,\u003c/a> \u003cem>An Inconvenient Sequel: Truth To Power\u003c/em> have curricular materials created in partnership with the National Wildlife Federation.\u003c/p>\n\u003cp>\u003cstrong>3. Assign a novel.\u003c/strong>\u003c/p>\n\u003cp>Rebecca Meyer is an eighth-grade English language arts teacher at Bronx Park Middle School in New York City.\u003c/p>\n\u003cp>She assigned her students a 2013 novel by Mindy McGinnis called \u003cem>Not a Drop to Drink\u003c/em>.\u003c/p>\n\u003cp>\"As we read the novel, kids made connections between what is happening today and the novel,\" Meyer says. \"At the end of the unit, as a culminating project, students choose groups, researched current solutions for physical and economic water scarcity and created PSA videos using iMovie about the problem and how their solution could help to combat the issue.\"\u003c/p>\n\u003cp>She described the unit as a success. \"They were very engaged, they loved it,\" she explains. \"A lot of them shared this information with their families. When parents came in for parent-teacher conferences they mentioned their kids had been talking to them about conserving water.\"\u003c/p>\n\u003cp>\u003cem>Not A Drop To Drink\u003c/em> belongs to a subgenre of science fiction known as \"\u003ca href=\"http://www.cli-fi.net/\">cli-fi\u003c/a>\" (climate fiction) or sometimes eco-fiction. You can find lists of similar books at websites like \u003ca href=\"https://dragonfly.eco/\">Dragonfly.eco\u003c/a> or at the Chicago Review of Books, which has a monthly\u003ca href=\"https://chireviewofbooks.com/category/burning-worlds/\"> Burning Worlds column\u003c/a> about this kind of literature.\u003c/p>\n\u003cp>Looking for English topics for younger students?\u003ca href=\"https://curriculum.eleducation.org/\"> EL Education\u003c/a> covers environmental topics, including water conservation and the impact of natural disasters, in its K-5 English language arts curriculum.\u003c/p>\n\u003cp>\u003cstrong>4. Do citizen science.\u003c/strong>\u003c/p>\n\u003cp>Terry Reed is the self-proclaimed \"science guru\" for seventh-graders at Prince David Kawananakoa Middle School in Honolulu. He's also spent a year sailing the Caribbean, and on his way, he collected water samples on behalf of a group called\u003ca href=\"https://www.adventurescientists.org/\"> Adventure Scientists\u003c/a>, to be tested for microplastics (spoiler: even on remote, pristine beaches, all the samples had some).\u003c/p>\n\u003cp>He has assigned his students to collect water samples from beaches near their homes to submit for the same project. He also has them take pictures of cloud formations and measure temperatures, to see changes in weather patterns over time. \"One thing I stress to them, that in the next few years, they become the voting public,\" he says. \"They need to be aware of the science.\"\u003c/p>\n\u003cp>\u003cstrong>5. Assign a research project, multimedia presentation or speech.\u003c/strong>\u003c/p>\n\u003cp>Gay Collins teaches public speaking at Waterford High School in Waterford, Conn. She is interested in \"civil discourse\" as a tool for problem-solving, so she encourages her students \"to shape their speeches around critical topics, like the use of plastics, minimalism, and other environmental issues.\u003c/p>\n\u003cp>\u003cstrong>6. Talk about your personal experience.\u003c/strong>\u003c/p>\n\u003cp>Pamela Tarango teaches third grade at the Downtown Elementary School in Bakersfield, Calif.. And she tells her students about how the weather has changed there in her lifetime, getting hotter and drier: \"In our Central Valley California city of Bakersfield, there has been a change in the winter climate. I told them about how, when I was growing up in the 1970's we often had several two and three-hour delays to school starting because of dense tule fog which affected visibility. We really never have those delays in the metropolitan area. It is only the outlying areas which still have two and three-hour dense fog delays, and they are rare even for the rural areas.\"\u003c/p>\n\u003cp>(Although the Central Valley winter has \u003ca href=\"https://www.latimes.com/business/hiltzik/la-fi-hiltzik-climate-agriculture-20180309-story.html\">indeed\u003c/a> become hotter and drier due to climate change, recently a University of California, Berkeley \u003ca href=\"https://nature.berkeley.edu/news/2019/04/falling-levels-air-pollution-drove-decline-california-s-tule-fog\">study\u003c/a> has attributed the reduction in tule fog specifically to declines in air pollution.)\u003c/p>\n\u003cp>\u003cstrong>7. Do a service project.\u003c/strong>\u003c/p>\n\u003cp>\"I teach preschoolers and use the environment and our natural resources to highlight our everyday life,\" says Mercy Peña-Alevizos, who teaches at Holy Trinity Academy in Phoenix. \"I stress the importance of appreciation and eliminating waste. My students understand and have fantastic ideas. We recycle and pick up around our neighborhood.\"\u003c/p>\n\u003cp>Environmental service projects can be simple, elaborate or just for fun. Check out the\u003ca href=\"https://people.com/home/trashtag-challenge-social-media-instagram-twitter-viral/\"> #trashtag challenge\u003c/a> on social media, for example.\u003c/p>\n\u003cp>\u003cstrong>8. Start or work in a school garden.\u003c/strong>\u003c/p>\n\u003cp>Mairs Ryan teaches science at St. Gregory the Great Catholic School in San Diego. \"The sixth-graders oversee the school garden, as well as, our vermin composting bin, christened the 'Worm Hotel'. The garden is their lab and the students 'live and learn' soil carbon sequestration and regenerative agriculture. Our school's compost bin is evidence that alternatives exist to methane-producing landfills. In looking for more solutions to reduce methane, students debate food reuse practices around the world.\"\u003c/p>\n\u003cp>Check out \u003cstrong>ThePermacultureStudent.com\u003c/strong> for resources on building school gardens with rainwater capture and compost systems to regenerate the soil. There are local and regional resources like the \u003ca href=\"http://www.csgn.org/why-school-gardens\">Collective School Garden Network\u003c/a> in California,and \u003ca href=\"https://growing-minds.org/school-gardens/\">Growing Minds\u003c/a> in North Carolina, which offers basic plans for a school garden as well as lesson plans that connect gardening to Common Core standards.\u003c/p>\n\u003chr>\n\u003cp>\u003cstrong>Here are some more resources\u003c/strong>\u003c/p>\n\u003cp>After the publication of our climate poll story on Monday we heard from people all over the country with dozens more resources for climate education.\u003c/p>\n\u003cp>\u003cstrong>Alliance for Climate Education \u003c/strong>has a multimedia resource called \u003ca href=\"https://acespace.org/\">Our Climate Our Future\u003c/a>, plus more resources for educators and several action programs for youth.\u003c/p>\n\u003cp>\u003cstrong>The American Association of Geographers\u003c/strong> has free online \u003ca href=\"http://www.aag.org/cs/teachingclimatechange\">professional development resources\u003c/a> for teachers.\u003c/p>\n\u003cp>\u003cstrong>American Reading Company\u003c/strong> sells an English Language Arts curriculum called \u003ca href=\"https://www.americanreading.com/products/arc-core/\">ARCCore\u003c/a> that includes climate change themes.\u003c/p>\n\u003cp>\u003cstrong>Biointeractive, \u003c/strong>created by the Howard Hughes Medical Institute, has hundreds of free online education resources, including many on \u003ca href=\"https://www.hhmi.org/biointeractive/earth-and-environment\">education and the environment\u003c/a>, and offers professional development for teachers.\u003c/p>\n\u003cp>\u003cstrong>Climate Generation\u003c/strong> offers professional development for educators nationwide and a \u003ca href=\"https://www.climategen.org/our-core-programs/statewide-youth-network/\">youth network\u003c/a> in Minnesota.\u003c/p>\n\u003cp>\u003cstrong>CLEAN\u003c/strong> (Climate Literacy and Energy Awareness Network) has\u003ca href=\"https://cleanet.org/clean/educational_resources/index.html\"> a collection of resources\u003c/a> organized in part by the Next Generation Science Standard they are aligned with.\u003c/p>\n\u003cp>\u003cstrong>Global Oneness Project\u003c/strong> offers lesson plans that come with films and videos of \u003ca href=\"https://www.globalonenessproject.org/library/collections/climate-change\">climate impacts around the world.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Google\u003c/strong> offers free online \u003ca href=\"https://yourplanyourplanet.sustainability.google/\">environmental sustainability lesson plans\u003c/a> for grades 5-8.\u003c/p>\n\u003cp>\u003cstrong>The Morningside Center for Teaching Social Responsibility\u003c/strong> has\u003ca href=\"https://www.morningsidecenter.org/climate-change\"> a group\u003c/a> of \u003ca href=\"https://www.morningsidecenter.org/sites/default/files/2019-04/EarthDay2019TeachableMomentLessons.pdf\">19 lessons for K-12.\u003c/a>\u003c/p>\n\u003cp>\"We believe that the social and emotional skills we help strengthen in young people and adults are sorely needed to combat the fear and avoidance we and students experience around climate change,\" spokesperson Laura McClure told NPR.\u003c/p>\n\u003cp>\u003cstrong>The National Center for Science Education\u003c/strong> has\u003ca href=\"https://ncse.com/teach\"> free climate change lessons\u003c/a> that focus on combating misinformation. They also have a \u003ca href=\"https://ncse.com/scientistinclassroom\">\"scientist in the classroom\"\u003c/a> program.\u003c/p>\n\u003cp>\u003cstrong>The National Science Teachers Association\u003c/strong> has a \u003ca href=\"https://www.nsta.org/climate/\">comprehensive curriculum\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>The Paleontological Research Institution\u003c/strong> in Ithaca, NY has \u003ca href=\"https://priweb.org/index.php/pubs-special/pubs-spec-5813-detail\">a book called\u003c/a> the Teacher-Friendly Guide to Climate Change.\u003c/p>\n\u003cp>\u003cstrong>Ripple Effect \u003c/strong>\u003ca href=\"http://rippleeffectnola.com/\">\"creates STEM curriculum\" \u003c/a>for K-6 \"about real people and places impacted by climate change,\" starting with New Orleans.\u003c/p>\n\u003cp>\u003cstrong>Ten Strands\u003c/strong> offers\u003ca href=\"https://tenstrands.org/\"> professional learning \u003c/a>to educators in California in partnership with the state's recycling authority and an outdoor-education program, among others.\u003c/p>\n\u003cp>\u003cstrong>Think Earth \u003c/strong>offers 9 \u003ca href=\"https://thinkearth.org/curriculum/\">environmental education units \u003c/a>from preschool through middle school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>The Zinn Education Project\u003c/strong> (based on the work of Howard Zinn, the author of A People's History Of The United States) has launched a \u003ca href=\"https://www.zinnedproject.org/campaigns/teach-climate-justice\">group of 18 lessons \u003c/a>aimed specifically at climate justice. Some are drawn from \u003ca href=\"https://www.rethinkingschools.org/books/title/a-people-s-curriculum-for-the-earth\">this book:\u003c/a> \u003cem>A People's Curriculum For The Earth: Teaching Climate Change And The Environmental Crisis\u003c/em>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Eight+Ways+To+Teach+Climate+Change+In+Almost+Any+Classroom+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "65% of teachers in our poll said the reason they don't talk about climate change is because it's not related to the subjects they teach. Here are some tips that you can use in any classroom.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>NPR/IPSOS did a \u003ca href=\"https://www.npr.org/2019/04/22/714262267/most-teachers-dont-teach-climate-change-4-in-5-parents-wish-they-did\">national poll\u003c/a> recently and found that more than 8 in 10 teachers — and a similar majority of parents — support teaching kids about climate change.\u003c/p>\n\u003cp>But in reality, it's not always happening: Fewer than half of K-12 teachers told us that they talk about climate change with their children or students. Again, parents were about the same.\u003c/p>\n\u003cp>The top reason that teachers gave in our poll for not covering climate change? 65% said, \"It's not related to the subjects I teach.\"\u003c/p>\n\u003cp>Yet at the same time, we also heard from teachers and education organizations who \u003cem>are \u003c/em>introducing the topic in subjects from social studies to math to English language arts, and at every grade level, from preschool on up.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-53496\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4.png\" alt=\"\" width=\"1251\" height=\"877\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4.png 1251w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-160x112.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-800x561.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-768x538.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-1020x715.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-1200x841.png 1200w\" sizes=\"(max-width: 1251px) 100vw, 1251px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Which raises the question: Where does climate change belong in the curriculum, anyway?\u003c/p>\n\u003cp>The \"reality of human-caused climate change\" is mentioned in at least 36 state standards, according to an analysis done for NPR Ed by Glenn Branch, the deputy director at the National Center for Science Education. But, it typically appears only briefly — and most likely just in earth science classes in middle and high school. And, Branch says, that doesn't even mean that every student in those states learns about it: Only two states require students to take earth or environmental science classes to graduate high school.\u003c/p>\n\u003cp>Joseph Henderson teaches in the environmental studies department at Paul Smith's College in upstate New York. He studies how climate change is taught in schools, and believes it needs to be taught across many subjects.\u003c/p>\n\u003cp>\"For so long this has been seen as an issue that is solely within the domain of science,\" he says. \"There needs to be a greater engagement across disciplines, particularly looking at the social dimensions,\" such as the displacement of populations by natural disasters.\u003c/p>\n\u003cp>At the same time, there's a tension in pushing more educators to take this on. \"I worry a lot about asking schools to solve yet another problem that society refuses to deal with.\"\u003c/p>\n\u003cp>As a potential response to this criticism, the nonprofit Ten Strands follows an\u003ca href=\"https://tenstrands.org/incremental-infusion/\"> \"incremental infusion\"\u003c/a> model in California. In other words, environmental literacy becomes part of subjects and activities that are already in the curriculum instead of, the organization says, \"burdening educators\" with another stand-alone and complex area to cover.\u003c/p>\n\u003cp>We also heard from teachers who say they are searching for more ideas and resources to take on the topic of climate change. So, here are some thoughts about how to broach the subject with students, no matter what subject you teach:\u003c/p>\n\u003cp>\u003cstrong>1. Do a lab.\u003c/strong>\u003c/p>\n\u003cp>Lab activities can be one of the most effective ways to show children how global warming works on an accessible scale.\u003c/p>\n\u003cp>Ellie Schaffer is a sixth-grader at Alice Deal Middle School in Washington, D.C. She's done simulations on greenhouse effects in science class, using plastic wrap to trap the sun's heat. And she's used charcoal to see how black carbon from air pollution can speed the melting of ice.\u003c/p>\n\u003cp>These lessons have raised her awareness — and concern. \"We've ignored climate change for a long time and now it's getting to be, like, a real problem, so we've gotta do something.\"\u003c/p>\n\u003cp>Many teachers we talked with mentioned \u003ca href=\"https://climate.nasa.gov/\">NASA \u003c/a>as a resource for labs and activities. The ones in \u003ca href=\"https://pmm.nasa.gov/education/weather-climate\">this outline\u003c/a> can be done with everyday materials like ice, tinfoil, plastic bottles, rubber, light bulbs and a thermometer.\u003c/p>\n\u003cp>On the \u003ca href=\"https://www.earthsciweek.org/classroom-activities/ngss\">Earth Science Week\u003c/a> website, there's a list of activities and lesson plans aligned with the Next Generation Science Standards. They range from simple to elaborate.\u003c/p>\n\u003cp>\u003cstrong>2. Show a movie.\u003c/strong>\u003c/p>\n\u003cp>Susan Fisher, a seventh-grade science teacher at South Woods Middle School in Syosset, N.Y., showed her students the 2016 documentary \u003cem>Before the Flood\u003c/em>, featuring Leonardo diCaprio journeying to five continents and the Arctic to see the effects of climate change. \"It is our intention to make our students engaged citizens,\" Fisher says.\u003c/p>\n\u003cp>\u003cem>Before the Flood\u003c/em> has\u003ca href=\"https://www.beforetheflood.com/act/\"> an action page\u003c/a> and an associated curriculum. Common Sense Media has a list of\u003ca href=\"https://www.commonsensemedia.org/lists/movies-that-teach-kids-about-climate-change\"> climate change-related movies\u003c/a> for all ages.\u003c/p>\n\u003cp>The 2006 film \u003cem>An Inconvenient Truth\u003c/em> and\u003ca href=\"https://www.inconvenientsequeleducation.org/educators/\"> its 2017 sequel,\u003c/a> \u003cem>An Inconvenient Sequel: Truth To Power\u003c/em> have curricular materials created in partnership with the National Wildlife Federation.\u003c/p>\n\u003cp>\u003cstrong>3. Assign a novel.\u003c/strong>\u003c/p>\n\u003cp>Rebecca Meyer is an eighth-grade English language arts teacher at Bronx Park Middle School in New York City.\u003c/p>\n\u003cp>She assigned her students a 2013 novel by Mindy McGinnis called \u003cem>Not a Drop to Drink\u003c/em>.\u003c/p>\n\u003cp>\"As we read the novel, kids made connections between what is happening today and the novel,\" Meyer says. \"At the end of the unit, as a culminating project, students choose groups, researched current solutions for physical and economic water scarcity and created PSA videos using iMovie about the problem and how their solution could help to combat the issue.\"\u003c/p>\n\u003cp>She described the unit as a success. \"They were very engaged, they loved it,\" she explains. \"A lot of them shared this information with their families. When parents came in for parent-teacher conferences they mentioned their kids had been talking to them about conserving water.\"\u003c/p>\n\u003cp>\u003cem>Not A Drop To Drink\u003c/em> belongs to a subgenre of science fiction known as \"\u003ca href=\"http://www.cli-fi.net/\">cli-fi\u003c/a>\" (climate fiction) or sometimes eco-fiction. You can find lists of similar books at websites like \u003ca href=\"https://dragonfly.eco/\">Dragonfly.eco\u003c/a> or at the Chicago Review of Books, which has a monthly\u003ca href=\"https://chireviewofbooks.com/category/burning-worlds/\"> Burning Worlds column\u003c/a> about this kind of literature.\u003c/p>\n\u003cp>Looking for English topics for younger students?\u003ca href=\"https://curriculum.eleducation.org/\"> EL Education\u003c/a> covers environmental topics, including water conservation and the impact of natural disasters, in its K-5 English language arts curriculum.\u003c/p>\n\u003cp>\u003cstrong>4. Do citizen science.\u003c/strong>\u003c/p>\n\u003cp>Terry Reed is the self-proclaimed \"science guru\" for seventh-graders at Prince David Kawananakoa Middle School in Honolulu. He's also spent a year sailing the Caribbean, and on his way, he collected water samples on behalf of a group called\u003ca href=\"https://www.adventurescientists.org/\"> Adventure Scientists\u003c/a>, to be tested for microplastics (spoiler: even on remote, pristine beaches, all the samples had some).\u003c/p>\n\u003cp>He has assigned his students to collect water samples from beaches near their homes to submit for the same project. He also has them take pictures of cloud formations and measure temperatures, to see changes in weather patterns over time. \"One thing I stress to them, that in the next few years, they become the voting public,\" he says. \"They need to be aware of the science.\"\u003c/p>\n\u003cp>\u003cstrong>5. Assign a research project, multimedia presentation or speech.\u003c/strong>\u003c/p>\n\u003cp>Gay Collins teaches public speaking at Waterford High School in Waterford, Conn. She is interested in \"civil discourse\" as a tool for problem-solving, so she encourages her students \"to shape their speeches around critical topics, like the use of plastics, minimalism, and other environmental issues.\u003c/p>\n\u003cp>\u003cstrong>6. Talk about your personal experience.\u003c/strong>\u003c/p>\n\u003cp>Pamela Tarango teaches third grade at the Downtown Elementary School in Bakersfield, Calif.. And she tells her students about how the weather has changed there in her lifetime, getting hotter and drier: \"In our Central Valley California city of Bakersfield, there has been a change in the winter climate. I told them about how, when I was growing up in the 1970's we often had several two and three-hour delays to school starting because of dense tule fog which affected visibility. We really never have those delays in the metropolitan area. It is only the outlying areas which still have two and three-hour dense fog delays, and they are rare even for the rural areas.\"\u003c/p>\n\u003cp>(Although the Central Valley winter has \u003ca href=\"https://www.latimes.com/business/hiltzik/la-fi-hiltzik-climate-agriculture-20180309-story.html\">indeed\u003c/a> become hotter and drier due to climate change, recently a University of California, Berkeley \u003ca href=\"https://nature.berkeley.edu/news/2019/04/falling-levels-air-pollution-drove-decline-california-s-tule-fog\">study\u003c/a> has attributed the reduction in tule fog specifically to declines in air pollution.)\u003c/p>\n\u003cp>\u003cstrong>7. Do a service project.\u003c/strong>\u003c/p>\n\u003cp>\"I teach preschoolers and use the environment and our natural resources to highlight our everyday life,\" says Mercy Peña-Alevizos, who teaches at Holy Trinity Academy in Phoenix. \"I stress the importance of appreciation and eliminating waste. My students understand and have fantastic ideas. We recycle and pick up around our neighborhood.\"\u003c/p>\n\u003cp>Environmental service projects can be simple, elaborate or just for fun. Check out the\u003ca href=\"https://people.com/home/trashtag-challenge-social-media-instagram-twitter-viral/\"> #trashtag challenge\u003c/a> on social media, for example.\u003c/p>\n\u003cp>\u003cstrong>8. Start or work in a school garden.\u003c/strong>\u003c/p>\n\u003cp>Mairs Ryan teaches science at St. Gregory the Great Catholic School in San Diego. \"The sixth-graders oversee the school garden, as well as, our vermin composting bin, christened the 'Worm Hotel'. The garden is their lab and the students 'live and learn' soil carbon sequestration and regenerative agriculture. Our school's compost bin is evidence that alternatives exist to methane-producing landfills. In looking for more solutions to reduce methane, students debate food reuse practices around the world.\"\u003c/p>\n\u003cp>Check out \u003cstrong>ThePermacultureStudent.com\u003c/strong> for resources on building school gardens with rainwater capture and compost systems to regenerate the soil. There are local and regional resources like the \u003ca href=\"http://www.csgn.org/why-school-gardens\">Collective School Garden Network\u003c/a> in California,and \u003ca href=\"https://growing-minds.org/school-gardens/\">Growing Minds\u003c/a> in North Carolina, which offers basic plans for a school garden as well as lesson plans that connect gardening to Common Core standards.\u003c/p>\n\u003chr>\n\u003cp>\u003cstrong>Here are some more resources\u003c/strong>\u003c/p>\n\u003cp>After the publication of our climate poll story on Monday we heard from people all over the country with dozens more resources for climate education.\u003c/p>\n\u003cp>\u003cstrong>Alliance for Climate Education \u003c/strong>has a multimedia resource called \u003ca href=\"https://acespace.org/\">Our Climate Our Future\u003c/a>, plus more resources for educators and several action programs for youth.\u003c/p>\n\u003cp>\u003cstrong>The American Association of Geographers\u003c/strong> has free online \u003ca href=\"http://www.aag.org/cs/teachingclimatechange\">professional development resources\u003c/a> for teachers.\u003c/p>\n\u003cp>\u003cstrong>American Reading Company\u003c/strong> sells an English Language Arts curriculum called \u003ca href=\"https://www.americanreading.com/products/arc-core/\">ARCCore\u003c/a> that includes climate change themes.\u003c/p>\n\u003cp>\u003cstrong>Biointeractive, \u003c/strong>created by the Howard Hughes Medical Institute, has hundreds of free online education resources, including many on \u003ca href=\"https://www.hhmi.org/biointeractive/earth-and-environment\">education and the environment\u003c/a>, and offers professional development for teachers.\u003c/p>\n\u003cp>\u003cstrong>Climate Generation\u003c/strong> offers professional development for educators nationwide and a \u003ca href=\"https://www.climategen.org/our-core-programs/statewide-youth-network/\">youth network\u003c/a> in Minnesota.\u003c/p>\n\u003cp>\u003cstrong>CLEAN\u003c/strong> (Climate Literacy and Energy Awareness Network) has\u003ca href=\"https://cleanet.org/clean/educational_resources/index.html\"> a collection of resources\u003c/a> organized in part by the Next Generation Science Standard they are aligned with.\u003c/p>\n\u003cp>\u003cstrong>Global Oneness Project\u003c/strong> offers lesson plans that come with films and videos of \u003ca href=\"https://www.globalonenessproject.org/library/collections/climate-change\">climate impacts around the world.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Google\u003c/strong> offers free online \u003ca href=\"https://yourplanyourplanet.sustainability.google/\">environmental sustainability lesson plans\u003c/a> for grades 5-8.\u003c/p>\n\u003cp>\u003cstrong>The Morningside Center for Teaching Social Responsibility\u003c/strong> has\u003ca href=\"https://www.morningsidecenter.org/climate-change\"> a group\u003c/a> of \u003ca href=\"https://www.morningsidecenter.org/sites/default/files/2019-04/EarthDay2019TeachableMomentLessons.pdf\">19 lessons for K-12.\u003c/a>\u003c/p>\n\u003cp>\"We believe that the social and emotional skills we help strengthen in young people and adults are sorely needed to combat the fear and avoidance we and students experience around climate change,\" spokesperson Laura McClure told NPR.\u003c/p>\n\u003cp>\u003cstrong>The National Center for Science Education\u003c/strong> has\u003ca href=\"https://ncse.com/teach\"> free climate change lessons\u003c/a> that focus on combating misinformation. They also have a \u003ca href=\"https://ncse.com/scientistinclassroom\">\"scientist in the classroom\"\u003c/a> program.\u003c/p>\n\u003cp>\u003cstrong>The National Science Teachers Association\u003c/strong> has a \u003ca href=\"https://www.nsta.org/climate/\">comprehensive curriculum\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>The Paleontological Research Institution\u003c/strong> in Ithaca, NY has \u003ca href=\"https://priweb.org/index.php/pubs-special/pubs-spec-5813-detail\">a book called\u003c/a> the Teacher-Friendly Guide to Climate Change.\u003c/p>\n\u003cp>\u003cstrong>Ripple Effect \u003c/strong>\u003ca href=\"http://rippleeffectnola.com/\">\"creates STEM curriculum\" \u003c/a>for K-6 \"about real people and places impacted by climate change,\" starting with New Orleans.\u003c/p>\n\u003cp>\u003cstrong>Ten Strands\u003c/strong> offers\u003ca href=\"https://tenstrands.org/\"> professional learning \u003c/a>to educators in California in partnership with the state's recycling authority and an outdoor-education program, among others.\u003c/p>\n\u003cp>\u003cstrong>Think Earth \u003c/strong>offers 9 \u003ca href=\"https://thinkearth.org/curriculum/\">environmental education units \u003c/a>from preschool through middle school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>The Zinn Education Project\u003c/strong> (based on the work of Howard Zinn, the author of A People's History Of The United States) has launched a \u003ca href=\"https://www.zinnedproject.org/campaigns/teach-climate-justice\">group of 18 lessons \u003c/a>aimed specifically at climate justice. Some are drawn from \u003ca href=\"https://www.rethinkingschools.org/books/title/a-people-s-curriculum-for-the-earth\">this book:\u003c/a> \u003cem>A People's Curriculum For The Earth: Teaching Climate Change And The Environmental Crisis\u003c/em>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Eight+Ways+To+Teach+Climate+Change+In+Almost+Any+Classroom+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Most Teachers Don't Teach Climate Change; 4 In 5 Parents Wish They Did",
"title": "Most Teachers Don't Teach Climate Change; 4 In 5 Parents Wish They Did",
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"content": "\u003cp>More than 80% of parents in the U.S. support the teaching of climate change. And that support crosses political divides, according to the results of an exclusive new NPR/Ipsos poll: Whether they have children or not, two-thirds of Republicans and 9 in 10 Democrats agree that the subject needs to be taught in school.\u003c/p>\n\u003cp>A separate poll of teachers found that they are even more supportive, in theory — 86% agree that climate change should be taught.\u003c/p>\n\u003cp>These polls are among the first to gauge public and teacher opinion on how climate change should be taught to the generation that in the coming years will face its intensifying consequences: children.\u003c/p>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/ipsos-climate-teach-20190418/child.html?mode=childlink&utm_source=nprnews&utm_medium=app&utm_campaign=storyredirect\">\u003cimg class=\"alignnone size-full wp-image-53493\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-1.png\" alt=\"\" width=\"720\" height=\"794\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-1.png 720w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-1-160x176.png 160w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003c/a>\u003c/p>\n\u003cp>And yet, as millions of students around the globe participate in Earth Day events on Monday, our poll also found a disconnect. Although most states have classroom standards that at least mention human-caused climate change, most teachers aren't actually talking about climate change in their classrooms. And fewer than half of parents have discussed the issue with their children.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/ipsos-climate-responsibility-20190419/child.html?mode=childlink&utm_source=nprnews&utm_medium=app&utm_campaign=storyredirect\">\u003cimg class=\"alignnone size-full wp-image-53494\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2.png\" alt=\"\" width=\"1095\" height=\"435\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2.png 1095w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2-160x64.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2-800x318.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2-768x305.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2-1020x405.png 1020w\" sizes=\"(max-width: 1095px) 100vw, 1095px\">\u003c/a>\u003c/p>\n\u003cp>When it comes to one of the biggest global problems, the default message from older generations to younger ones is silence.\u003c/p>\n\u003cp>\u003cstrong>Parents and the general public\u003c/strong>\u003c/p>\n\u003cp>Laine Fabijanic, a mother of three living in Glenwood Springs, Colo., says her part of the country is feeling the effects of climate change, from an unusually snowless winter last year to scary fires. She and her family recycle and eat organic; they are even installing solar panels on the house.\u003c/p>\n\u003cp>Still, she says she hasn't talked about the big picture of climate change with her young daughters. \"I don't think we've talked much about it at all,\" she said in an interview. \"Probably because it hasn't come up from them.\"\u003c/p>\n\u003cp>About 3 in 4 respondents in our nationally representative survey of 1,007 Americans agreed that the climate is changing. That figure is in line with previous results from Ipsos and other polls.\u003c/p>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/ipsos-climate-real-20190418/child.html?mode=childlink&utm_source=nprnews&utm_medium=app&utm_campaign=storyredirect\">\u003cimg class=\"alignnone size-full wp-image-53495\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3.png\" alt=\"\" width=\"1090\" height=\"592\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3.png 1090w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3-160x87.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3-800x434.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3-768x417.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3-1020x554.png 1020w\" sizes=\"(max-width: 1090px) 100vw, 1090px\">\u003c/a>\u003c/p>\n\u003cp>Parents are even more likely than the general public to support teaching students thoroughly about climate change, including its effects on our environment, economy and society. Among parents with children under 18, 84% agree that it should be taught in schools.\u003c/p>\n\u003cp>A plurality of all parents support starting those lessons as early as elementary school. And though it may be a controversial subject, 65% of those who thought climate change should be taught didn't think parental permission was necessary. Among Republicans, the corresponding figure was 57%.\u003c/p>\n\u003cp>However, parents like Fabijanic aren't necessarily holding these conversations themselves. Just 45% of parents said they had ever discussed the topic with their own children.\u003c/p>\n\u003cp>\u003cstrong>Teachers support teaching climate change more in theory than in practice\u003c/strong>\u003c/p>\n\u003cp>If they don't hear about it at home, will kids learn about climate change in school? To answer this question, NPR/Ipsos also completed a nationally representative survey of around 500 teachers. These educators were even more likely than the general public to believe in climate change and to support teaching climate change.\u003c/p>\n\u003cp>In fact, 86% of teachers believe climate change should be taught in schools. In theory.\u003c/p>\n\u003cp>But in practice, it's more complicated. More than half — 55% — of teachers we surveyed said they do not cover climate change in their own classrooms or even talk to their students about it.\u003c/p>\n\u003cp>The most common reason given? Nearly two-thirds (65%) said it's outside their subject area.\u003c/p>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/ipsos-climate-why-20190419/child.html?mode=childlink&utm_source=nprnews&utm_medium=app&utm_campaign=storyredirect\">\u003cimg class=\"alignnone size-full wp-image-53496\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4.png\" alt=\"\" width=\"1251\" height=\"877\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4.png 1251w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-160x112.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-800x561.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-768x538.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-1020x715.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-1200x841.png 1200w\" sizes=\"(max-width: 1251px) 100vw, 1251px\">\u003c/a>\u003c/p>\n\u003cp>Let's not forget that teachers are busy, and often underresourced and overworked. When asked to rank the importance of climate change, it fell to near the bottom of a list of priorities for expanding the curriculum, behind science and math, basic literacy and financial education.\u003c/p>\n\u003cp>\u003cstrong>Parents seen as obstacles to teaching climate\u003c/strong>\u003c/p>\n\u003cp>But there are other factors at work, too, in the decision of whether to cover climate change.\u003c/p>\n\u003cp>For example, almost a third of all teachers say that when it comes to teaching climate change, they worry about parent complaints.\u003c/p>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/ipsos-climate-prepared-20190419/child.html?mode=childlink&utm_source=nprnews&utm_medium=app&utm_campaign=storyredirect\">\u003cimg class=\"alignnone size-full wp-image-53497\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5.png\" alt=\"\" width=\"1059\" height=\"862\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5.png 1059w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5-160x130.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5-800x651.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5-768x625.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5-1020x830.png 1020w\" sizes=\"(max-width: 1059px) 100vw, 1059px\">\u003c/a>\u003c/p>\n\u003cp>In our poll, teachers who do not teach the subject were allowed to choose more than one reason. They named many obstacles.\u003c/p>\n\u003cul>\n\u003cli>17% say they don't have the materials.\u003c/li>\n\u003cli>17% also say they don't know enough about the subject to teach it.\u003c/li>\n\u003cli>4% say their school does not allow the subject to be taught.\u003c/li>\n\u003c/ul>\n\u003cp>Moreover, there also seems to be a divide in terms of resources, attitudes and support between teachers who cover climate change in their classrooms and those who don't.\u003c/p>\n\u003cp>Mallory Newall of Ipsos said for some teachers, maintaining that it's not their job to teach climate change \"may just be a way to rationalize why they're not talking about it.\"\u003c/p>\n\u003cp>That's because teachers who do talk about climate change are also more likely to say:\u003c/p>\n\u003cul>\n\u003cli>There should be state laws that require teaching it (70% versus 38% of teachers who don't talk about climate change).\u003c/li>\n\u003cli>They have the resources they need to answer students' questions about climate change (77% versus 32%).\u003c/li>\n\u003cli>Their students have brought up climate change in the classroom this year (78% versus 14%).\u003c/li>\n\u003cli>Their school encourages them to discuss climate change (64% versus 18%).\u003c/li>\n\u003c/ul>\n\u003cp>In our \u003ca href=\"https://www.npr.org/newsletter/ed\">NPR Ed newsletter\u003c/a>, we did a callout to teachers to find out more about how they teach climate change. Some teachers we heard from mentioned the divisiveness of the issue and the difficulty in dealing with students whose parents are deniers of climate change.\u003c/p>\n\u003cp>\"There's so much political jargon around climate change that I would either have to dismiss their concerns that they bring up or burn a lot of time talking about something that is outside my content area,\" said Jack Erickson, a science teacher at Cienega High School in Vail, Ariz., in response to our callout.\u003c/p>\n\u003cp>\u003cstrong>Some teachers get creative in teaching climate change\u003c/strong>\u003c/p>\n\u003cp>On the other hand, about 42% of teachers in our survey said they are indeed finding ways to address climate change in the classroom.\u003c/p>\n\u003cp>In our callout, we heard from far more than just science teachers. Preschool, English, public speaking, Spanish, statistics, social studies teachers — even home economics teachers and librarians — all are finding ways to approach the topic.\u003c/p>\n\u003cp>For example, Rebecca Meyer is an eighth-grade English language arts teacher at Bronx Park Middle School in New York City. Meyer's students researched water scarcity and then read a \"cli-fi\" (or climate-fiction) novel by Mindy McGinnis called \u003cem>Not a Drop to Drink. \u003c/em>\u003c/p>\n\u003cp>\u003cem>\"\u003c/em>The main character, Lynn, lives in a version of the U.S. where physical water scarcity is the norm. As we read the novel, kids made connections between what is happening today and the novel,\" she told NPR. \"They were very engaged; they loved it. They learned so much they didn't know.\"\u003c/p>\n\u003cp>Debra Freeman teaches family and consumer science — what used to be called home economics — at McDougle Middle School in Chapel Hill, N.C. Her curriculum includes healthy food choices.\u003c/p>\n\u003cp>\"Harvard's T.H. Chan School of Public Health is directly connecting the overconsumption of animal products to our global warming dilemma,\" she says. \"We also touch on the role of food waste (a huge problem in the U.S.) and its effect on climate change. Students in middle school are at a pivotal age for developing a multifaceted lens for thinking, evaluating and problem-solving. I place great hope in them!\"\u003c/p>\n\u003cp>Erin Royer's mixed-age classroom at Steele Elementary School in Denver comprises fourth- and fifth-graders. Does she cover climate change in elementary school? \"Hell yes!\" she says. \"If you teach from a problem-based learning style, students will repeatedly arrive at climate change as the cause and effect of many problems/issues in their world.\"\u003c/p>\n\u003cp>Whether the topic is animals, energy, or hurricanes and wildfires, \"When they read information, through their research, put out by reliable scientists, they arrive at climate change again and again.\"\u003c/p>\n\u003cp>And Lily Sage teaches \"really little people\" at the Schuylkill Center for Environmental Education's nature-focused preschool in Philadelphia. \"It's a little above their heads, but we talk about Earth changes and ways we can avoid the ones that are causing mass extinctions. Because dinosaurs are accessible to them, that is often the framing for that conversation.\"\u003c/p>\n\u003cp>\u003cstrong>State school policies mostly include climate change \u003c/strong>\u003c/p>\n\u003cp>Since 2013, 19 states and the District of Columbia have adopted the\u003ca href=\"https://www.nextgenscience.org/\"> Next Generation Science Standards\u003c/a>, created by a consortium of states and science authorities to strengthen the teaching of science. The standards instruct teachers to cover the facts of human-caused climate change beginning in middle school. According to an analysis done for NPR Ed by Glenn Branch, deputy director of the National Center for Science Education, 36 states in total currently recognize human-caused climate change somewhere in their state standards. But, he says, \"the fact that human-caused climate change is included in a state's science standards doesn't mean that teachers in that state do teach it,\" and vice versa.\u003c/p>\n\u003cp>Moreover, this year alone, there have been numerous bills and resolutions introduced in statehouses that would restrict the teaching of climate change.\u003c/p>\n\u003cp>In Connecticut, a recent bill would have cut climate change materials from the state's standards. An Iowa bill would have directly repealed the state's use of Next Generation Science Standards.\u003c/p>\n\u003cp>Others — including in Arizona, Maine, South Dakota and Virginia — would prohibit the teaching of any issue included in a state political party platform, on the grounds of anti-indoctrination. Florida's \u003ca href=\"https://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_s0330__.DOCX&DocumentType=Bill&BillNumber=0330&Session=2019\">bill prescribes \u003c/a>\"balanced\" teaching for \"controversial\" science subjects.\u003c/p>\n\u003cp>While most of these bills were tabled or failed to pass (Florida's is still live), Branch sees them as part of a concerted and continuing effort to block the teaching of mainstream science. For example, some of these bills resemble model legislation created\u003ca href=\"https://www.alec.org/model-policy/environmental-literacy-improvement-act/\"> years ago\u003c/a> by the American Legislative Exchange Council, a group that brings businesses together with lawmakers to write bills that are often industry-friendly.\u003c/p>\n\u003cp>\u003cstrong>Students are feeling the effects \u003c/strong>\u003c/p>\n\u003cp>As the political debate continues, more and more students don't have to wait to learn about climate impacts in the classroom. That's because they are experiencing them in their daily lives.\u003c/p>\n\u003cp>NPR Ed found in an analysis that in \u003ca href=\"https://www.npr.org/sections/ed/2017/12/15/564058043/natural-disasters-and-the-implications-of-missing-so-much-school\">just one semester, the fall of 2017\u003c/a>, for example, 9 million U.S. students across nine states and Puerto Rico missed some amount of school owing to natural disasters — which scientists say are becoming \u003ca href=\"https://www.npr.org/2018/09/11/646313648/climate-change-drives-bigger-wetter-storms-storms-like-florence\">more frequent and severe because of climate change\u003c/a>.\u003c/p>\n\u003cp>The Schools for Climate Action Summit in Washington, D.C., in March, was instigated by students in Northern California whose communities were ravaged by wildfires. They also brought together students affected by Hurricane Harvey in Houston and by agricultural droughts on tribal lands in New Mexico to lobby at the Capitol.\u003c/p>\n\u003cfigure id=\"attachment_53490\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-53490\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/dsc5604_vert-989c9dfe0987b418fb0252ab03aed81139da66ab-e1555975759400.jpg\" alt=\"\" width=\"250\" height=\"334\">\u003cfigcaption class=\"wp-caption-text\">High school junior Celeste Palmer holds a burned piece of paper that drifted into her neighborhood during the California Tubbs Fire in 2017. \u003ccite>(Olivia Sun/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Celeste Palmer, a high school junior, came to the summit with scraps of burned paper that had drifted into her Santa Rosa, Calif., neighborhood from the Tubbs Fire in 2017. She calls climate change \"a generational justice issue for my generation in particular ... because it's affecting us now.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Most+Teachers+Don%27t+Teach+Climate+Change%3B+4+In+5+Parents+Wish+They+Did&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "As students around the globe participate in Earth Day, a new NPR/Ipsos poll finds 55% of teachers don't teach or talk about climate change and 46% of parents haven't discussed it with their kids.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>More than 80% of parents in the U.S. support the teaching of climate change. And that support crosses political divides, according to the results of an exclusive new NPR/Ipsos poll: Whether they have children or not, two-thirds of Republicans and 9 in 10 Democrats agree that the subject needs to be taught in school.\u003c/p>\n\u003cp>A separate poll of teachers found that they are even more supportive, in theory — 86% agree that climate change should be taught.\u003c/p>\n\u003cp>These polls are among the first to gauge public and teacher opinion on how climate change should be taught to the generation that in the coming years will face its intensifying consequences: children.\u003c/p>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/ipsos-climate-teach-20190418/child.html?mode=childlink&utm_source=nprnews&utm_medium=app&utm_campaign=storyredirect\">\u003cimg class=\"alignnone size-full wp-image-53493\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-1.png\" alt=\"\" width=\"720\" height=\"794\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-1.png 720w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-1-160x176.png 160w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003c/a>\u003c/p>\n\u003cp>And yet, as millions of students around the globe participate in Earth Day events on Monday, our poll also found a disconnect. Although most states have classroom standards that at least mention human-caused climate change, most teachers aren't actually talking about climate change in their classrooms. And fewer than half of parents have discussed the issue with their children.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/ipsos-climate-responsibility-20190419/child.html?mode=childlink&utm_source=nprnews&utm_medium=app&utm_campaign=storyredirect\">\u003cimg class=\"alignnone size-full wp-image-53494\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2.png\" alt=\"\" width=\"1095\" height=\"435\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2.png 1095w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2-160x64.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2-800x318.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2-768x305.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2-1020x405.png 1020w\" sizes=\"(max-width: 1095px) 100vw, 1095px\">\u003c/a>\u003c/p>\n\u003cp>When it comes to one of the biggest global problems, the default message from older generations to younger ones is silence.\u003c/p>\n\u003cp>\u003cstrong>Parents and the general public\u003c/strong>\u003c/p>\n\u003cp>Laine Fabijanic, a mother of three living in Glenwood Springs, Colo., says her part of the country is feeling the effects of climate change, from an unusually snowless winter last year to scary fires. She and her family recycle and eat organic; they are even installing solar panels on the house.\u003c/p>\n\u003cp>Still, she says she hasn't talked about the big picture of climate change with her young daughters. \"I don't think we've talked much about it at all,\" she said in an interview. \"Probably because it hasn't come up from them.\"\u003c/p>\n\u003cp>About 3 in 4 respondents in our nationally representative survey of 1,007 Americans agreed that the climate is changing. That figure is in line with previous results from Ipsos and other polls.\u003c/p>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/ipsos-climate-real-20190418/child.html?mode=childlink&utm_source=nprnews&utm_medium=app&utm_campaign=storyredirect\">\u003cimg class=\"alignnone size-full wp-image-53495\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3.png\" alt=\"\" width=\"1090\" height=\"592\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3.png 1090w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3-160x87.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3-800x434.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3-768x417.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3-1020x554.png 1020w\" sizes=\"(max-width: 1090px) 100vw, 1090px\">\u003c/a>\u003c/p>\n\u003cp>Parents are even more likely than the general public to support teaching students thoroughly about climate change, including its effects on our environment, economy and society. Among parents with children under 18, 84% agree that it should be taught in schools.\u003c/p>\n\u003cp>A plurality of all parents support starting those lessons as early as elementary school. And though it may be a controversial subject, 65% of those who thought climate change should be taught didn't think parental permission was necessary. Among Republicans, the corresponding figure was 57%.\u003c/p>\n\u003cp>However, parents like Fabijanic aren't necessarily holding these conversations themselves. Just 45% of parents said they had ever discussed the topic with their own children.\u003c/p>\n\u003cp>\u003cstrong>Teachers support teaching climate change more in theory than in practice\u003c/strong>\u003c/p>\n\u003cp>If they don't hear about it at home, will kids learn about climate change in school? To answer this question, NPR/Ipsos also completed a nationally representative survey of around 500 teachers. These educators were even more likely than the general public to believe in climate change and to support teaching climate change.\u003c/p>\n\u003cp>In fact, 86% of teachers believe climate change should be taught in schools. In theory.\u003c/p>\n\u003cp>But in practice, it's more complicated. More than half — 55% — of teachers we surveyed said they do not cover climate change in their own classrooms or even talk to their students about it.\u003c/p>\n\u003cp>The most common reason given? Nearly two-thirds (65%) said it's outside their subject area.\u003c/p>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/ipsos-climate-why-20190419/child.html?mode=childlink&utm_source=nprnews&utm_medium=app&utm_campaign=storyredirect\">\u003cimg class=\"alignnone size-full wp-image-53496\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4.png\" alt=\"\" width=\"1251\" height=\"877\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4.png 1251w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-160x112.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-800x561.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-768x538.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-1020x715.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-1200x841.png 1200w\" sizes=\"(max-width: 1251px) 100vw, 1251px\">\u003c/a>\u003c/p>\n\u003cp>Let's not forget that teachers are busy, and often underresourced and overworked. When asked to rank the importance of climate change, it fell to near the bottom of a list of priorities for expanding the curriculum, behind science and math, basic literacy and financial education.\u003c/p>\n\u003cp>\u003cstrong>Parents seen as obstacles to teaching climate\u003c/strong>\u003c/p>\n\u003cp>But there are other factors at work, too, in the decision of whether to cover climate change.\u003c/p>\n\u003cp>For example, almost a third of all teachers say that when it comes to teaching climate change, they worry about parent complaints.\u003c/p>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/ipsos-climate-prepared-20190419/child.html?mode=childlink&utm_source=nprnews&utm_medium=app&utm_campaign=storyredirect\">\u003cimg class=\"alignnone size-full wp-image-53497\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5.png\" alt=\"\" width=\"1059\" height=\"862\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5.png 1059w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5-160x130.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5-800x651.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5-768x625.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5-1020x830.png 1020w\" sizes=\"(max-width: 1059px) 100vw, 1059px\">\u003c/a>\u003c/p>\n\u003cp>In our poll, teachers who do not teach the subject were allowed to choose more than one reason. They named many obstacles.\u003c/p>\n\u003cul>\n\u003cli>17% say they don't have the materials.\u003c/li>\n\u003cli>17% also say they don't know enough about the subject to teach it.\u003c/li>\n\u003cli>4% say their school does not allow the subject to be taught.\u003c/li>\n\u003c/ul>\n\u003cp>Moreover, there also seems to be a divide in terms of resources, attitudes and support between teachers who cover climate change in their classrooms and those who don't.\u003c/p>\n\u003cp>Mallory Newall of Ipsos said for some teachers, maintaining that it's not their job to teach climate change \"may just be a way to rationalize why they're not talking about it.\"\u003c/p>\n\u003cp>That's because teachers who do talk about climate change are also more likely to say:\u003c/p>\n\u003cul>\n\u003cli>There should be state laws that require teaching it (70% versus 38% of teachers who don't talk about climate change).\u003c/li>\n\u003cli>They have the resources they need to answer students' questions about climate change (77% versus 32%).\u003c/li>\n\u003cli>Their students have brought up climate change in the classroom this year (78% versus 14%).\u003c/li>\n\u003cli>Their school encourages them to discuss climate change (64% versus 18%).\u003c/li>\n\u003c/ul>\n\u003cp>In our \u003ca href=\"https://www.npr.org/newsletter/ed\">NPR Ed newsletter\u003c/a>, we did a callout to teachers to find out more about how they teach climate change. Some teachers we heard from mentioned the divisiveness of the issue and the difficulty in dealing with students whose parents are deniers of climate change.\u003c/p>\n\u003cp>\"There's so much political jargon around climate change that I would either have to dismiss their concerns that they bring up or burn a lot of time talking about something that is outside my content area,\" said Jack Erickson, a science teacher at Cienega High School in Vail, Ariz., in response to our callout.\u003c/p>\n\u003cp>\u003cstrong>Some teachers get creative in teaching climate change\u003c/strong>\u003c/p>\n\u003cp>On the other hand, about 42% of teachers in our survey said they are indeed finding ways to address climate change in the classroom.\u003c/p>\n\u003cp>In our callout, we heard from far more than just science teachers. Preschool, English, public speaking, Spanish, statistics, social studies teachers — even home economics teachers and librarians — all are finding ways to approach the topic.\u003c/p>\n\u003cp>For example, Rebecca Meyer is an eighth-grade English language arts teacher at Bronx Park Middle School in New York City. Meyer's students researched water scarcity and then read a \"cli-fi\" (or climate-fiction) novel by Mindy McGinnis called \u003cem>Not a Drop to Drink. \u003c/em>\u003c/p>\n\u003cp>\u003cem>\"\u003c/em>The main character, Lynn, lives in a version of the U.S. where physical water scarcity is the norm. As we read the novel, kids made connections between what is happening today and the novel,\" she told NPR. \"They were very engaged; they loved it. They learned so much they didn't know.\"\u003c/p>\n\u003cp>Debra Freeman teaches family and consumer science — what used to be called home economics — at McDougle Middle School in Chapel Hill, N.C. Her curriculum includes healthy food choices.\u003c/p>\n\u003cp>\"Harvard's T.H. Chan School of Public Health is directly connecting the overconsumption of animal products to our global warming dilemma,\" she says. \"We also touch on the role of food waste (a huge problem in the U.S.) and its effect on climate change. Students in middle school are at a pivotal age for developing a multifaceted lens for thinking, evaluating and problem-solving. I place great hope in them!\"\u003c/p>\n\u003cp>Erin Royer's mixed-age classroom at Steele Elementary School in Denver comprises fourth- and fifth-graders. Does she cover climate change in elementary school? \"Hell yes!\" she says. \"If you teach from a problem-based learning style, students will repeatedly arrive at climate change as the cause and effect of many problems/issues in their world.\"\u003c/p>\n\u003cp>Whether the topic is animals, energy, or hurricanes and wildfires, \"When they read information, through their research, put out by reliable scientists, they arrive at climate change again and again.\"\u003c/p>\n\u003cp>And Lily Sage teaches \"really little people\" at the Schuylkill Center for Environmental Education's nature-focused preschool in Philadelphia. \"It's a little above their heads, but we talk about Earth changes and ways we can avoid the ones that are causing mass extinctions. Because dinosaurs are accessible to them, that is often the framing for that conversation.\"\u003c/p>\n\u003cp>\u003cstrong>State school policies mostly include climate change \u003c/strong>\u003c/p>\n\u003cp>Since 2013, 19 states and the District of Columbia have adopted the\u003ca href=\"https://www.nextgenscience.org/\"> Next Generation Science Standards\u003c/a>, created by a consortium of states and science authorities to strengthen the teaching of science. The standards instruct teachers to cover the facts of human-caused climate change beginning in middle school. According to an analysis done for NPR Ed by Glenn Branch, deputy director of the National Center for Science Education, 36 states in total currently recognize human-caused climate change somewhere in their state standards. But, he says, \"the fact that human-caused climate change is included in a state's science standards doesn't mean that teachers in that state do teach it,\" and vice versa.\u003c/p>\n\u003cp>Moreover, this year alone, there have been numerous bills and resolutions introduced in statehouses that would restrict the teaching of climate change.\u003c/p>\n\u003cp>In Connecticut, a recent bill would have cut climate change materials from the state's standards. An Iowa bill would have directly repealed the state's use of Next Generation Science Standards.\u003c/p>\n\u003cp>Others — including in Arizona, Maine, South Dakota and Virginia — would prohibit the teaching of any issue included in a state political party platform, on the grounds of anti-indoctrination. Florida's \u003ca href=\"https://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_s0330__.DOCX&DocumentType=Bill&BillNumber=0330&Session=2019\">bill prescribes \u003c/a>\"balanced\" teaching for \"controversial\" science subjects.\u003c/p>\n\u003cp>While most of these bills were tabled or failed to pass (Florida's is still live), Branch sees them as part of a concerted and continuing effort to block the teaching of mainstream science. For example, some of these bills resemble model legislation created\u003ca href=\"https://www.alec.org/model-policy/environmental-literacy-improvement-act/\"> years ago\u003c/a> by the American Legislative Exchange Council, a group that brings businesses together with lawmakers to write bills that are often industry-friendly.\u003c/p>\n\u003cp>\u003cstrong>Students are feeling the effects \u003c/strong>\u003c/p>\n\u003cp>As the political debate continues, more and more students don't have to wait to learn about climate impacts in the classroom. That's because they are experiencing them in their daily lives.\u003c/p>\n\u003cp>NPR Ed found in an analysis that in \u003ca href=\"https://www.npr.org/sections/ed/2017/12/15/564058043/natural-disasters-and-the-implications-of-missing-so-much-school\">just one semester, the fall of 2017\u003c/a>, for example, 9 million U.S. students across nine states and Puerto Rico missed some amount of school owing to natural disasters — which scientists say are becoming \u003ca href=\"https://www.npr.org/2018/09/11/646313648/climate-change-drives-bigger-wetter-storms-storms-like-florence\">more frequent and severe because of climate change\u003c/a>.\u003c/p>\n\u003cp>The Schools for Climate Action Summit in Washington, D.C., in March, was instigated by students in Northern California whose communities were ravaged by wildfires. They also brought together students affected by Hurricane Harvey in Houston and by agricultural droughts on tribal lands in New Mexico to lobby at the Capitol.\u003c/p>\n\u003cfigure id=\"attachment_53490\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-53490\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/dsc5604_vert-989c9dfe0987b418fb0252ab03aed81139da66ab-e1555975759400.jpg\" alt=\"\" width=\"250\" height=\"334\">\u003cfigcaption class=\"wp-caption-text\">High school junior Celeste Palmer holds a burned piece of paper that drifted into her neighborhood during the California Tubbs Fire in 2017. \u003ccite>(Olivia Sun/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Celeste Palmer, a high school junior, came to the summit with scraps of burned paper that had drifted into her Santa Rosa, Calif., neighborhood from the Tubbs Fire in 2017. She calls climate change \"a generational justice issue for my generation in particular ... because it's affecting us now.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Most+Teachers+Don%27t+Teach+Climate+Change%3B+4+In+5+Parents+Wish+They+Did&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Your Teacher-Librarian Can Be An Ally When Teaching With Inquiry",
"title": "How Your Teacher-Librarian Can Be An Ally When Teaching With Inquiry",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>This article was originally published by \u003ca href=\"http://journal.canadianschoollibraries.ca/classroom-inquirys-secret-weapon-the-teacher-librarian/\" target=\"_blank\" rel=\"noopener\">Canadian School Libraries\u003c/a>, a registered non-profit charitable organization dedicated to professional research and development in the field of the school library learning commons in Canada. It is republished here with permission.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Trevor MacKenzie\u003c/strong>\u003c/p>\n\u003cp>We teachers are constantly reflecting on our practice and professional growth. We want to make sure we are doing the best for our students despite the demands of constant assessment, unanticipated curricular changes and continually changing student needs and demographics. Combined with our own desire for excellence, this is so overwhelming. I’ve attended really inspiring professional development, only to figure out that teaching materials, specialized training and additional technology are out of reach for most school budgets. Where can teaching professionals go for support as we try to improve?\u003c/p>\n\u003cp>I have discovered rich support and learning in my own backyard when I have collaborated with my teacher-librarian. This \u003ca href=\"https://www.kqed.org/mindshift/38735/how-can-your-librarian-help-bolster-brain-based-teaching-practices\" target=\"_blank\" rel=\"noopener\">educational professional is often under-utilized\u003c/a> in a school environment. Many teachers see the librarian interact only with students, but they are invaluable resources for teachers as well.\u003c/p>\n\u003cp>Collaboration with a teacher-librarian creates a rich inquiry practice for classroom teachers that can easily be implemented with students. If we develop the habit of accessing this great resource as a regular class routine throughout the year, we will see the kind of progress and success we are looking for.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Teacher-Librarians Have More Flexible Schedules\u003c/strong>\u003c/p>\n\u003cp>The librarian’s schedule and workday provide more flexibility so they can be available to help teachers. The door is open, why not come in? Also, it is my experience that teacher-librarians love having discussions with teaching colleagues–they get to play an active role in student progress and success. I have often stopped by the library unannounced, with the intention of just asking a quick question. What starts out as a two minute query ends up in a rich, inspiring discourse that goes well beyond \"a quick question.\"\u003c/p>\n\u003cp>Sometimes I have an underdeveloped idea for an inquiry project and I need a sounding board. How do I figure out a starting point? What will be our goal? What steps should we take to get there? How do I keep things student-centered? During our conversation, the teacher-librarian is willing to listen to me, assess my students’ needs, reflect on an array of resources and learning materials to support us, and then supply them in a timely and easy manner. They ask questions I hadn’t yet thought of, and they direct me toward objectives I had not previously considered. They want to make realizing my lesson goals as easy and seamless as possible.\u003c/p>\n\u003cp>This type of personalized help makes me feel supported when I sometimes feel like I’m teaching \"on an island.\" The Teacher-librarians' unique training gives them a way to assist me in my teaching goals and help me in ways I had not previously envisioned. The flexibility continues. As our inquiry work progresses, the teacher-librarian follows up with us, visiting our classroom to see how the work is coming along, asking questions, making observations, and offering up next steps of support. Students begin to see the teacher-librarian as a “learning partner” — a more authentic support of what’s happening in the classroom.\u003c/p>\n\u003cp>\u003cstrong>Teacher-Librarians Strengthen Support\u003c/strong>\u003c/p>\n\u003cp>As committed as I am to the inquiry method of learning, and though I have \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">published work to help teachers in the practice\u003c/a>, I still have areas of weakness. Mine in particular is the research component. This is where the teacher-librarian is a great partner. They develop a collaborative alliance with me and discover my teaching strengths and weaknesses objectively, without judgement. Because of their training, they have a knack of offering up just the right support in ways that lift up or elevate my teaching practice. They complement my instruction with their own when working with students to assist in the research phase of inquiry.\u003c/p>\n\u003cp>Teacher-librarians employ their unique expertise as they walk students through the learning library and demonstrate how to navigate databases and locate resources. They also sharpen research skills by helping students\u003ca href=\"https://www.kqed.org/mindshift/53123/how-to-teach-students-historical-inquiry-through-media-literacy-and-critical-thinking\" target=\"_blank\" rel=\"noopener\"> understand the validity of information\u003c/a> and evaluate it by recognizing bias and persuasion in various sources. This is difficult for both teachers and students to master. I have been so thankful to have teacher-librarians who offer help in this area that I find extremely challenging. It balances out the inquiry experience for my students and provides them (and me) with the support necessary to follow through with our big ideas and meet our learning goals.\u003c/p>\n\u003cp>\u003cstrong>A True Teaching Partner\u003c/strong>\u003c/p>\n\u003cp>The teacher-librarian is truly a second teacher in inquiry, an additional support for all of my students as we embark on more personalized learning structures and objectives. The more I include my teacher-librarian, the more I find that they are able to help students with inquiry: the collaboration becomes a powerful cycle of support that gains momentum and benefits the students, the teacher, and the culture of learning in the school.\u003c/p>\n\u003cp>Students can also visit the library to seek out support from the teacher-librarian on their own time outside of class, because they now see that person as \"in on the learning\" and someone who understands the inquiry and can provide support and help. The teacher-librarian knows the resources in the library, how to locate them, and how to empower students in this process. Students then become more competent independent researchers and learners themselves.\u003c/p>\n\u003cp>Just as I intentionally nurture a culture of inquiry that \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">gradually releases control over learning to the student\u003c/a>, so too does the teacher-librarian partner with the teacher in their support of the student. Now there is a collaborative team dedicated to meeting the needs of the students. Each learner has access to learning and materials based on their learning strengths challenges. The teacher-librarian also gets to know each learner’s topic and can help personalize inquiry much better than I could if I worked alone. The end result is a collaborative team that reinforces independent learning.\u003c/p>\n\u003cp>Teachers everywhere struggle with meeting student needs even though we have few resources. We also struggle with the breadth of our own learning and practice. \u003ca href=\"https://www.kqed.org/mindshift/40217/sir-ken-robinson-creativity-is-in-everything-especially-teaching\" target=\"_blank\" rel=\"noopener\">We have to get creative\u003c/a>. But what if a truly great resource is at our own school, right under our noses? A teacher-librarian is the ideal partner for inquiry – they are flexible and can make time for us and our students. They are a great sounding board to help inquiry projects take shape, make authentic progress and meet meaningful objectives. They build meaningful relationships with students and help them hone their inquiry skills while taking responsibility for their own learning.\u003c/p>\n\u003cp>Teachers do not need to teach \"on an island\" with little support when there is such a rich resource in the library–not just for us, but for our students as well. Teachers also don’t have to know everything about a practice from the start: they can learn with their students along the way. It will make them better teachers. Students do better in general when they have more adults on campus they know have concern for them. The teacher-librarian can become a valuable support for teacher practice and student academic growth, as well as their emotional health. Why not make use of this amazing school asset?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003cimg class=\"alignleft wp-image-50625\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Trevor-resized.jpg\" alt=\"\" width=\"250\" height=\"235\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized.jpg 360w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-160x151.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-240x226.jpg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003ca href=\"https://twitter.com/trev_mackenzie\">Trevor MacKenzie\u003c/a> is an award winning English teacher at Oak Bay High School in Victoria, BC, Canada, who believes that it is a \u003ca href=\"http://Trevmackenzie.wordpress.com\" target=\"_blank\" rel=\"noopener\">magical time to be an educator\u003c/a>. Trevor is the author of \u003cem>\u003ca href=\"https://www.trevormackenzie.com/dive-into-inquiry\" target=\"_blank\" rel=\"noopener\">Dive into Inquiry: Amplify Learning and Empower Student Voice\u003c/a>\u003c/em> as well as \u003cem>\u003ca href=\"https://www.trevormackenzie.com/inquiry-mindset\" target=\"_blank\" rel=\"noopener\">Inquiry Mindset: Nurturing the Dreams, Wonders and Curiosities of our Youngest Learners\u003c/a>\u003c/em>, co-authored with \u003ca href=\"https://twitter.com/rbathursthunt\" target=\"_blank\" rel=\"noopener\">Rebecca Bathurst-Hunt\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This article was originally published by \u003ca href=\"http://journal.canadianschoollibraries.ca/classroom-inquirys-secret-weapon-the-teacher-librarian/\" target=\"_blank\" rel=\"noopener\">Canadian School Libraries\u003c/a>, a registered non-profit charitable organization dedicated to professional research and development in the field of the school library learning commons in Canada. It is republished here with permission.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Trevor MacKenzie\u003c/strong>\u003c/p>\n\u003cp>We teachers are constantly reflecting on our practice and professional growth. We want to make sure we are doing the best for our students despite the demands of constant assessment, unanticipated curricular changes and continually changing student needs and demographics. Combined with our own desire for excellence, this is so overwhelming. I’ve attended really inspiring professional development, only to figure out that teaching materials, specialized training and additional technology are out of reach for most school budgets. Where can teaching professionals go for support as we try to improve?\u003c/p>\n\u003cp>I have discovered rich support and learning in my own backyard when I have collaborated with my teacher-librarian. This \u003ca href=\"https://www.kqed.org/mindshift/38735/how-can-your-librarian-help-bolster-brain-based-teaching-practices\" target=\"_blank\" rel=\"noopener\">educational professional is often under-utilized\u003c/a> in a school environment. Many teachers see the librarian interact only with students, but they are invaluable resources for teachers as well.\u003c/p>\n\u003cp>Collaboration with a teacher-librarian creates a rich inquiry practice for classroom teachers that can easily be implemented with students. If we develop the habit of accessing this great resource as a regular class routine throughout the year, we will see the kind of progress and success we are looking for.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Teacher-Librarians Have More Flexible Schedules\u003c/strong>\u003c/p>\n\u003cp>The librarian’s schedule and workday provide more flexibility so they can be available to help teachers. The door is open, why not come in? Also, it is my experience that teacher-librarians love having discussions with teaching colleagues–they get to play an active role in student progress and success. I have often stopped by the library unannounced, with the intention of just asking a quick question. What starts out as a two minute query ends up in a rich, inspiring discourse that goes well beyond \"a quick question.\"\u003c/p>\n\u003cp>Sometimes I have an underdeveloped idea for an inquiry project and I need a sounding board. How do I figure out a starting point? What will be our goal? What steps should we take to get there? How do I keep things student-centered? During our conversation, the teacher-librarian is willing to listen to me, assess my students’ needs, reflect on an array of resources and learning materials to support us, and then supply them in a timely and easy manner. They ask questions I hadn’t yet thought of, and they direct me toward objectives I had not previously considered. They want to make realizing my lesson goals as easy and seamless as possible.\u003c/p>\n\u003cp>This type of personalized help makes me feel supported when I sometimes feel like I’m teaching \"on an island.\" The Teacher-librarians' unique training gives them a way to assist me in my teaching goals and help me in ways I had not previously envisioned. The flexibility continues. As our inquiry work progresses, the teacher-librarian follows up with us, visiting our classroom to see how the work is coming along, asking questions, making observations, and offering up next steps of support. Students begin to see the teacher-librarian as a “learning partner” — a more authentic support of what’s happening in the classroom.\u003c/p>\n\u003cp>\u003cstrong>Teacher-Librarians Strengthen Support\u003c/strong>\u003c/p>\n\u003cp>As committed as I am to the inquiry method of learning, and though I have \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">published work to help teachers in the practice\u003c/a>, I still have areas of weakness. Mine in particular is the research component. This is where the teacher-librarian is a great partner. They develop a collaborative alliance with me and discover my teaching strengths and weaknesses objectively, without judgement. Because of their training, they have a knack of offering up just the right support in ways that lift up or elevate my teaching practice. They complement my instruction with their own when working with students to assist in the research phase of inquiry.\u003c/p>\n\u003cp>Teacher-librarians employ their unique expertise as they walk students through the learning library and demonstrate how to navigate databases and locate resources. They also sharpen research skills by helping students\u003ca href=\"https://www.kqed.org/mindshift/53123/how-to-teach-students-historical-inquiry-through-media-literacy-and-critical-thinking\" target=\"_blank\" rel=\"noopener\"> understand the validity of information\u003c/a> and evaluate it by recognizing bias and persuasion in various sources. This is difficult for both teachers and students to master. I have been so thankful to have teacher-librarians who offer help in this area that I find extremely challenging. It balances out the inquiry experience for my students and provides them (and me) with the support necessary to follow through with our big ideas and meet our learning goals.\u003c/p>\n\u003cp>\u003cstrong>A True Teaching Partner\u003c/strong>\u003c/p>\n\u003cp>The teacher-librarian is truly a second teacher in inquiry, an additional support for all of my students as we embark on more personalized learning structures and objectives. The more I include my teacher-librarian, the more I find that they are able to help students with inquiry: the collaboration becomes a powerful cycle of support that gains momentum and benefits the students, the teacher, and the culture of learning in the school.\u003c/p>\n\u003cp>Students can also visit the library to seek out support from the teacher-librarian on their own time outside of class, because they now see that person as \"in on the learning\" and someone who understands the inquiry and can provide support and help. The teacher-librarian knows the resources in the library, how to locate them, and how to empower students in this process. Students then become more competent independent researchers and learners themselves.\u003c/p>\n\u003cp>Just as I intentionally nurture a culture of inquiry that \u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\" target=\"_blank\" rel=\"noopener\">gradually releases control over learning to the student\u003c/a>, so too does the teacher-librarian partner with the teacher in their support of the student. Now there is a collaborative team dedicated to meeting the needs of the students. Each learner has access to learning and materials based on their learning strengths challenges. The teacher-librarian also gets to know each learner’s topic and can help personalize inquiry much better than I could if I worked alone. The end result is a collaborative team that reinforces independent learning.\u003c/p>\n\u003cp>Teachers everywhere struggle with meeting student needs even though we have few resources. We also struggle with the breadth of our own learning and practice. \u003ca href=\"https://www.kqed.org/mindshift/40217/sir-ken-robinson-creativity-is-in-everything-especially-teaching\" target=\"_blank\" rel=\"noopener\">We have to get creative\u003c/a>. But what if a truly great resource is at our own school, right under our noses? A teacher-librarian is the ideal partner for inquiry – they are flexible and can make time for us and our students. They are a great sounding board to help inquiry projects take shape, make authentic progress and meet meaningful objectives. They build meaningful relationships with students and help them hone their inquiry skills while taking responsibility for their own learning.\u003c/p>\n\u003cp>Teachers do not need to teach \"on an island\" with little support when there is such a rich resource in the library–not just for us, but for our students as well. Teachers also don’t have to know everything about a practice from the start: they can learn with their students along the way. It will make them better teachers. Students do better in general when they have more adults on campus they know have concern for them. The teacher-librarian can become a valuable support for teacher practice and student academic growth, as well as their emotional health. Why not make use of this amazing school asset?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003cimg class=\"alignleft wp-image-50625\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/Trevor-resized.jpg\" alt=\"\" width=\"250\" height=\"235\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized.jpg 360w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-160x151.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/Trevor-resized-240x226.jpg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003ca href=\"https://twitter.com/trev_mackenzie\">Trevor MacKenzie\u003c/a> is an award winning English teacher at Oak Bay High School in Victoria, BC, Canada, who believes that it is a \u003ca href=\"http://Trevmackenzie.wordpress.com\" target=\"_blank\" rel=\"noopener\">magical time to be an educator\u003c/a>. Trevor is the author of \u003cem>\u003ca href=\"https://www.trevormackenzie.com/dive-into-inquiry\" target=\"_blank\" rel=\"noopener\">Dive into Inquiry: Amplify Learning and Empower Student Voice\u003c/a>\u003c/em> as well as \u003cem>\u003ca href=\"https://www.trevormackenzie.com/inquiry-mindset\" target=\"_blank\" rel=\"noopener\">Inquiry Mindset: Nurturing the Dreams, Wonders and Curiosities of our Youngest Learners\u003c/a>\u003c/em>, co-authored with \u003ca href=\"https://twitter.com/rbathursthunt\" target=\"_blank\" rel=\"noopener\">Rebecca Bathurst-Hunt\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Do We Get Middle School Students Excited About Science? Make It Hands-On",
"title": "How Do We Get Middle School Students Excited About Science? Make It Hands-On",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Eighth-grader Liam Bayne has always liked math and science -- that’s one reason his family sent him to \u003ca href=\"https://www.tasms.com/\" target=\"_blank\" rel=\"noopener\">The Alternative School For Math and Science (ASMS)\u003c/a>. But he was surprised and excited when his sixth-grade science class started each new topic with experimentation, not lecture or textbook learning.\u003c/p>\n\u003cp>“I was really excited because the first thing we did was experiments and hands-on stuff, which is my favorite part,” Liam said. At ASMS the teaching philosophy centers around giving students experiences that pique their interest to know more. Their science curriculum is based on a program called \u003ca href=\"https://www.fossweb.com/what-is-foss\" target=\"_blank\" rel=\"noopener\">Full Option Science System (FOSS)\u003c/a>, but has changed over time as teachers bring new ideas to the curriculum and focus on meeting the \u003ca href=\"https://www.nextgenscience.org/\" target=\"_blank\" rel=\"noopener\">Next Generation Science Standards (NGSS)\u003c/a>.\u003c/p>\n\u003cp>“It’s really based on the idea that students learn science by doing science,” said Kim Frock, co-founder of ASMS. Kids ask questions, make observations, manipulate data, analyze, “and really through that process, develop deep conceptual understanding of what they’re doing.”\u003c/p>\n\u003cp>This style of learning can feel foreign to many ASMS students at first, whether they come from a private or public elementary school, but with time and support they often come to see its value. Kids talk with one another, and ASMS kids know this isn’t how a lot of friends at other area middle schools are learning.\u003c/p>\n\u003cp>“We’re learning similar things in science except they have the facts memorized, but they don’t really know them,” said Carolyn Heckle, an ASMS eighth-grader. “Here if you have something in your brain, it's because you did something that made it a memory.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For example, Carolyn clearly remembers an earth science unit about how different sedimentary rocks form, in which she and her partner, Liam, made sedimentary layers of shale, limestone and sandstone. They recreated the geological processes using sand, a sodium silicate solution, clay, plaster of Paris, oyster shells and water, slowly building up sedimentary layers and discussing their structures along the way. Heckle said watching rock formations form crystallized her learning about geology.\u003c/p>\n\u003cp>Both Liam and Carolyn admit group work was one of the hardest things to get used to at this school. But now, three years in, they can see just how much they’ve learned from peers. Liam described a sixth-grade engineering challenge that required student teams to design a spaceship that could pick up items and drop them off at a predetermined distance. No one in his group knew how to start. Liam asked a shy person in the group if they had an idea.\u003c/p>\n\u003cp>“They came up with an idea that we stuck with the whole time,” Liam said. “ I thought, wow, I could actually learn from them. That was the first time I started to ask other people for their opinion rather than asking for help for my opinion.”\u003cbr>\n\u003cstrong>\u003cbr>\nTHE TEACHING PHILOSOPHY AT ASMS\u003c/strong>\u003c/p>\n\u003cp>The Alternative School for Math and Science started 15 years ago when co-founder Kim Frock was startled at data showing only about half of eighth-grade students in her region, near Corning, New York, were meeting standards in math and English. In contrast, almost all the fifth-grade students were on track, “so it was pretty clear where the system was starting to break down,” she said.\u003c/p>\n\u003cfigure id=\"attachment_53334\" class=\"wp-caption aligncenter\" style=\"max-width: 5616px\">\u003cimg class=\"wp-image-53334 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2.jpg\" alt=\"The science curriculum at ASMS encourages students to work collaboratively to solve the road blocks that real scientists face when developing experiments.\" width=\"5616\" height=\"3744\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2.jpg 5616w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-1200x800.jpg 1200w\" sizes=\"(max-width: 5616px) 100vw, 5616px\">\u003cfigcaption class=\"wp-caption-text\">The science curriculum at ASMS encourages students to work collaboratively to solve the roadblocks that real scientists face when developing experiments. \u003ccite>(Courtesy of \u003ca href=\"https://www.tasms.com/\">The Alternative School for Math and Science\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The data prompted Frock to start the independent school in a space made available by \u003ca href=\"https://www.corning.com/worldwide/en.html\" target=\"_blank\" rel=\"noopener\">Corning Incorporated\u003c/a>, a global company responsible for inventing products like Pyrex, the gorilla glass on smartphones and the ceramic in a catalytic converter. Corning is a small, rural community with a median income of about $50,000, but Corning Inc. draws many highly educated scientists who want good local schools.\u003c/p>\n\u003cp>Corning donates to its local public schools, but ASMS has a special relationship, getting free facility space and annual funding for financial aid. While the school is private, Frock said it doesn’t use academics to determine admissions and every child’s education is heavily subsidized, although some receive more than others. She also said the school has more kids with special needs than the public schools and draws students from over 10 local districts.\u003c/p>\n\u003cp>“If you want to bring physicists and scientists to the area you have to have a top-notch education,” said Jenna Chervenic, an eighth-grade science teacher at ASMS who used to work at Corning Inc. as a fiber optics mechanical engineer. She left that job to become a high school math teacher, but later joined the ASMS staff.\u003c/p>\n\u003cp>“What I love about this job is I get to do both,” Chervenic said. “I put a lot of engineering tasks into the science curriculum.”\u003c/p>\n\u003cp>When they started the school, Frock knew they needed to teach science differently. She didn’t think the “canned experiments” many schools do, where students walk through a step-by-step process and get a predetermined result, was a good representation of what real scientists do. It’s too controlled, and doesn’t have enough room for the types of failures and setbacks that professional scientists face everyday.\u003c/p>\n\u003cp>“That’s not learning and it’s not engaging for kids,” Frock said. “Here, instead, we have inquiries for them to do and general guidelines, but they’re really asking their own questions and discovering their own knowledge.”\u003c/p>\n\u003cp>At each grade level students do three big units focusing on Life Science, Earth and Space Science, and Physical Science. At the end of each unit they do an \u003ca href=\"https://drive.google.com/file/d/1VYuYf3gkWIFlPr6t7zIUb7Is8NkJ4whF/view?ts=5c9c04b7\" target=\"_blank\" rel=\"noopener\">engineering challenge\u003c/a> designed to fill gaps in the curriculum and to get students applying what they’ve learned throughout the unit.\u003c/p>\n\u003cp>“It’s very few tests until they get to eighth grade,” Chervenic said. “There’s just a lot of authentic evaluation and looking to see what students have learned, and if they didn’t get it we don’t just keep moving on. We figure out how to put it back in our teaching so we make sure every kid has a level of proficiency and that they have felt success.”\u003c/p>\n\u003cp>Teaching this way requires small class sizes and teachers with a deep grasp of their subject matter. The teachers have to be comfortable with students pursuing their own areas of inquiry and guiding them to continue asking questions, iterating, researching and experimenting until they’ve come up with some conclusions.\u003c/p>\n\u003cp>This process was frustrating for Liam and Carolyn at first. Liam was worried people would think he wasn’t smart if he “failed” at something.\u003c/p>\n\u003cp>“Even just the word \u003ca href=\"https://www.kqed.org/mindshift/35852/instead-of-framing-failure-as-a-positive-why-not-just-use-positive-words\" target=\"_blank\" rel=\"noopener\">failure gives a negative connotation\u003c/a>,” he said. “I remember I failed at something and then my teacher said, ‘Now we know one way not to do it.’ ”\u003c/p>\n\u003cp>He’s gradually become comfortable with the idea that when he hits a roadblock in a project, that’s a chance to re-evaluate and try something else. It’s led him to always be asking “why” in everything he learns, whether that’s social studies, earth sciences or chemistry.\u003c/p>\n\u003cp>In addition to science class at each grade level, students are required to complete an independent project or compete in a national science competition. All sixth-graders do a controlled experiment answering a question they’ve designed. Questions range: Does putting food coloring in a muffin change the taste? If I drop different sized balls off a bridge, will the crater size change? It’s a science experiment, but done at school without parental help. And even if students come up with questions the teacher knows they won’t be able to prove, educators let kids pursue the idea anyway. It’s part of the learning process.\u003c/p>\n\u003cp>“If you can create that safe environment where kids are willing to take a risk, they can present a whole experiment, even if they didn’t get an answer or didn't get the answer they were looking for,” Chervenic said.\u003c/p>\n\u003cp>When students get to seventh and eighth grade they have more options to meet their science requirements. They can do another controlled experiment if they want or they can participate in \u003ca href=\"https://www.tasms.com/academic-competitions\" target=\"_blank\" rel=\"noopener\">six different national science competitions\u003c/a>: First Lego League robotics, Rube Goldberg machines, eCybermission, Exploravision, Future Cities and 3M Young Scientist.\u003c/p>\n\u003cp>“We want kids to be doing the work independently and we want them to be doing the work here,” Frock said. The expectations are high, but teachers want students working through their own problems in a place where they can get just the right support from a teacher. Work on science competitions is almost always collaborative, so staying at school is logistically easier for kids whose homes are spread out across the region. Teachers also encourage students to attend study hall and homework club after school so they can get work done at school before heading home to rest.\u003c/p>\n\u003cp>“We’ve created an environment where they come in expecting to work hard, but there’s that internal reward,” Chervenic said. “It creates that environment where they’re excited to get into class everyday, and what the day is going to hold, so you don’t have to do a lot of redirecting and stuff like that.”\u003c/p>\n\u003cp>The collaboration teachers work hard to promote throughout their students’ learning is evident in the adult work at ASMS as well. Teachers regularly visit one another’s classrooms to make sure, for example, that they’re using the same language to talk about an algebraic concept in science as they are in math class. If the English teacher notices students are weak on their writing, then in science class they may also spend extra time writing strong conclusions. Teachers here recognize that without all school disciplines working together, students won’t become well-rounded or see how big questions in life are interconnected.\u003c/p>\n\u003cp>\u003cstrong>HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>After three years at ASMS, most students have gotten good at solving their problems independently and collaborating in groups. Many have discovered a deep love for science and a desire to know much more about why the world works the way it does. And then most go off to the public high school where class sizes are bigger, some teachers are more traditional, and they take regular tests and receive grades. It’s very different from ASMS and it can be a shock.\u003c/p>\n\u003cp>“The feedback we got was that they weren’t prepared to take tests and do notetaking all year long,” Frock said. These insights came out of a survey Frock conducted with early graduates. To rectify those holes, eighth-graders now spend the last trimester learning some basics about how other schools work. They practice opening a locker, discuss how to advocate for themselves to teachers, and take practice tests. They even read class syllabi together and play around with a mock gradebook to understand how grades are weighted and what scores on different items on the syllabus could do to a final grade.\u003c/p>\n\u003cp>“The transition wasn’t that bad,” said Gracie Speicher a ninth-grader at Corning Painted Post High School. “I really like my classes. I have really good teachers.”\u003c/p>\n\u003cp>She says grades and tests are different from her learning experience at ASMS but not necessarily bad, and the transition class helped her know what to expect. She says she knows who she is as a student now, and feels comfortable asking for what she needs. On some assignments she’ll stick to the rubric, but on others, when she’s passionate about something, she goes above and beyond. She recently built a scale model of the Globe Theatre, an idea her teacher was skeptical she could complete in time, instead of presenting a slideshow about Shakespeare like many of her classmates.\u003c/p>\n\u003cp>“The project work that was very interesting and engaging helped me in the long run because it got me engaged in middle school so enjoying learning in high school is easier,” Gracie said about the transition from ASMS to high school. And she learned valuable lessons about collaboration there, something that was hard for her, since she often prefers to work individually.\u003c/p>\n\u003cp>Kim Frock, co-founder of ASMS, is proud that over 70 percent of kids who went to ASMS have gone on to pursue college degrees in science, technology, engineering and math (STEM) degrees. And, she says, that’s not because they are screening for 10-year-olds who already know they want to be scientists or mathematicians. In fact, many students come in hating the sciences, but they leave excited about them. To her, that’s proof that the learning experience students get in middle school at ASMS is sticking with them, making an impact well beyond the three years students spend in her building.\u003c/p>\n\u003cp>She knows that a private school like ASMS, with financial support from Corning Inc., gives her freedom to offer exactly the kind of education she believes all kids need, and to do so for families from diverse socioeconomic backgrounds. But she also thinks middle school is such a crucial time to get students excited as learners that other schools can learn from the success they’ve had.\u003c/p>\n\u003cp>“We’ve known how to do education right for probably 40 years, but there are very few schools that have been able to implement it,” Frock said.\u003c/p>\n\u003cp>For her, it starts with hiring teachers that share a particular education philosophy.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"In order to teach here, our teachers really have to believe that every kid can be successful,” Frock said. “And I would say that’s not the attitude I’ve seen from every public school educator.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Eighth-grader Liam Bayne has always liked math and science -- that’s one reason his family sent him to \u003ca href=\"https://www.tasms.com/\" target=\"_blank\" rel=\"noopener\">The Alternative School For Math and Science (ASMS)\u003c/a>. But he was surprised and excited when his sixth-grade science class started each new topic with experimentation, not lecture or textbook learning.\u003c/p>\n\u003cp>“I was really excited because the first thing we did was experiments and hands-on stuff, which is my favorite part,” Liam said. At ASMS the teaching philosophy centers around giving students experiences that pique their interest to know more. Their science curriculum is based on a program called \u003ca href=\"https://www.fossweb.com/what-is-foss\" target=\"_blank\" rel=\"noopener\">Full Option Science System (FOSS)\u003c/a>, but has changed over time as teachers bring new ideas to the curriculum and focus on meeting the \u003ca href=\"https://www.nextgenscience.org/\" target=\"_blank\" rel=\"noopener\">Next Generation Science Standards (NGSS)\u003c/a>.\u003c/p>\n\u003cp>“It’s really based on the idea that students learn science by doing science,” said Kim Frock, co-founder of ASMS. Kids ask questions, make observations, manipulate data, analyze, “and really through that process, develop deep conceptual understanding of what they’re doing.”\u003c/p>\n\u003cp>This style of learning can feel foreign to many ASMS students at first, whether they come from a private or public elementary school, but with time and support they often come to see its value. Kids talk with one another, and ASMS kids know this isn’t how a lot of friends at other area middle schools are learning.\u003c/p>\n\u003cp>“We’re learning similar things in science except they have the facts memorized, but they don’t really know them,” said Carolyn Heckle, an ASMS eighth-grader. “Here if you have something in your brain, it's because you did something that made it a memory.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For example, Carolyn clearly remembers an earth science unit about how different sedimentary rocks form, in which she and her partner, Liam, made sedimentary layers of shale, limestone and sandstone. They recreated the geological processes using sand, a sodium silicate solution, clay, plaster of Paris, oyster shells and water, slowly building up sedimentary layers and discussing their structures along the way. Heckle said watching rock formations form crystallized her learning about geology.\u003c/p>\n\u003cp>Both Liam and Carolyn admit group work was one of the hardest things to get used to at this school. But now, three years in, they can see just how much they’ve learned from peers. Liam described a sixth-grade engineering challenge that required student teams to design a spaceship that could pick up items and drop them off at a predetermined distance. No one in his group knew how to start. Liam asked a shy person in the group if they had an idea.\u003c/p>\n\u003cp>“They came up with an idea that we stuck with the whole time,” Liam said. “ I thought, wow, I could actually learn from them. That was the first time I started to ask other people for their opinion rather than asking for help for my opinion.”\u003cbr>\n\u003cstrong>\u003cbr>\nTHE TEACHING PHILOSOPHY AT ASMS\u003c/strong>\u003c/p>\n\u003cp>The Alternative School for Math and Science started 15 years ago when co-founder Kim Frock was startled at data showing only about half of eighth-grade students in her region, near Corning, New York, were meeting standards in math and English. In contrast, almost all the fifth-grade students were on track, “so it was pretty clear where the system was starting to break down,” she said.\u003c/p>\n\u003cfigure id=\"attachment_53334\" class=\"wp-caption aligncenter\" style=\"max-width: 5616px\">\u003cimg class=\"wp-image-53334 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2.jpg\" alt=\"The science curriculum at ASMS encourages students to work collaboratively to solve the road blocks that real scientists face when developing experiments.\" width=\"5616\" height=\"3744\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2.jpg 5616w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-1200x800.jpg 1200w\" sizes=\"(max-width: 5616px) 100vw, 5616px\">\u003cfigcaption class=\"wp-caption-text\">The science curriculum at ASMS encourages students to work collaboratively to solve the roadblocks that real scientists face when developing experiments. \u003ccite>(Courtesy of \u003ca href=\"https://www.tasms.com/\">The Alternative School for Math and Science\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The data prompted Frock to start the independent school in a space made available by \u003ca href=\"https://www.corning.com/worldwide/en.html\" target=\"_blank\" rel=\"noopener\">Corning Incorporated\u003c/a>, a global company responsible for inventing products like Pyrex, the gorilla glass on smartphones and the ceramic in a catalytic converter. Corning is a small, rural community with a median income of about $50,000, but Corning Inc. draws many highly educated scientists who want good local schools.\u003c/p>\n\u003cp>Corning donates to its local public schools, but ASMS has a special relationship, getting free facility space and annual funding for financial aid. While the school is private, Frock said it doesn’t use academics to determine admissions and every child’s education is heavily subsidized, although some receive more than others. She also said the school has more kids with special needs than the public schools and draws students from over 10 local districts.\u003c/p>\n\u003cp>“If you want to bring physicists and scientists to the area you have to have a top-notch education,” said Jenna Chervenic, an eighth-grade science teacher at ASMS who used to work at Corning Inc. as a fiber optics mechanical engineer. She left that job to become a high school math teacher, but later joined the ASMS staff.\u003c/p>\n\u003cp>“What I love about this job is I get to do both,” Chervenic said. “I put a lot of engineering tasks into the science curriculum.”\u003c/p>\n\u003cp>When they started the school, Frock knew they needed to teach science differently. She didn’t think the “canned experiments” many schools do, where students walk through a step-by-step process and get a predetermined result, was a good representation of what real scientists do. It’s too controlled, and doesn’t have enough room for the types of failures and setbacks that professional scientists face everyday.\u003c/p>\n\u003cp>“That’s not learning and it’s not engaging for kids,” Frock said. “Here, instead, we have inquiries for them to do and general guidelines, but they’re really asking their own questions and discovering their own knowledge.”\u003c/p>\n\u003cp>At each grade level students do three big units focusing on Life Science, Earth and Space Science, and Physical Science. At the end of each unit they do an \u003ca href=\"https://drive.google.com/file/d/1VYuYf3gkWIFlPr6t7zIUb7Is8NkJ4whF/view?ts=5c9c04b7\" target=\"_blank\" rel=\"noopener\">engineering challenge\u003c/a> designed to fill gaps in the curriculum and to get students applying what they’ve learned throughout the unit.\u003c/p>\n\u003cp>“It’s very few tests until they get to eighth grade,” Chervenic said. “There’s just a lot of authentic evaluation and looking to see what students have learned, and if they didn’t get it we don’t just keep moving on. We figure out how to put it back in our teaching so we make sure every kid has a level of proficiency and that they have felt success.”\u003c/p>\n\u003cp>Teaching this way requires small class sizes and teachers with a deep grasp of their subject matter. The teachers have to be comfortable with students pursuing their own areas of inquiry and guiding them to continue asking questions, iterating, researching and experimenting until they’ve come up with some conclusions.\u003c/p>\n\u003cp>This process was frustrating for Liam and Carolyn at first. Liam was worried people would think he wasn’t smart if he “failed” at something.\u003c/p>\n\u003cp>“Even just the word \u003ca href=\"https://www.kqed.org/mindshift/35852/instead-of-framing-failure-as-a-positive-why-not-just-use-positive-words\" target=\"_blank\" rel=\"noopener\">failure gives a negative connotation\u003c/a>,” he said. “I remember I failed at something and then my teacher said, ‘Now we know one way not to do it.’ ”\u003c/p>\n\u003cp>He’s gradually become comfortable with the idea that when he hits a roadblock in a project, that’s a chance to re-evaluate and try something else. It’s led him to always be asking “why” in everything he learns, whether that’s social studies, earth sciences or chemistry.\u003c/p>\n\u003cp>In addition to science class at each grade level, students are required to complete an independent project or compete in a national science competition. All sixth-graders do a controlled experiment answering a question they’ve designed. Questions range: Does putting food coloring in a muffin change the taste? If I drop different sized balls off a bridge, will the crater size change? It’s a science experiment, but done at school without parental help. And even if students come up with questions the teacher knows they won’t be able to prove, educators let kids pursue the idea anyway. It’s part of the learning process.\u003c/p>\n\u003cp>“If you can create that safe environment where kids are willing to take a risk, they can present a whole experiment, even if they didn’t get an answer or didn't get the answer they were looking for,” Chervenic said.\u003c/p>\n\u003cp>When students get to seventh and eighth grade they have more options to meet their science requirements. They can do another controlled experiment if they want or they can participate in \u003ca href=\"https://www.tasms.com/academic-competitions\" target=\"_blank\" rel=\"noopener\">six different national science competitions\u003c/a>: First Lego League robotics, Rube Goldberg machines, eCybermission, Exploravision, Future Cities and 3M Young Scientist.\u003c/p>\n\u003cp>“We want kids to be doing the work independently and we want them to be doing the work here,” Frock said. The expectations are high, but teachers want students working through their own problems in a place where they can get just the right support from a teacher. Work on science competitions is almost always collaborative, so staying at school is logistically easier for kids whose homes are spread out across the region. Teachers also encourage students to attend study hall and homework club after school so they can get work done at school before heading home to rest.\u003c/p>\n\u003cp>“We’ve created an environment where they come in expecting to work hard, but there’s that internal reward,” Chervenic said. “It creates that environment where they’re excited to get into class everyday, and what the day is going to hold, so you don’t have to do a lot of redirecting and stuff like that.”\u003c/p>\n\u003cp>The collaboration teachers work hard to promote throughout their students’ learning is evident in the adult work at ASMS as well. Teachers regularly visit one another’s classrooms to make sure, for example, that they’re using the same language to talk about an algebraic concept in science as they are in math class. If the English teacher notices students are weak on their writing, then in science class they may also spend extra time writing strong conclusions. Teachers here recognize that without all school disciplines working together, students won’t become well-rounded or see how big questions in life are interconnected.\u003c/p>\n\u003cp>\u003cstrong>HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>After three years at ASMS, most students have gotten good at solving their problems independently and collaborating in groups. Many have discovered a deep love for science and a desire to know much more about why the world works the way it does. And then most go off to the public high school where class sizes are bigger, some teachers are more traditional, and they take regular tests and receive grades. It’s very different from ASMS and it can be a shock.\u003c/p>\n\u003cp>“The feedback we got was that they weren’t prepared to take tests and do notetaking all year long,” Frock said. These insights came out of a survey Frock conducted with early graduates. To rectify those holes, eighth-graders now spend the last trimester learning some basics about how other schools work. They practice opening a locker, discuss how to advocate for themselves to teachers, and take practice tests. They even read class syllabi together and play around with a mock gradebook to understand how grades are weighted and what scores on different items on the syllabus could do to a final grade.\u003c/p>\n\u003cp>“The transition wasn’t that bad,” said Gracie Speicher a ninth-grader at Corning Painted Post High School. “I really like my classes. I have really good teachers.”\u003c/p>\n\u003cp>She says grades and tests are different from her learning experience at ASMS but not necessarily bad, and the transition class helped her know what to expect. She says she knows who she is as a student now, and feels comfortable asking for what she needs. On some assignments she’ll stick to the rubric, but on others, when she’s passionate about something, she goes above and beyond. She recently built a scale model of the Globe Theatre, an idea her teacher was skeptical she could complete in time, instead of presenting a slideshow about Shakespeare like many of her classmates.\u003c/p>\n\u003cp>“The project work that was very interesting and engaging helped me in the long run because it got me engaged in middle school so enjoying learning in high school is easier,” Gracie said about the transition from ASMS to high school. And she learned valuable lessons about collaboration there, something that was hard for her, since she often prefers to work individually.\u003c/p>\n\u003cp>Kim Frock, co-founder of ASMS, is proud that over 70 percent of kids who went to ASMS have gone on to pursue college degrees in science, technology, engineering and math (STEM) degrees. And, she says, that’s not because they are screening for 10-year-olds who already know they want to be scientists or mathematicians. In fact, many students come in hating the sciences, but they leave excited about them. To her, that’s proof that the learning experience students get in middle school at ASMS is sticking with them, making an impact well beyond the three years students spend in her building.\u003c/p>\n\u003cp>She knows that a private school like ASMS, with financial support from Corning Inc., gives her freedom to offer exactly the kind of education she believes all kids need, and to do so for families from diverse socioeconomic backgrounds. But she also thinks middle school is such a crucial time to get students excited as learners that other schools can learn from the success they’ve had.\u003c/p>\n\u003cp>“We’ve known how to do education right for probably 40 years, but there are very few schools that have been able to implement it,” Frock said.\u003c/p>\n\u003cp>For her, it starts with hiring teachers that share a particular education philosophy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"In order to teach here, our teachers really have to believe that every kid can be successful,” Frock said. “And I would say that’s not the attitude I’ve seen from every public school educator.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Once students learn how to sound out words, reading is easy. They can speak the words they see. But whether they understand them is a different question entirely. Reading comprehension is complicated. Teachers, though, can help students learn concrete skills to become better readers. One way is by teaching them how to think as they read.\u003c/p>\n\u003cp>Marianne Stewart teaches eighth grade English at Lexington Junior High near Anaheim, California. She recently asked her students to gather in groups to discuss books where characters face difficulties. Students could choose from 11 different books but in each group one student took on the role of \"discussion director,\" whose task was to create questions for the group to discuss together. Stewart created prompts to help them come up with questions that require deep reading.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Marianne Stewart, English teacher at Lexington Junior High']'When you find a strategy like this that really helps students wherever they're at, that's like gold.'[/pullquote]\u003c/p>\n\u003cp>This process of questioning while reading is one of a number of “cognitive strategies” Stewart teaches her students. The strategies focus on what research has shown to be the thought processes of good readers. Others include planning and goal-setting, tapping prior knowledge, making connections, visualizing and forming interpretations. By mastering these strategies explicitly, students learn that reading is an active process, not one in which they simply sound out words in their heads.\u003c/p>\n\u003cp>And it’s incredibly effective at improving their reading comprehension.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://sites.uci.edu/cbolson/\" target=\"_blank\" rel=\"noopener noreferrer\">Carol Booth Olson\u003c/a>, a professor at the University of California-Irvine School of Education, developed a program called the \u003ca href=\"https://www.nwp.org/cs/public/print/resource/2487\" target=\"_blank\" rel=\"noopener noreferrer\">Pathway to Academic Success Project\u003c/a> that teaches cognitive strategies to improve student performance, in both reading and writing. Olson’s program trains teachers like Stewart to introduce them methodically and weave them into lessons throughout the school year. First in Santa Ana and then in Anaheim, the Pathway Project clocked impressive results, closing achievement gaps for students who speak languages other than English and Latinos, who have traditionally had lower educational outcomes.\u003c/p>\n\u003cp>Now, with support from the U.S. Department of Education, Olson’s Pathway to Academic Success Project is set to expand beyond California to six other states.\u003c/p>\n\u003cp>Olson has long focused on getting her program into urban schools, particularly those with large populations of students for whom English is not their first language. An eight-year-long study of English-learners in the Santa Ana Unified School District found that students receiving cognitive strategies instruction improved their writing \u003ca href=\"https://www.nwp.org/cs/public/download/nwp_file/8538/Booth_Olson,_Carol,_et_al.pdf?x-r=pcfile_d\" target=\"_blank\" rel=\"noopener noreferrer\">at greater rates than their peers\u003c/a> for seven years in a row. A follow-up study in Anaheim found Latino students in the group receiving cognitive strategies instruction outscored their white peers who didn’t receive the instruction. And the 10th grade English-learners benefiting from the program outscored the state average on the high school exit exam by 20 percentage points, according to\u003cbr>\nOlson.\u003c/p>\n\u003cp>\"That's our goal,\" Olson said, \"to level the playing field for all kids.\"\u003c/p>\n\u003cp>Stewart spends time at the beginning of the school year teaching kids all of the various cognitive strategies so that they can draw on them as needed throughout the year. She has found with her largely immigrant student population that cognitive strategies help them understand complex texts and help them move beyond just surface reading. These students have had a lot of vocabulary instruction to be able to make it through a passage, but Stewart said they struggled with deeper thinking about a text. The cognitive strategies not only remind them to think deeply but also help them figure out what to do if they don’t understand certain words or concepts as they read.\u003c/p>\n\u003cp>When it comes to writing, the Pathway Project prioritizes revision. With each revision, students take feedback from their teachers or the graduate students participating in the project to move toward deeper thinking. Less experienced writers tend to rely on summarizing, but “knowledge transformation” is what more experienced writers achieve.\u003c/p>\n\u003cp>Stewart has been an English teacher for 15 years. She has tried more writing strategies than she can keep track of, many of which try to make the writing and revision process hands-on by having students color code a draft and use symbols to annotate throughout.\u003c/p>\n\u003cp>\"I've tried all the color codes and all the symbols,\" Stewart said. \"You end up teaching the colors and the symbols, and not the content, until you're blue in the face and no one can remember what pink meant anymore.\"\u003c/p>\n\u003cp>Teaching cognitive strategies through the Pathway Project has been different. They keep the attention on the actual text, whether students are reading it or writing it. And they’re flexible, Stewart said, so teachers can ask individual students to use specific strategies based on what they need at the time. That’s important in classrooms where student strengths and weaknesses vary dramatically.\u003c/p>\n\u003cp>Olson acknowledges it’s a hard sell to convince teachers to start using the cognitive strategies – even for a program with striking results. It takes time and effort to understand them and figure out where they can fit into existing lessons. The focus on revision to improve writing can be a big change for English teachers. Helping students revise their work is time-consuming. And Olson’s program requires teachers to believe that explicit instruction and appropriate support can actually help all students achieve. Believing students are capable of this is not always a given, Olson said.\u003c/p>\n\u003cp>Over the last 20 years, 10 school districts in Southern California have adopted cognitive strategies instruction. The federal Department of Education’s $14.7 million Education Innovation and Research expansion grant will take the Pathway Project to schools in Arizona, Illinois, Minnesota, Nevada, Texas and Wisconsin over the next five years. It is expected to reach 240 teachers and 109,200 students.\u003c/p>\n\u003cp>Olson also plans to create teaching modules through a partnership with the Council of the Great City Schools that could bring cognitive strategies instruction to more teachers nationwide.\u003c/p>\n\u003cp>For Stewart, the value of the program is clear.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"When you find a strategy like this that really helps students wherever they're at, that's like gold,\" she said.\u003cbr>\n\u003cem>\u003cbr>\nThis story about strategies for teaching reading and writing was produced by \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener noreferrer\">The Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Once students learn how to sound out words, reading is easy. They can speak the words they see. But whether they understand them is a different question entirely. Reading comprehension is complicated. Teachers, though, can help students learn concrete skills to become better readers. One way is by teaching them how to think as they read.\u003c/p>\n\u003cp>Marianne Stewart teaches eighth grade English at Lexington Junior High near Anaheim, California. She recently asked her students to gather in groups to discuss books where characters face difficulties. Students could choose from 11 different books but in each group one student took on the role of \"discussion director,\" whose task was to create questions for the group to discuss together. Stewart created prompts to help them come up with questions that require deep reading.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This process of questioning while reading is one of a number of “cognitive strategies” Stewart teaches her students. The strategies focus on what research has shown to be the thought processes of good readers. Others include planning and goal-setting, tapping prior knowledge, making connections, visualizing and forming interpretations. By mastering these strategies explicitly, students learn that reading is an active process, not one in which they simply sound out words in their heads.\u003c/p>\n\u003cp>And it’s incredibly effective at improving their reading comprehension.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://sites.uci.edu/cbolson/\" target=\"_blank\" rel=\"noopener noreferrer\">Carol Booth Olson\u003c/a>, a professor at the University of California-Irvine School of Education, developed a program called the \u003ca href=\"https://www.nwp.org/cs/public/print/resource/2487\" target=\"_blank\" rel=\"noopener noreferrer\">Pathway to Academic Success Project\u003c/a> that teaches cognitive strategies to improve student performance, in both reading and writing. Olson’s program trains teachers like Stewart to introduce them methodically and weave them into lessons throughout the school year. First in Santa Ana and then in Anaheim, the Pathway Project clocked impressive results, closing achievement gaps for students who speak languages other than English and Latinos, who have traditionally had lower educational outcomes.\u003c/p>\n\u003cp>Now, with support from the U.S. Department of Education, Olson’s Pathway to Academic Success Project is set to expand beyond California to six other states.\u003c/p>\n\u003cp>Olson has long focused on getting her program into urban schools, particularly those with large populations of students for whom English is not their first language. An eight-year-long study of English-learners in the Santa Ana Unified School District found that students receiving cognitive strategies instruction improved their writing \u003ca href=\"https://www.nwp.org/cs/public/download/nwp_file/8538/Booth_Olson,_Carol,_et_al.pdf?x-r=pcfile_d\" target=\"_blank\" rel=\"noopener noreferrer\">at greater rates than their peers\u003c/a> for seven years in a row. A follow-up study in Anaheim found Latino students in the group receiving cognitive strategies instruction outscored their white peers who didn’t receive the instruction. And the 10th grade English-learners benefiting from the program outscored the state average on the high school exit exam by 20 percentage points, according to\u003cbr>\nOlson.\u003c/p>\n\u003cp>\"That's our goal,\" Olson said, \"to level the playing field for all kids.\"\u003c/p>\n\u003cp>Stewart spends time at the beginning of the school year teaching kids all of the various cognitive strategies so that they can draw on them as needed throughout the year. She has found with her largely immigrant student population that cognitive strategies help them understand complex texts and help them move beyond just surface reading. These students have had a lot of vocabulary instruction to be able to make it through a passage, but Stewart said they struggled with deeper thinking about a text. The cognitive strategies not only remind them to think deeply but also help them figure out what to do if they don’t understand certain words or concepts as they read.\u003c/p>\n\u003cp>When it comes to writing, the Pathway Project prioritizes revision. With each revision, students take feedback from their teachers or the graduate students participating in the project to move toward deeper thinking. Less experienced writers tend to rely on summarizing, but “knowledge transformation” is what more experienced writers achieve.\u003c/p>\n\u003cp>Stewart has been an English teacher for 15 years. She has tried more writing strategies than she can keep track of, many of which try to make the writing and revision process hands-on by having students color code a draft and use symbols to annotate throughout.\u003c/p>\n\u003cp>\"I've tried all the color codes and all the symbols,\" Stewart said. \"You end up teaching the colors and the symbols, and not the content, until you're blue in the face and no one can remember what pink meant anymore.\"\u003c/p>\n\u003cp>Teaching cognitive strategies through the Pathway Project has been different. They keep the attention on the actual text, whether students are reading it or writing it. And they’re flexible, Stewart said, so teachers can ask individual students to use specific strategies based on what they need at the time. That’s important in classrooms where student strengths and weaknesses vary dramatically.\u003c/p>\n\u003cp>Olson acknowledges it’s a hard sell to convince teachers to start using the cognitive strategies – even for a program with striking results. It takes time and effort to understand them and figure out where they can fit into existing lessons. The focus on revision to improve writing can be a big change for English teachers. Helping students revise their work is time-consuming. And Olson’s program requires teachers to believe that explicit instruction and appropriate support can actually help all students achieve. Believing students are capable of this is not always a given, Olson said.\u003c/p>\n\u003cp>Over the last 20 years, 10 school districts in Southern California have adopted cognitive strategies instruction. The federal Department of Education’s $14.7 million Education Innovation and Research expansion grant will take the Pathway Project to schools in Arizona, Illinois, Minnesota, Nevada, Texas and Wisconsin over the next five years. It is expected to reach 240 teachers and 109,200 students.\u003c/p>\n\u003cp>Olson also plans to create teaching modules through a partnership with the Council of the Great City Schools that could bring cognitive strategies instruction to more teachers nationwide.\u003c/p>\n\u003cp>For Stewart, the value of the program is clear.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"When you find a strategy like this that really helps students wherever they're at, that's like gold,\" she said.\u003cbr>\n\u003cem>\u003cbr>\nThis story about strategies for teaching reading and writing was produced by \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener noreferrer\">The Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Nine Ways To Ensure Your Mindfulness Teaching Practice Is Trauma-Informed",
"title": "Nine Ways To Ensure Your Mindfulness Teaching Practice Is Trauma-Informed",
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"content": "\u003cp>A recent \u003ca href=\"https://www.kqed.org/mindshift/52881/why-mindfulness-and-trauma-informed-teaching-dont-always-go-together\" target=\"_blank\" rel=\"noopener\">MindShift article\u003c/a> highlighted some things teachers should be aware of if they’re bringing mindfulness into their classrooms. Students may have \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\">experienced trauma\u003c/a> that makes sitting silently with their eyes closed feel threatening, and teachers can’t assume it will be an easy practice for every child. That awareness is important to create an inclusive environment, but it doesn’t mean that teachers shouldn’t cultivate their own mindfulness practice or use some techniques with students.\u003c/p>\n\u003cp>Often mindfulness is used as a way to \u003ca href=\"https://www.kqed.org/mindshift/53110/how-making-time-for-mindfulness-helps-students\" target=\"_blank\" rel=\"noopener\">help students build self-regulation skills\u003c/a> and learn to calm down when they become frustrated or angry. Cultivating those skills can be powerful for students, but many teachers say \u003ca href=\"https://www.kqed.org/mindshift/46150/why-teachers-say-practicing-mindfulness-is-transforming-the-work\" target=\"_blank\" rel=\"noopener\">mindfulness is crucial for themselves\u003c/a>, helping them take an extra moment before reacting to students.\u003c/p>\n\u003cp>“The best way to practice trauma-informed mindfulness is [for teachers] to have their own practice and interpret the behavior of the youth through a trauma-informed lens, even if they never do mindfulness training with the kids,” said \u003ca href=\"https://samhimelstein.com\" target=\"_blank\" rel=\"noopener\">Sam Himelstein\u003c/a>, a clinical psychologist, trainer and author who has spent most of his career working with incarcerated youth. He’s received a lot of questions about how to be trauma-informed while still using mindfulness in classrooms since the first article. He suggest nine guidelines for teachers that he uses to make sure mindfulness practice with youth is helping, not hurting.\u003c/p>\n\u003cp>\u003cstrong>1. Do No Harm\u003c/strong>\u003c/p>\n\u003cp>“The assumption behind that is that harm can be done,” Himelstein said. “If you teach someone mindfulness meditation who has had a lot of trauma in their life, in fact, harm can be done.” That’s important for teachers to know. Research on mindfulness shows the practice can bring up uncomfortable feelings, and layered on top of existing trauma can be frightening or psychologically dysregulating. That’s why Himelstein stresses that no one should be forced to close their eyes or sit a certain way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“If you’re unintentionally portraying that it’s really important to close your eyes, they can misinterpret that,” Himelstein said. In fact, it’s common for folks who have been traumatized to misinterpret a neutral direction.\u003c/p>\n\u003cp>\u003cstrong>2. Establish a sense of safety\u003c/strong>\u003c/p>\n\u003cp>“There are some situations in some school settings where youth are not that safe because there’s violence that happens,” Himelstein said. “If you’re not in a place where kids feel physically safe, then you probably shouldn’t be doing any deep practices.”\u003c/p>\n\u003cp>Kids can feel vulnerable when attempting to be present in the moment, so physical safety is key. Establishing that kind of safety may take some extra \u003ca href=\"https://www.kqed.org/mindshift/49870/setting-school-culture-with-social-and-emotional-learning-routines\" target=\"_blank\" rel=\"noopener\">culture-building\u003c/a> in the classroom first.\u003c/p>\n\u003cp>\u003cstrong>3. Build relational mindfulness\u003c/strong>\u003c/p>\n\u003cp>This set of strategies is about building the \u003ca href=\"https://www.kqed.org/mindshift/52413/how-teachers-designed-a-school-centered-on-caring-relationships\" target=\"_blank\" rel=\"noopener\">type of community where students feel safe \u003c/a>practicing mindfulness. Teachers can help make their classroom feel safe to students with clear boundaries that are predictable. Group norms or agreements developed with students are one way to do this.\u003c/p>\n\u003cp>“For people who have experienced trauma those things tend to not be present, so the more you practice predictability by practicing group agreements, and building authentic relationships between you and the youth, and among the youth, it starts to feel more safe,” Himelstein said.\u003c/p>\n\u003cp>It can be tricky to know if relational trust has been built, but Himelstein said when students are more willing to share openly about themselves or they’re relating class material to their own lives, that’s one sign they feel safe. Of course it’s complicated because of different personality types, some of which may naturally be more reserved. But even with \u003ca href=\"https://www.kqed.org/mindshift/51811/six-strategies-to-help-introverts-thrive-at-school-and-feel-understood\" target=\"_blank\" rel=\"noopener\">introverted students\u003c/a>, teachers can often tell if trust is there through their writing or if they share something out loud even once.\u003c/p>\n\u003cp>“You can check in with the youth and not just leave it up to your own assessment or guesswork in terms of where they’re at in feeling safe and that there’s trust in the room,” Himelstein said. If there’s more work to be done, trust games and icebreakers can help people get more comfortable.\u003c/p>\n\u003cp>\u003cstrong>4. Understand intersectionality. Be mindful of implicit bias and culture.\u003c/strong>\u003c/p>\n\u003cp>Mindfulness cannot be detached from the other ways teachers interact with students in the classroom. Himelstein said it’s important to take note if, for example, girls are being punished more harshly for the same behavior a male student exhibits, but for which he isn’t punished.\u003c/p>\n\u003cp>“It depends on the context, but I’ve definitely coached some teachers and therapists who work in diverse settings in terms of who they call on the most, who gets the most energy, how their expectations are shifting depending on different folks,” Himelstein said.\u003c/p>\n\u003cp>If students think a teacher is unfair based on race, gender, sexuality or any other identity marker, that will undermine the relational trust needed to facilitate mindfulness and mental health.\u003c/p>\n\u003cp>“In my work with youth, I never divorce the practice of mindfulness from the greater sphere of building an authentic relationship with that young person,” Himelstein said. “I don’t divorce intersectionality from the practice of mindfulness.”\u003c/p>\n\u003cp>\u003cstrong>5. Understand the \"window of tolerance\" and be on the lookout for it\u003c/strong>\u003c/p>\n\u003cp>Imagine two parallel lines. Within those lines is the window of tolerance for physiological arousal. Outside of that is when people may experience tunnel vision, when they can’t think straight. Outside the window of tolerance students may be hyperaroused when they’re extremely angry or hypervigilant. But students can also be hypo-aroused, when they’re disassociated from their surroundings. In both of these states, students won’t be able to follow directions.\u003c/p>\n\u003cp>Himelstein remembers meeting his wife for lunch after a therapeutic session with a client that triggered him. He couldn’t physically read the menu because his prefrontal cortex was offline. “My brain was down regulating,” he said. “I wasn’t quite in fight, flight or freeze, but I was on the way there.”\u003c/p>\n\u003cp>If teachers can recognize those moments with students, they can use other interventions to help students get back into the window of tolerance. Those might include listening to \u003ca href=\"https://www.kqed.org/mindshift/53175/movement-and-breathing-breaks-help-students-stay-focused-on-learning\" target=\"_blank\" rel=\"noopener\">music, playing a rhythm game, dancing\u003c/a> -- something that doesn’t require the student to process directions.\u003c/p>\n\u003cp>A teacher might notice a student is getting triggered and naturally take a break from instruction to listen to some music or play a quick game without calling attention to the student who is triggered. This works better if these types of\u003ca href=\"https://www.kqed.org/mindshift/53175/movement-and-breathing-breaks-help-students-stay-focused-on-learning\" target=\"_blank\" rel=\"noopener\"> movement or music breaks\u003c/a> are already part of the DNA of the classroom. Then it doesn’t feel odd or out of place to students when a teacher uses it as a tool to intentionally support a specific student.\u003c/p>\n\u003cp>“You’re hoping in some way the music moves them, not emotionally, but there’s something about the music they like,” Himelstein said. “Maybe they get that head bob going. That’s what you’re looking for.”\u003c/p>\n\u003cp>He remembers one young woman he worked with who had been estranged from her father for several years because of his drug addiction. She finally felt ready to reach out to him to try to build a new relationship when she found out he had died of an overdose. Himelstein was with her when she got the news. The young woman was in shock and no mindfulness techniques would have worked at that moment. Instead, Himelstein put on a song he knew his client liked, and they sat and listened until she came out of shock and back into her window of tolerance.\u003c/p>\n\u003cp>\u003cstrong>6. The paradox of mental training\u003c/strong>\u003c/p>\n\u003cp>The paradox is that paying attention to the present moment -- the \u003ca href=\"https://www.kqed.org/mindshift/31291/why-teaching-mindfulness-benefits-students-learning\" target=\"_blank\" rel=\"noopener\">heart of a mindfulness practice\u003c/a> -- won’t always make a person feel calmer. But, at the same time, practicing mindfulness when one isn’t upset builds a toolkit that could be useful to stay calm in stressful situations. Himelstein said this is a contradiction teachers have to embrace in this practice.\u003c/p>\n\u003cp>Deep breathing exercises or a body scan are strategies to practice in a calm state. They can help with stress reduction and emotional management. The goal is to make them part of everything that happens in the classroom so they’re second nature, and students can draw on these tools when they need them without thinking.\u003c/p>\n\u003cp>Himelstein trains youth and guards in juvenile detention centers in these techniques. Recently a young person told him that when a guard called him a name he naturally took a deep breath, providing him the slightest bit of space to consider the consequences of taking action, and preventing him from getting triggered.\u003c/p>\n\u003cp>“I’ve heard that in juvenile hall, in education settings, in so many situations,” Himelstein said.\u003c/p>\n\u003cp>\u003cstrong>7. When teaching mindfulness, prioritize somatic-based exercises.\u003c/strong>\u003c/p>\n\u003cp>“The body tends to have the ability to help ground people a little more, or at least not trigger as much,” Himelstein said. Especially if students are not used to mindfulness, or don’t feel comfortable with it, keeping them out of their heads can be a good thing. Instead focus on how deep breathing feels in the belly and the chest. Do body scans or remind young people to think about the sensations in their bodies.\u003c/p>\n\u003cp>“When youth don’t have a clear sense of what they’re supposed to be doing, and it’s not as tangible, it’s easier for their minds to wander and stumble upon traumatic memories,” Himelstein said.\u003c/p>\n\u003cp>\u003cstrong>8. Don't over-identify with mindfulness logistics\u003c/strong>\u003c/p>\n\u003cp>It can be counterproductive to insist too strenuously that mindfulness look a certain way. Things like keeping eyes closed, holding the hands in a certain way, or having a particular body posture really don’t matter, and can lead to power struggles.\u003c/p>\n\u003cp>\u003cstrong>9. Think about daily mindfulness interventions.\u003c/strong>\u003c/p>\n\u003cp>There are lots of informal ways to bring some of the benefits of focusing on the present into the classroom. It might become routine at the start of the day, or when class begins, to do a mindful check-in: Each student takes a deep breath, and shares how they are feeling at the present moment. Himelstein always encourages youth to use a real emotion like angry/frustrated/happy/sad, as opposed to more generic statements like good/bad. It’s also not too much of a stretch to add some element of academic content to these activities.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"It's a great way to embed a mindfulness practice in the DNA of the classroom and also you can easily add a prompt to the end of it,\" Himelstein said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A recent \u003ca href=\"https://www.kqed.org/mindshift/52881/why-mindfulness-and-trauma-informed-teaching-dont-always-go-together\" target=\"_blank\" rel=\"noopener\">MindShift article\u003c/a> highlighted some things teachers should be aware of if they’re bringing mindfulness into their classrooms. Students may have \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\">experienced trauma\u003c/a> that makes sitting silently with their eyes closed feel threatening, and teachers can’t assume it will be an easy practice for every child. That awareness is important to create an inclusive environment, but it doesn’t mean that teachers shouldn’t cultivate their own mindfulness practice or use some techniques with students.\u003c/p>\n\u003cp>Often mindfulness is used as a way to \u003ca href=\"https://www.kqed.org/mindshift/53110/how-making-time-for-mindfulness-helps-students\" target=\"_blank\" rel=\"noopener\">help students build self-regulation skills\u003c/a> and learn to calm down when they become frustrated or angry. Cultivating those skills can be powerful for students, but many teachers say \u003ca href=\"https://www.kqed.org/mindshift/46150/why-teachers-say-practicing-mindfulness-is-transforming-the-work\" target=\"_blank\" rel=\"noopener\">mindfulness is crucial for themselves\u003c/a>, helping them take an extra moment before reacting to students.\u003c/p>\n\u003cp>“The best way to practice trauma-informed mindfulness is [for teachers] to have their own practice and interpret the behavior of the youth through a trauma-informed lens, even if they never do mindfulness training with the kids,” said \u003ca href=\"https://samhimelstein.com\" target=\"_blank\" rel=\"noopener\">Sam Himelstein\u003c/a>, a clinical psychologist, trainer and author who has spent most of his career working with incarcerated youth. He’s received a lot of questions about how to be trauma-informed while still using mindfulness in classrooms since the first article. He suggest nine guidelines for teachers that he uses to make sure mindfulness practice with youth is helping, not hurting.\u003c/p>\n\u003cp>\u003cstrong>1. Do No Harm\u003c/strong>\u003c/p>\n\u003cp>“The assumption behind that is that harm can be done,” Himelstein said. “If you teach someone mindfulness meditation who has had a lot of trauma in their life, in fact, harm can be done.” That’s important for teachers to know. Research on mindfulness shows the practice can bring up uncomfortable feelings, and layered on top of existing trauma can be frightening or psychologically dysregulating. That’s why Himelstein stresses that no one should be forced to close their eyes or sit a certain way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“If you’re unintentionally portraying that it’s really important to close your eyes, they can misinterpret that,” Himelstein said. In fact, it’s common for folks who have been traumatized to misinterpret a neutral direction.\u003c/p>\n\u003cp>\u003cstrong>2. Establish a sense of safety\u003c/strong>\u003c/p>\n\u003cp>“There are some situations in some school settings where youth are not that safe because there’s violence that happens,” Himelstein said. “If you’re not in a place where kids feel physically safe, then you probably shouldn’t be doing any deep practices.”\u003c/p>\n\u003cp>Kids can feel vulnerable when attempting to be present in the moment, so physical safety is key. Establishing that kind of safety may take some extra \u003ca href=\"https://www.kqed.org/mindshift/49870/setting-school-culture-with-social-and-emotional-learning-routines\" target=\"_blank\" rel=\"noopener\">culture-building\u003c/a> in the classroom first.\u003c/p>\n\u003cp>\u003cstrong>3. Build relational mindfulness\u003c/strong>\u003c/p>\n\u003cp>This set of strategies is about building the \u003ca href=\"https://www.kqed.org/mindshift/52413/how-teachers-designed-a-school-centered-on-caring-relationships\" target=\"_blank\" rel=\"noopener\">type of community where students feel safe \u003c/a>practicing mindfulness. Teachers can help make their classroom feel safe to students with clear boundaries that are predictable. Group norms or agreements developed with students are one way to do this.\u003c/p>\n\u003cp>“For people who have experienced trauma those things tend to not be present, so the more you practice predictability by practicing group agreements, and building authentic relationships between you and the youth, and among the youth, it starts to feel more safe,” Himelstein said.\u003c/p>\n\u003cp>It can be tricky to know if relational trust has been built, but Himelstein said when students are more willing to share openly about themselves or they’re relating class material to their own lives, that’s one sign they feel safe. Of course it’s complicated because of different personality types, some of which may naturally be more reserved. But even with \u003ca href=\"https://www.kqed.org/mindshift/51811/six-strategies-to-help-introverts-thrive-at-school-and-feel-understood\" target=\"_blank\" rel=\"noopener\">introverted students\u003c/a>, teachers can often tell if trust is there through their writing or if they share something out loud even once.\u003c/p>\n\u003cp>“You can check in with the youth and not just leave it up to your own assessment or guesswork in terms of where they’re at in feeling safe and that there’s trust in the room,” Himelstein said. If there’s more work to be done, trust games and icebreakers can help people get more comfortable.\u003c/p>\n\u003cp>\u003cstrong>4. Understand intersectionality. Be mindful of implicit bias and culture.\u003c/strong>\u003c/p>\n\u003cp>Mindfulness cannot be detached from the other ways teachers interact with students in the classroom. Himelstein said it’s important to take note if, for example, girls are being punished more harshly for the same behavior a male student exhibits, but for which he isn’t punished.\u003c/p>\n\u003cp>“It depends on the context, but I’ve definitely coached some teachers and therapists who work in diverse settings in terms of who they call on the most, who gets the most energy, how their expectations are shifting depending on different folks,” Himelstein said.\u003c/p>\n\u003cp>If students think a teacher is unfair based on race, gender, sexuality or any other identity marker, that will undermine the relational trust needed to facilitate mindfulness and mental health.\u003c/p>\n\u003cp>“In my work with youth, I never divorce the practice of mindfulness from the greater sphere of building an authentic relationship with that young person,” Himelstein said. “I don’t divorce intersectionality from the practice of mindfulness.”\u003c/p>\n\u003cp>\u003cstrong>5. Understand the \"window of tolerance\" and be on the lookout for it\u003c/strong>\u003c/p>\n\u003cp>Imagine two parallel lines. Within those lines is the window of tolerance for physiological arousal. Outside of that is when people may experience tunnel vision, when they can’t think straight. Outside the window of tolerance students may be hyperaroused when they’re extremely angry or hypervigilant. But students can also be hypo-aroused, when they’re disassociated from their surroundings. In both of these states, students won’t be able to follow directions.\u003c/p>\n\u003cp>Himelstein remembers meeting his wife for lunch after a therapeutic session with a client that triggered him. He couldn’t physically read the menu because his prefrontal cortex was offline. “My brain was down regulating,” he said. “I wasn’t quite in fight, flight or freeze, but I was on the way there.”\u003c/p>\n\u003cp>If teachers can recognize those moments with students, they can use other interventions to help students get back into the window of tolerance. Those might include listening to \u003ca href=\"https://www.kqed.org/mindshift/53175/movement-and-breathing-breaks-help-students-stay-focused-on-learning\" target=\"_blank\" rel=\"noopener\">music, playing a rhythm game, dancing\u003c/a> -- something that doesn’t require the student to process directions.\u003c/p>\n\u003cp>A teacher might notice a student is getting triggered and naturally take a break from instruction to listen to some music or play a quick game without calling attention to the student who is triggered. This works better if these types of\u003ca href=\"https://www.kqed.org/mindshift/53175/movement-and-breathing-breaks-help-students-stay-focused-on-learning\" target=\"_blank\" rel=\"noopener\"> movement or music breaks\u003c/a> are already part of the DNA of the classroom. Then it doesn’t feel odd or out of place to students when a teacher uses it as a tool to intentionally support a specific student.\u003c/p>\n\u003cp>“You’re hoping in some way the music moves them, not emotionally, but there’s something about the music they like,” Himelstein said. “Maybe they get that head bob going. That’s what you’re looking for.”\u003c/p>\n\u003cp>He remembers one young woman he worked with who had been estranged from her father for several years because of his drug addiction. She finally felt ready to reach out to him to try to build a new relationship when she found out he had died of an overdose. Himelstein was with her when she got the news. The young woman was in shock and no mindfulness techniques would have worked at that moment. Instead, Himelstein put on a song he knew his client liked, and they sat and listened until she came out of shock and back into her window of tolerance.\u003c/p>\n\u003cp>\u003cstrong>6. The paradox of mental training\u003c/strong>\u003c/p>\n\u003cp>The paradox is that paying attention to the present moment -- the \u003ca href=\"https://www.kqed.org/mindshift/31291/why-teaching-mindfulness-benefits-students-learning\" target=\"_blank\" rel=\"noopener\">heart of a mindfulness practice\u003c/a> -- won’t always make a person feel calmer. But, at the same time, practicing mindfulness when one isn’t upset builds a toolkit that could be useful to stay calm in stressful situations. Himelstein said this is a contradiction teachers have to embrace in this practice.\u003c/p>\n\u003cp>Deep breathing exercises or a body scan are strategies to practice in a calm state. They can help with stress reduction and emotional management. The goal is to make them part of everything that happens in the classroom so they’re second nature, and students can draw on these tools when they need them without thinking.\u003c/p>\n\u003cp>Himelstein trains youth and guards in juvenile detention centers in these techniques. Recently a young person told him that when a guard called him a name he naturally took a deep breath, providing him the slightest bit of space to consider the consequences of taking action, and preventing him from getting triggered.\u003c/p>\n\u003cp>“I’ve heard that in juvenile hall, in education settings, in so many situations,” Himelstein said.\u003c/p>\n\u003cp>\u003cstrong>7. When teaching mindfulness, prioritize somatic-based exercises.\u003c/strong>\u003c/p>\n\u003cp>“The body tends to have the ability to help ground people a little more, or at least not trigger as much,” Himelstein said. Especially if students are not used to mindfulness, or don’t feel comfortable with it, keeping them out of their heads can be a good thing. Instead focus on how deep breathing feels in the belly and the chest. Do body scans or remind young people to think about the sensations in their bodies.\u003c/p>\n\u003cp>“When youth don’t have a clear sense of what they’re supposed to be doing, and it’s not as tangible, it’s easier for their minds to wander and stumble upon traumatic memories,” Himelstein said.\u003c/p>\n\u003cp>\u003cstrong>8. Don't over-identify with mindfulness logistics\u003c/strong>\u003c/p>\n\u003cp>It can be counterproductive to insist too strenuously that mindfulness look a certain way. Things like keeping eyes closed, holding the hands in a certain way, or having a particular body posture really don’t matter, and can lead to power struggles.\u003c/p>\n\u003cp>\u003cstrong>9. Think about daily mindfulness interventions.\u003c/strong>\u003c/p>\n\u003cp>There are lots of informal ways to bring some of the benefits of focusing on the present into the classroom. It might become routine at the start of the day, or when class begins, to do a mindful check-in: Each student takes a deep breath, and shares how they are feeling at the present moment. Himelstein always encourages youth to use a real emotion like angry/frustrated/happy/sad, as opposed to more generic statements like good/bad. It’s also not too much of a stretch to add some element of academic content to these activities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Classroom Strategies To Encourage Participation And Learner Agency",
"title": "Classroom Strategies To Encourage Participation And Learner Agency",
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"content": "\u003cp>Every classroom has a few eager students who always participate and a less enthusiastic majority content to sit back. Often asking students to raise a hand when they know the answer exacerbates this problem because some students process the question more quickly and their eagerness to answer can undermine others' confidence. That's why Ann Young, a middle school math teacher, uses a \u003ca href=\"https://www.edutopia.org/video/inviting-participation-thumbs-responses\" target=\"_blank\" rel=\"noopener\">thumbs up strategy\u003c/a> that's less visible to give students more confidence participating.\u003c/p>\n\u003cp>\"You need instructional strategies and routines that allow everybody an entry point, particularly at the beginning of the class,\" Young said in an \u003ca href=\"https://www.edutopia.org/how-learning-happens\" target=\"_blank\" rel=\"noopener\">Edutopia series\u003c/a> on the science of learning. If you have something where the kids are feeling like, 'Oh, this is great, I participated today, I contributed something today,' then they go on to their next task, you have them a little bit more than you would otherwise.\"\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/37CTCDTesWA\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Giving students some agency over their learning is another simple way to increase student motivation. No matter how carefully a teacher picks books to include in the curriculum there will always be students who aren't excited to read them. Letting \u003ca href=\"https://www.edutopia.org/video/motivating-students-book-choice\" target=\"_blank\" rel=\"noopener\">students choose books\u003c/a> they'll read in a book club format could make the difference for many.\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/g20xJkEv6QQ\" 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>Ultimately teachers and parents want students to take ownership of their learning and be able to identify strengths and areas that need support. Some schools have found that \u003ca href=\"https://www.edutopia.org/video/developing-agency-student-led-conferences\" target=\"_blank\" rel=\"noopener\">student-led conferences\u003c/a> are a good way to build this type of learner independence.\u003c/p>\n\u003cp>\"So often in anything that you do in education, in life, students always feel like, oh, adults are always saying their opinion. I don't have a voice. I never have any say,\" said Lynnel Reed, a school counselor. \"So part of what we do with the student-led meetings is they get a chance to say what their concerns are, how they see things.\"\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/Ju0GlA7wE3w\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Interestingly, the \u003ca href=\"https://www.kqed.org/mindshift/43148/why-emotional-intelligence-is-vital-to-keep-students-on-track\" target=\"_blank\" rel=\"noopener\">social and emotional competencies are as important as the intellectual skills\u003c/a> that we try to teach in school, and they predict more of how you do in school and in life than particular lessons that get taught academically,\" said Linda Darling-Hammond, President and CEO of the Learning Policy Institute.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Every classroom has a few eager students who always participate and a less enthusiastic majority content to sit back. Often asking students to raise a hand when they know the answer exacerbates this problem because some students process the question more quickly and their eagerness to answer can undermine others' confidence. That's why Ann Young, a middle school math teacher, uses a \u003ca href=\"https://www.edutopia.org/video/inviting-participation-thumbs-responses\" target=\"_blank\" rel=\"noopener\">thumbs up strategy\u003c/a> that's less visible to give students more confidence participating.\u003c/p>\n\u003cp>\"You need instructional strategies and routines that allow everybody an entry point, particularly at the beginning of the class,\" Young said in an \u003ca href=\"https://www.edutopia.org/how-learning-happens\" target=\"_blank\" rel=\"noopener\">Edutopia series\u003c/a> on the science of learning. If you have something where the kids are feeling like, 'Oh, this is great, I participated today, I contributed something today,' then they go on to their next task, you have them a little bit more than you would otherwise.\"\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/37CTCDTesWA\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Giving students some agency over their learning is another simple way to increase student motivation. No matter how carefully a teacher picks books to include in the curriculum there will always be students who aren't excited to read them. Letting \u003ca href=\"https://www.edutopia.org/video/motivating-students-book-choice\" target=\"_blank\" rel=\"noopener\">students choose books\u003c/a> they'll read in a book club format could make the difference for many.\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/g20xJkEv6QQ\" 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>Ultimately teachers and parents want students to take ownership of their learning and be able to identify strengths and areas that need support. Some schools have found that \u003ca href=\"https://www.edutopia.org/video/developing-agency-student-led-conferences\" target=\"_blank\" rel=\"noopener\">student-led conferences\u003c/a> are a good way to build this type of learner independence.\u003c/p>\n\u003cp>\"So often in anything that you do in education, in life, students always feel like, oh, adults are always saying their opinion. I don't have a voice. I never have any say,\" said Lynnel Reed, a school counselor. \"So part of what we do with the student-led meetings is they get a chance to say what their concerns are, how they see things.\"\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/Ju0GlA7wE3w\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Interestingly, the \u003ca href=\"https://www.kqed.org/mindshift/43148/why-emotional-intelligence-is-vital-to-keep-students-on-track\" target=\"_blank\" rel=\"noopener\">social and emotional competencies are as important as the intellectual skills\u003c/a> that we try to teach in school, and they predict more of how you do in school and in life than particular lessons that get taught academically,\" said Linda Darling-Hammond, President and CEO of the Learning Policy Institute.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When Grace Dearborn started her career teaching high school students, she felt confident about how to teach but unprepared for managing behavior in her classroom. During more challenging disciplinary moments with students, \u003c/span>\u003cspan style=\"font-weight: 400\">she used her angry voice with them, thinking that would work. Instead, on one occasion, an escalated situation led to a student following her around the classroom for 15 minutes while she was teaching until security could come to escort the student out of the class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It wasn’t until a few years into her job that a colleague saw how she was communicating with her students and suggested a different approach. Dearborn’s colleague noticed that she couldn’t keep frustration out of her voice and body language when she was having disciplinary moments with her students, which only heightened the tension. When her mentor teacher saw what was happening, she told Grace to soften the muscles around her eyes — as opposed to creating tension when furrowing your eyebrows. She said that keeping the muscles around the eyes completely neutral will soften any harsh tones in your voice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn started to see her changed approach to behavior management create happier and more engaged students and other teachers noticed, too. She shared her strategies with colleagues at school and then branched out to consulting other schools through \u003c/span>\u003ca href=\"https://www.consciousteaching.com/grace-dearborn/#\">\u003cspan style=\"font-weight: 400\">Conscious Teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She is also the co-author of “Yeah, But What About This Kid?” and “\u003c/span>\u003ca href=\"https://www.consciousteaching.com/books/\">\u003cspan style=\"font-weight: 400\">Conscious Classroom Management: Unlocking the Secrets of Great Teaching.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” She shared some of her strategies at the \u003ca href=\"https://www.learningandthebrain.com/Event-380/Educating-with-Empathy/\">Learning and the Brain\u003c/a> conference in San Francisco last month. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She reminds educators that students of all ages need to be taught appropriate classroom behavior with compassion. She said that educators need many options in how they manage behavior because not all kids respond to the same measures. She listed several tactics in four categories.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-53357\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18.jpg\" alt=\"\" width=\"2550\" height=\"3300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18.jpg 2550w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-160x207.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-800x1035.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-768x994.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-1020x1320.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-927x1200.jpg 927w\" sizes=\"(max-width: 2550px) 100vw, 2550px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a saying some educators use: “The best classroom management strategy is an engaging lesson plan.” That may be true, but there are often a few students who act out in class no matter how well the teacher prepares. Dearborn says when she started using compassion to help her students behave in school-appropriate ways, she had far more success. She often found that punishments embarrassed students and caused them to resent her deeply, damaging their relationship. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.consciousteaching.com/web/wp-content/uploads/Tiers-of-Consequences.Hierarchy.Handout.18.pdf\">7 COMPASSIONATE BEHAVIOR MANAGEMENT STRATEGIES \u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cb>Tone, Volume and Posture\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn empathizes with students who feel shame when they are called out in front of the entire class. Whenever possible, she tries to discipline privately, but classrooms are hardly private, so she often uses a combination of tone, volume and posture to get students on task. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First she adopts a calm and serious tone in her voice. Then, she squares her body to the student. She says this kind of communication can usually do the trick, but there are other steps if needed. For kids who might have oppositional defiant disorder or be emotionally disturbed, Dearborn advises a side posture with averted eyes so as not to trigger a violent response. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Avoid Standoffs\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn said that in moments of escalation with students, often the best strategy is to offer a few alternative choices to the behavior a child is showing and then walk away. Sometimes a small nudge is enough to redirect behavior, and teens especially may not follow the teacher’s direction if she hovers. Dearborn calls this “drive-by discipline.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Say the kid’s name superfast and then move on,” she said. “Sometimes it’s the right thing to do. It startles her, and then I move on before she can bait me into an argument.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Look for the Subtext: I Don’t Care\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids are acting in a confrontational, dismissive or volatile way, Dearborn suggests looking for the deeper message the student is communicating, whether they know it or not. She imagines an invisible subtitle running in front of the student that communicates what she really needs. When things get tense, “everything out of their voice and their face and their body, that is just interference getting in the way of me reading the invisible subtitles,” Dearborn said. She has had to practice ignoring the loud anger and hostility in order to look for the invisible subtitle.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you’re assuming the best about the kid, that they want to learn appropriate behavior, they want to be positively connected to you, but they somehow can’t, there’s something in the way. What can you imagine the invisible subtitle is for ‘I don’t care?’ ” Dearborn asked a crowd of educators at the \u003ca href=\"https://www.learningandthebrain.com/education-speakers/Grace-Dearborn\">Learning and the Brain\u003c/a> conference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For me, the invisible subtitle for ‘I don’t care’ is, Mrs. Dearborn, I really, really care, but I can’t tell you that. Do \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">you\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> care?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading the “subtitles,” as she calls them, has helped Dearborn to stop perceiving misbehavior as disrespect. That doesn’t make her a pushover, she said. It makes her an advocate for the student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So now when kids say, ‘I don’t care’ to me, I say, ‘That’s OK because I care, and I can care for the both of us right now, so let’s do this.’ ”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Approaching the student with the assumption that they want to behave appropriately changes the communication dynamic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m not doing it because I’m frustrated and now I want to punish them. And even though the words and the consequences I’m giving might be the same in either case, it is the quality of interaction that shifts, and kids pick up on quality and our unspoken intention more than anything else in a disciplinary interaction.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The subtext could also be simpler. Maybe a student is talking in class, and when the teacher calls her out on it, she denies talking. “For me, the subtitle for ‘I wasn’t talking’ is, ‘Mrs. Dearborn, I was totally talking. You know I was talking. I know I was talking. Everybody in the room knows that I was talking. But I’m embarrassed that you called me out about it right now, so if you walk away, I’ll stop.’ ”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn says to accept the student’s answer and move on. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The Gentle Press: Head Down on the Desk\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">High school students often put their heads down in class either sleeping or refusing to participate. A teacher might tell say, “sit up” or “no sleeping in class,” but to Dearborn, those approaches don’t demonstrate care. Instead, she tried to express compassion, saying: “It’s OK to be tired, but you can’t sleep in class. Can you sit up and work on the assignment?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If that gentle reminder doesn’t work, Dearborn knows a more private conversation is necessary. She would spend a few minutes with the student in the hallway. Sometimes a walk outside is enough to wake the student up, but other times it’s a chance to reaffirm an offer to help or learn about deeper issues that are going on. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is called the gentle press — when you gently press forward at a student until either they’re in the academic work or you're in a relationship-building moment,” Dearborn said. “Sometimes this doesn’t end in academic work. Sometimes the gentle press ends in relationship-building.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recounted a past experience with one of her students who had his head down. When they stepped outside class, the student burst into tears and said his brother had been deployed by the military. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“He’s not going to access the academics today. He’s in emotional crisis and we have to have some space for that.” she said. “If I had just gone by him and said, ‘sit up, no sleeping in class,’ what would that have expressed to him? ”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Choice, Timeline, Walk Away \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn said that when people come to her workshops, they arrive with hopes of an exotic new solution that will solve everything. But changing behavior comes down to hard work. And to help students learn appropriate classroom behavior, she presents a series of choices that are connected to consequences, not punishments. Students can be given choices, including ones that lead to undesired consequences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The sooner we can get our students to internalize this truth — that their choices matter, that they are in charge of whether they receive the sweet or bitter fruit based on how they choose in any given situation — the sooner they internalize that concept, the better off they’re going to be.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students space to make their own choices means that sometimes they’ll choose to act in ways teachers wish they wouldn’t. But even in those moments, incidents that could lead to an office referral, students are testing whether their teacher cares enough to hold her accountable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[The student] understands I can go to the wall without abandoning or abusing, without lashing out,” Dearborn said. “And she for whatever reason needs to learn that lesson, apparently. So I can be that person. It’s not how I want it to go, but if we need to go here a couple of times so she can learn who we are together, that’s OK with me.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s counterintuitive, but Dearborn said it would be easier for the student if she lashes out at them because then the student can blame her for how the interaction ends. That way, the student doesn’t have to confront her own actions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“But if I just maintain choices, leave them with her, with kind eyes, in the end, even if she ends up out of the room, she understands at some level, maybe not consciously and right then, later, that could have gone differently,” Dearborn said. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Visual Cues\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids don’t follow through with a teacher’s verbal command, it might not be because they’re being defiant. Sometimes they’re not listening because of attention issues, learning differences or auditory processing issues. They could also be English language learners or they’re fatigued by a teacher talking too much. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Because they’re hearing my voice too much, they’re tuning me out,” Dearborn said. “If I don’t have another way to communicate with them I’m losing half of them half the time.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is where she can communicate expected behavior \u003c/span>\u003ca href=\"https://www.consciousteaching.com/web/wp-content/uploads/Visual-Procedures-PDF.pdf\">\u003cspan style=\"font-weight: 400\">with an image\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She has had kids line up, for example, in what they thought was a straight line. When she showed them a photo of how they were actually lined up, they did it again. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Managing a classroom of over 30 students is hard work and no one is perfect. But Dearborn has found these tips keep her in a compassionate frame of mind, looking for the best in her students, and checking her own assumptions before interacting with them. When she can follow her own advice, she finds she’s building students up, rather than tearing them down, and helping them to be accountable for the choices they make.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When Grace Dearborn started her career teaching high school students, she felt confident about how to teach but unprepared for managing behavior in her classroom. During more challenging disciplinary moments with students, \u003c/span>\u003cspan style=\"font-weight: 400\">she used her angry voice with them, thinking that would work. Instead, on one occasion, an escalated situation led to a student following her around the classroom for 15 minutes while she was teaching until security could come to escort the student out of the class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It wasn’t until a few years into her job that a colleague saw how she was communicating with her students and suggested a different approach. Dearborn’s colleague noticed that she couldn’t keep frustration out of her voice and body language when she was having disciplinary moments with her students, which only heightened the tension. When her mentor teacher saw what was happening, she told Grace to soften the muscles around her eyes — as opposed to creating tension when furrowing your eyebrows. She said that keeping the muscles around the eyes completely neutral will soften any harsh tones in your voice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn started to see her changed approach to behavior management create happier and more engaged students and other teachers noticed, too. She shared her strategies with colleagues at school and then branched out to consulting other schools through \u003c/span>\u003ca href=\"https://www.consciousteaching.com/grace-dearborn/#\">\u003cspan style=\"font-weight: 400\">Conscious Teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She is also the co-author of “Yeah, But What About This Kid?” and “\u003c/span>\u003ca href=\"https://www.consciousteaching.com/books/\">\u003cspan style=\"font-weight: 400\">Conscious Classroom Management: Unlocking the Secrets of Great Teaching.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” She shared some of her strategies at the \u003ca href=\"https://www.learningandthebrain.com/Event-380/Educating-with-Empathy/\">Learning and the Brain\u003c/a> conference in San Francisco last month. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She reminds educators that students of all ages need to be taught appropriate classroom behavior with compassion. She said that educators need many options in how they manage behavior because not all kids respond to the same measures. She listed several tactics in four categories.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-53357\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18.jpg\" alt=\"\" width=\"2550\" height=\"3300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18.jpg 2550w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-160x207.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-800x1035.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-768x994.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-1020x1320.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-927x1200.jpg 927w\" sizes=\"(max-width: 2550px) 100vw, 2550px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a saying some educators use: “The best classroom management strategy is an engaging lesson plan.” That may be true, but there are often a few students who act out in class no matter how well the teacher prepares. Dearborn says when she started using compassion to help her students behave in school-appropriate ways, she had far more success. She often found that punishments embarrassed students and caused them to resent her deeply, damaging their relationship. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.consciousteaching.com/web/wp-content/uploads/Tiers-of-Consequences.Hierarchy.Handout.18.pdf\">7 COMPASSIONATE BEHAVIOR MANAGEMENT STRATEGIES \u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cb>Tone, Volume and Posture\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn empathizes with students who feel shame when they are called out in front of the entire class. Whenever possible, she tries to discipline privately, but classrooms are hardly private, so she often uses a combination of tone, volume and posture to get students on task. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First she adopts a calm and serious tone in her voice. Then, she squares her body to the student. She says this kind of communication can usually do the trick, but there are other steps if needed. For kids who might have oppositional defiant disorder or be emotionally disturbed, Dearborn advises a side posture with averted eyes so as not to trigger a violent response. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Avoid Standoffs\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn said that in moments of escalation with students, often the best strategy is to offer a few alternative choices to the behavior a child is showing and then walk away. Sometimes a small nudge is enough to redirect behavior, and teens especially may not follow the teacher’s direction if she hovers. Dearborn calls this “drive-by discipline.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Say the kid’s name superfast and then move on,” she said. “Sometimes it’s the right thing to do. It startles her, and then I move on before she can bait me into an argument.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Look for the Subtext: I Don’t Care\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids are acting in a confrontational, dismissive or volatile way, Dearborn suggests looking for the deeper message the student is communicating, whether they know it or not. She imagines an invisible subtitle running in front of the student that communicates what she really needs. When things get tense, “everything out of their voice and their face and their body, that is just interference getting in the way of me reading the invisible subtitles,” Dearborn said. She has had to practice ignoring the loud anger and hostility in order to look for the invisible subtitle.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you’re assuming the best about the kid, that they want to learn appropriate behavior, they want to be positively connected to you, but they somehow can’t, there’s something in the way. What can you imagine the invisible subtitle is for ‘I don’t care?’ ” Dearborn asked a crowd of educators at the \u003ca href=\"https://www.learningandthebrain.com/education-speakers/Grace-Dearborn\">Learning and the Brain\u003c/a> conference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For me, the invisible subtitle for ‘I don’t care’ is, Mrs. Dearborn, I really, really care, but I can’t tell you that. Do \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">you\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> care?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading the “subtitles,” as she calls them, has helped Dearborn to stop perceiving misbehavior as disrespect. That doesn’t make her a pushover, she said. It makes her an advocate for the student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So now when kids say, ‘I don’t care’ to me, I say, ‘That’s OK because I care, and I can care for the both of us right now, so let’s do this.’ ”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Approaching the student with the assumption that they want to behave appropriately changes the communication dynamic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m not doing it because I’m frustrated and now I want to punish them. And even though the words and the consequences I’m giving might be the same in either case, it is the quality of interaction that shifts, and kids pick up on quality and our unspoken intention more than anything else in a disciplinary interaction.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The subtext could also be simpler. Maybe a student is talking in class, and when the teacher calls her out on it, she denies talking. “For me, the subtitle for ‘I wasn’t talking’ is, ‘Mrs. Dearborn, I was totally talking. You know I was talking. I know I was talking. Everybody in the room knows that I was talking. But I’m embarrassed that you called me out about it right now, so if you walk away, I’ll stop.’ ”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn says to accept the student’s answer and move on. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The Gentle Press: Head Down on the Desk\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">High school students often put their heads down in class either sleeping or refusing to participate. A teacher might tell say, “sit up” or “no sleeping in class,” but to Dearborn, those approaches don’t demonstrate care. Instead, she tried to express compassion, saying: “It’s OK to be tired, but you can’t sleep in class. Can you sit up and work on the assignment?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If that gentle reminder doesn’t work, Dearborn knows a more private conversation is necessary. She would spend a few minutes with the student in the hallway. Sometimes a walk outside is enough to wake the student up, but other times it’s a chance to reaffirm an offer to help or learn about deeper issues that are going on. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is called the gentle press — when you gently press forward at a student until either they’re in the academic work or you're in a relationship-building moment,” Dearborn said. “Sometimes this doesn’t end in academic work. Sometimes the gentle press ends in relationship-building.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recounted a past experience with one of her students who had his head down. When they stepped outside class, the student burst into tears and said his brother had been deployed by the military. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“He’s not going to access the academics today. He’s in emotional crisis and we have to have some space for that.” she said. “If I had just gone by him and said, ‘sit up, no sleeping in class,’ what would that have expressed to him? ”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Choice, Timeline, Walk Away \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn said that when people come to her workshops, they arrive with hopes of an exotic new solution that will solve everything. But changing behavior comes down to hard work. And to help students learn appropriate classroom behavior, she presents a series of choices that are connected to consequences, not punishments. Students can be given choices, including ones that lead to undesired consequences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The sooner we can get our students to internalize this truth — that their choices matter, that they are in charge of whether they receive the sweet or bitter fruit based on how they choose in any given situation — the sooner they internalize that concept, the better off they’re going to be.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students space to make their own choices means that sometimes they’ll choose to act in ways teachers wish they wouldn’t. But even in those moments, incidents that could lead to an office referral, students are testing whether their teacher cares enough to hold her accountable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[The student] understands I can go to the wall without abandoning or abusing, without lashing out,” Dearborn said. “And she for whatever reason needs to learn that lesson, apparently. So I can be that person. It’s not how I want it to go, but if we need to go here a couple of times so she can learn who we are together, that’s OK with me.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s counterintuitive, but Dearborn said it would be easier for the student if she lashes out at them because then the student can blame her for how the interaction ends. That way, the student doesn’t have to confront her own actions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“But if I just maintain choices, leave them with her, with kind eyes, in the end, even if she ends up out of the room, she understands at some level, maybe not consciously and right then, later, that could have gone differently,” Dearborn said. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Visual Cues\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids don’t follow through with a teacher’s verbal command, it might not be because they’re being defiant. Sometimes they’re not listening because of attention issues, learning differences or auditory processing issues. They could also be English language learners or they’re fatigued by a teacher talking too much. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Because they’re hearing my voice too much, they’re tuning me out,” Dearborn said. “If I don’t have another way to communicate with them I’m losing half of them half the time.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is where she can communicate expected behavior \u003c/span>\u003ca href=\"https://www.consciousteaching.com/web/wp-content/uploads/Visual-Procedures-PDF.pdf\">\u003cspan style=\"font-weight: 400\">with an image\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She has had kids line up, for example, in what they thought was a straight line. When she showed them a photo of how they were actually lined up, they did it again. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Managing a classroom of over 30 students is hard work and no one is perfect. But Dearborn has found these tips keep her in a compassionate frame of mind, looking for the best in her students, and checking her own assumptions before interacting with them. When she can follow her own advice, she finds she’s building students up, rather than tearing them down, and helping them to be accountable for the choices they make.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Intrinsic Motivation is Key to Student Achievement – But Schools Can Crush It",
"title": "Intrinsic Motivation is Key to Student Achievement – But Schools Can Crush It",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>This story about intrinsic motivation was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org\">The Hechinger Report\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\u003cp>PROVIDENCE, R.I. – When Destiny Reyes started elementary school, she felt highly motivated. Like most young children, she liked learning new things, and she excelled at school. She got good grades and reveled in her success, thriving in an environment that, at least implicitly, set her up in competition with her peers. She was at the top of her class, and she proved herself further by testing into a competitive, private middle school. But there, among Providence’s brightest, it wasn’t as easy to be at the top of the class, and her excitement about school – and learning – subsided. Eventually, she says, nothing motivated her. She went to school because she had to.\u003c/p>\n\u003cp>Destiny, 18, is like most students in the United States. Surveys reveal a steady decline in student engagement throughout middle and high school, a trend that Gallup deemed the “school engagement cliff.” \u003ca href=\"https://news.gallup.com/opinion/gallup/211631/student-enthusiasm-falls-high-school-graduation-nears.aspx\">The latest data from the company’s Student Poll \u003c/a>found that 74 percent of fifth graders felt engaged, while the same was true of just 32 percent of high school juniors.\u003c/p>\n\u003cp>One of the key components of engagement is students’ excitement about what they learn. Yet most schools extinguish that excitement.\u003c/p>\n\u003cp>It all comes down to motivation. In many schools, students do their work because their teachers tell them to. Or because they need to do it to get a certain grade. For students like Destiny, getting a good grade and outshining their peers – not learning itself – becomes the goal of school. For other students, they need minimum grades to be on sports teams or participate in extracurricular activities or please their parents, and that becomes their motivation. Students who do their work because they’re genuinely interested in learning the material are few and far between.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But that’s exactly backwards.\u003c/p>\n\u003cp>The teacher demands, the grades, the promise of additional opportunities – they’re all external rewards. Decades of research, both about educational best practice and the way the human brain works, say these types of motivators are dangerous. Offering students rewards for learning creates reliance on the reward. If they becomes less interesting to the student or disappear entirely, the motivation does, too. That’s what happened to Destiny in middle school when she no longer got the reward of being celebrated as the top of her class.\u003c/p>\n\u003cp>Inspiring students’ intrinsic motivation to learn is a more effective strategy to get and keep students interested. And it’s more than that. Students actually learn better when motivated this way. They \u003ca href=\"https://files.eric.ed.gov/fulltext/ED370200.pdf\">put forth more effort, tackle more challenging tasks, and end up gaining a more profound understanding of the concepts they study\u003c/a>.\u003c/p>\n\u003cp>Still, Deborah Stipek, a Stanford University professor of education and author of the book “Motivation to Learn: From Theory to Practice,” is pragmatic about the role of extrinsic motivation.\u003c/p>\n\u003cp>“I think most realistic people in the field say that you’ve got to have both,” Stipek said. “You can rely entirely on intrinsic motivation if you don’t care what children learn, but if you’ve got a curriculum and a set of standards, then you can’t just go with what they’re interested in.”\u003c/p>\n\u003cp>The problem is that the balance, in most schools, is way off. While some schools around the country are trying to personalize learning and, in doing so, to tap into students’ interests, Stipek estimates that most teaching minimizes students’ internal desire to learn.\u003c/p>\n\u003cfigure id=\"attachment_53342\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53342\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met1-e1553668001955.jpg\" alt=\"Destiny Reyes, 18, spends one school day each week at the New England Aquarium and much of her schoolwork is built around research opportunities there.\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Destiny Reyes, 18, spends one school day each week at the New England Aquarium and much of her schoolwork is built around research opportunities there. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In traditional schools, it’s easier to offer a steady stream of rewards and punishments to keep students in line. And preparing students to succeed on state tests tends to discourage the lessons that let them explore their own interests. Teachers who want to inspire intrinsic motivation have to swim against the current.\u003c/p>\n\u003cp>That’s not the case everywhere, though. Destiny’s trajectory of diminishing engagement took a turn in high school. Instead of getting increasingly uninterested and disconnected from school, she became more engaged. That’s because she enrolled in the Metropolitan Regional Career and Technical Center, a public high school district in Rhode Island that goes by ‘The Met.’ She is now a senior.\u003c/p>\n\u003cp>The Met is at the extreme when it comes to tapping into intrinsic motivation. Students don’t take traditional classes. They spend virtually all of their time learning independently, with support from advisors or at internships. Students all have individual learning plans and accumulate credits toward traditional subject areas through projects, self-directed study, internship experience and dual enrollment with local colleges. Almost everything they do, all day, connects to a personal goal or something they’re interested in.\u003c/p>\n\u003cp>That’s what inspired Destiny to enroll at The Met. “I thought, oh my God, I have all this power to choose what I want,” she remembers.\u003c/p>\n\u003cp>Education researchers have been studying student motivation for decades, identifying the best classroom strategies to promote an intrinsic drive to learn. The Met puts many of them to use. Students learn through real-world, hands-on problem-solving; they tackle open-ended assignments that require sustained effort; they get the power to choose what and how they learn; they finish projects with something to show for their learning in portfolios and concrete products; they set their own academic goals; they need never focus more on a grade than the process of learning because they don’t get traditional grades. All of these things come straight out of playbooks for inspiring intrinsic motivation, including Stipek’s. And the impact on students can be profound.\u003c/p>\n\u003cp>Destiny started high school with the academic zeal she left middle school with – meaning very little. Her freshman-year report card reflected that. While The Met doesn’t give out traditional grades, students do get assessed on their mastery of the goals they set for each subject. The dominant note on Destiny’s report card from ninth grade is “meeting expectations.” She had very few instances of “exceeding expectations” and in some subjects, her mastery was only “in progress.” In her sophomore year, things started to shift, and “exceeding expectations” started to become a more common assessment. By junior year, Destiny exceeded expectations in almost every subject and “in progress” was nowhere to be found on her report card. Gone was the middle schooler who didn’t want to be in class. In her place was a driven young woman who again liked school.\u003c/p>\n\u003cp>Destiny’s experience is common for Met students. On state surveys, these students report being more interested in their coursework, more convinced that what they’re learning will matter to their futures, and more supported at school \u003ca href=\"https://secure.panoramaed.com/ride/understand/1314726/leadership_dashboard\">than their peers in almost every other district in Rhode Island\u003c/a>. She and other students at The Met continually bring the conversation back to how much difference it makes to be in control of their learning.\u003c/p>\n\u003cfigure id=\"attachment_53341\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53341\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met2-e1553667986909.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">The Metropolitan Regional Career and Technical Center in Providence, R.I., known as The Met, is among a relatively small number of schools in the U.S. designed to intrinsically motivate students by tapping into their interests. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sarah McCaffrey, a 10th grader, appreciates the stark difference between The Met and her experience in middle school, “where it was just ‘Do this, this, this,’” she said. “I like more hands-on, where I’m in control, rather than you’re just going to tell me how to do it and then I do it. It’s more like I’m in charge.”\u003c/p>\n\u003cp>Marissa Souza, a 2017 graduate of The Met and now a sophomore at Rhode Island College, said she had similar motivations in high school. At The Met, she said, students set their own goals, based on their own assessments of their strengths and weaknesses, tied to the dreams they identify for themselves. “You’re more proud of your work because you know this was your goal,” she said. “You met \u003cem>your\u003c/em> goal, you didn’t meet a goal that a teacher or principal made for you.”\u003c/p>\n\u003cp>“It really pushes you to be your best self,” Marissa said.\u003c/p>\n\u003cp>It tends to take a little while for students to rise to the challenge, though.\u003c/p>\n\u003cp>Beccy Siddons, Destiny’s advisor, considers watching that trajectory to be one of the most exciting parts of her job. As the main contact for an “advisory” of about 16 students who stay with her for their entire time at The Met, Siddons guides students through their internships, all of their academic work and, eventually, their college applications.\u003c/p>\n\u003cp>“Ninth graders who have spent their whole life being told what to learn, some of them don’t even know what they’re interested in because they haven’t been given the opportunity,” Siddons said.\u003c/p>\n\u003cp>That was Destiny as a freshman. Her first internship was at an elementary school in a bilingual classroom – a safe, familiar choice for the native Spanish- and English-speaker. In the end, she didn’t like it. As a sophomore, Destiny saw another student present about an internship at the New England Aquarium, and it piqued her interest. Last year, she worked there, too, and quickly discovered a deep love of sea life. She now has a favorite creature she didn't even know existed before: the puffer fish. And she has a career interest she otherwise might not have found until college, if ever: environmental science.\u003c/p>\n\u003cfigure id=\"attachment_53339\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53339\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met4-e1553668080193.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">The Metropolitan Regional Career and Technical Center in Providence, R.I., known as The Met, gives students uncommonly broad control over what they learn in an effort to engage them in school. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Siddons routinely oversees such meandering paths, and a key part of her job is helping students discover passions they didn't know they might have. The freshmen she welcomes to The Met are a far cry from the seniors she sends out into the world.\u003c/p>\n\u003cp>The early part of that transformation does take work, though. And while it isn’t typical for schools to orient themselves around intrinsic motivation, hundreds do attempt it. \u003ca href=\"https://www.nextgenlearning.org/\">Next Generation Learning Challenges\u003c/a> has grown into a network of about 150 schools, all of which focus on tapping into students’ intrinsic motivation in one way or another. The Digital Promise \u003ca href=\"https://digitalpromise.org/initiative/league-of-innovative-schools/\">League of Innovative Schools\u003c/a> represents 102 school districts doing similar work; \u003ca href=\"http://www.battelleforkids.org/networks/edleader21-network\">EdLeader21\u003c/a> has another 300 districts, many of whom aim to inspire students’ intrinsic desire to learn. And the Big Picture Learning network, built around the success of The Met, now counts more than 60 schools in the U.S. (and another 100 abroad).\u003c/p>\n\u003cp>In Chicago, a charter school made its commitment to this goal very clear, choosing the name Intrinsic Schools when it launched in 2013 to serve students in grades seven through 12. Learning there happens in “pods,” large, flexible classroom spaces that let students rotate from independent work to group instruction to collaborative, project-based learning. Ami Gandhi, director of innovation and collaboration and a co-founder of the charter, said that in the first year, administrators blocked out “independent learning time” for students, expecting they would thrive with the period of freedom. Looking back, Gandhi calls that naïve.\u003c/p>\n\u003cp>“I would go into the pod during that time and kids were just sitting there,” Gandhi said. “I was like, ‘What are you interested in?’ ‘Nothing.’ ‘What do you want to explore?’ ‘Nothing.’”\u003c/p>\n\u003cp>“If someone’s been telling you what to do for nine to 10 years of your life in school, you really don’t know what to do with that independent time,” Gandhi said.\u003c/p>\n\u003cp>Teachers had to help equip students to take advantage of academic independence. At first, they didn’t give students open-ended choices. They told them what they should work on in the independent time. Then they gave them a menu of options, slowly working up to the point where students could choose for themselves, entirely. After the first-year’s naiveté, Intrinsic Schools teachers systematically prepare students to take control of their learning.\u003c/p>\n\u003cp>Another major challenge for schools trying to spark intrinsic motivation is to make sure that fun, engaging lessons also bring academic rigor. Several studies have found that projects and hands-on activities can be effective at intrinsically motivating students, but don’t actually result in substantive learning.\u003c/p>\n\u003cp>Stipek, the Stanford researcher, said this comes down to teacher preparation and school design. Teachers aren’t trained to design academically rigorous lessons that motivate students in the right way. And schools aren’t set up to give teachers the time to do so. It is possible, though. Stipek directed the UCLA Lab School for 10 years, and she said her teachers – experienced and highly trained – consistently planned projects that engaged students’ natural desire to learn while also forcing them to master concrete concepts and skills.\u003c/p>\n\u003cp>“It’s not that it can’t be done,” Stipek said. “It’s just really, really hard.”\u003c/p>\n\u003cp>And because it’s hard, it’s necessarily risky. Many teachers – and their bosses – are afraid to experiment with this work. Stipek said the accountability movement, where states hold schools to strict standards for student performance on standardized tests, put a damper on teaching methods that prioritize intrinsic motivation. She believes accountability is important, but, in its latest form, has prompted teachers to focus on test prep. That prioritizes the testing outcome – the grade – rather than the learning process, a surefire way to kill students’ sense of intrinsic motivation.\u003c/p>\n\u003cp>Researchers have found that one consequence of using grades to motivate students is that they stop challenging themselves for fear of trying something hard and failing at it. The hesitance of teachers and administrators to take a leap with new learning opportunities is an extension of the same thing.\u003c/p>\n\u003cp>Destiny’s school, though, breaks the mold.\u003c/p>\n\u003cp>Students don’t do particularly well on standardized tests at The Met. Rhode Island gives every school a star rating based on test scores, graduation rates and other metrics. The Met graduates more students than the state average (90 percent vs. 84 percent), but its rating, just two out of five stars, is dragged down by student achievement on state tests.\u003c/p>\n\u003cp>School leaders, though, don’t pay much attention to test scores. Nancy Diaz Bain, a co-director, said she and her colleagues prefer to keep track of state survey data about student engagement, parent feedback about their children’s progress, student behavior, graduation rates and student performance in college courses. When students from The Met take and pass college courses in high school – which all of them do – they not only prove they can handle advanced coursework, they save money on an eventual degree, Diaz Bain said. And the other metrics about student engagement and success persuade school leaders that the model works. They also persuaded the Bill & Melinda Gates Foundation to pour $20 million into helping Big Picture Learning expand The Met’s model to other schools and President Barack Obama to highlight The Met up as an example \u003ca href=\"https://www.prweb.com/releases/bigpicturelearning/presidentobama/prweb3670994.htm\">in a 2010 speech before the U.S. Chamber of Commerce\u003c/a>. \u003cspan class=\"s1\">(The Gates Foundation is also one of the many funders of The Hechinger Report.) \u003c/span>\u003c/p>\n\u003cp>For her part, Destiny feels prepared for what comes next. She’ll finish high school this spring and then pursue a bachelor’s degree. She plans to major in environmental science. While she knows her peers from traditional schools may have gotten a broader education, she expects the depth of knowledge she gained doing internships and related research projects will actually give her a leg up in college. And she’ll enroll armed with a sense of intrinsic motivation to learn new things that many of her peers lost a long time ago.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/intrinsic-motivation-is-key-to-student-achievement-but-schools-kill-it/\">\u003cem>intrinsic motivation in the classroom\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org\">The Hechinger Report\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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"excerpt": "Extrinsic motivators dominate classrooms even though research clearly shows why they shouldn’t. Most schools motivate students to learn with external rewards or punishment. But decades of research, both about educational best practice and the way the human brain works, say these types of motivators are less effective. Students learn better when they are intrinsically motivated. The Met high school in Providence goes to the extreme to tap into students’ intrinsic motivation, letting them study what they’re most interested in. It’s difficult to pull off this type of school design, but by many indicators, it’s worth it. ",
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"description": "Extrinsic motivators dominate classrooms even though research clearly shows why they shouldn’t. Most schools motivate students to learn with external rewards or punishment. But decades of research, both about educational best practice and the way the human brain works, say these types of motivators are less effective. Students learn better when they are intrinsically motivated. The Met high school in Providence goes to the extreme to tap into students’ intrinsic motivation, letting them study what they’re most interested in. It’s difficult to pull off this type of school design, but by many indicators, it’s worth it. ",
"title": "Intrinsic Motivation is Key to Student Achievement – But Schools Can Crush It | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about intrinsic motivation was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org\">The Hechinger Report\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\u003cp>PROVIDENCE, R.I. – When Destiny Reyes started elementary school, she felt highly motivated. Like most young children, she liked learning new things, and she excelled at school. She got good grades and reveled in her success, thriving in an environment that, at least implicitly, set her up in competition with her peers. She was at the top of her class, and she proved herself further by testing into a competitive, private middle school. But there, among Providence’s brightest, it wasn’t as easy to be at the top of the class, and her excitement about school – and learning – subsided. Eventually, she says, nothing motivated her. She went to school because she had to.\u003c/p>\n\u003cp>Destiny, 18, is like most students in the United States. Surveys reveal a steady decline in student engagement throughout middle and high school, a trend that Gallup deemed the “school engagement cliff.” \u003ca href=\"https://news.gallup.com/opinion/gallup/211631/student-enthusiasm-falls-high-school-graduation-nears.aspx\">The latest data from the company’s Student Poll \u003c/a>found that 74 percent of fifth graders felt engaged, while the same was true of just 32 percent of high school juniors.\u003c/p>\n\u003cp>One of the key components of engagement is students’ excitement about what they learn. Yet most schools extinguish that excitement.\u003c/p>\n\u003cp>It all comes down to motivation. In many schools, students do their work because their teachers tell them to. Or because they need to do it to get a certain grade. For students like Destiny, getting a good grade and outshining their peers – not learning itself – becomes the goal of school. For other students, they need minimum grades to be on sports teams or participate in extracurricular activities or please their parents, and that becomes their motivation. Students who do their work because they’re genuinely interested in learning the material are few and far between.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But that’s exactly backwards.\u003c/p>\n\u003cp>The teacher demands, the grades, the promise of additional opportunities – they’re all external rewards. Decades of research, both about educational best practice and the way the human brain works, say these types of motivators are dangerous. Offering students rewards for learning creates reliance on the reward. If they becomes less interesting to the student or disappear entirely, the motivation does, too. That’s what happened to Destiny in middle school when she no longer got the reward of being celebrated as the top of her class.\u003c/p>\n\u003cp>Inspiring students’ intrinsic motivation to learn is a more effective strategy to get and keep students interested. And it’s more than that. Students actually learn better when motivated this way. They \u003ca href=\"https://files.eric.ed.gov/fulltext/ED370200.pdf\">put forth more effort, tackle more challenging tasks, and end up gaining a more profound understanding of the concepts they study\u003c/a>.\u003c/p>\n\u003cp>Still, Deborah Stipek, a Stanford University professor of education and author of the book “Motivation to Learn: From Theory to Practice,” is pragmatic about the role of extrinsic motivation.\u003c/p>\n\u003cp>“I think most realistic people in the field say that you’ve got to have both,” Stipek said. “You can rely entirely on intrinsic motivation if you don’t care what children learn, but if you’ve got a curriculum and a set of standards, then you can’t just go with what they’re interested in.”\u003c/p>\n\u003cp>The problem is that the balance, in most schools, is way off. While some schools around the country are trying to personalize learning and, in doing so, to tap into students’ interests, Stipek estimates that most teaching minimizes students’ internal desire to learn.\u003c/p>\n\u003cfigure id=\"attachment_53342\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53342\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met1-e1553668001955.jpg\" alt=\"Destiny Reyes, 18, spends one school day each week at the New England Aquarium and much of her schoolwork is built around research opportunities there.\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Destiny Reyes, 18, spends one school day each week at the New England Aquarium and much of her schoolwork is built around research opportunities there. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In traditional schools, it’s easier to offer a steady stream of rewards and punishments to keep students in line. And preparing students to succeed on state tests tends to discourage the lessons that let them explore their own interests. Teachers who want to inspire intrinsic motivation have to swim against the current.\u003c/p>\n\u003cp>That’s not the case everywhere, though. Destiny’s trajectory of diminishing engagement took a turn in high school. Instead of getting increasingly uninterested and disconnected from school, she became more engaged. That’s because she enrolled in the Metropolitan Regional Career and Technical Center, a public high school district in Rhode Island that goes by ‘The Met.’ She is now a senior.\u003c/p>\n\u003cp>The Met is at the extreme when it comes to tapping into intrinsic motivation. Students don’t take traditional classes. They spend virtually all of their time learning independently, with support from advisors or at internships. Students all have individual learning plans and accumulate credits toward traditional subject areas through projects, self-directed study, internship experience and dual enrollment with local colleges. Almost everything they do, all day, connects to a personal goal or something they’re interested in.\u003c/p>\n\u003cp>That’s what inspired Destiny to enroll at The Met. “I thought, oh my God, I have all this power to choose what I want,” she remembers.\u003c/p>\n\u003cp>Education researchers have been studying student motivation for decades, identifying the best classroom strategies to promote an intrinsic drive to learn. The Met puts many of them to use. Students learn through real-world, hands-on problem-solving; they tackle open-ended assignments that require sustained effort; they get the power to choose what and how they learn; they finish projects with something to show for their learning in portfolios and concrete products; they set their own academic goals; they need never focus more on a grade than the process of learning because they don’t get traditional grades. All of these things come straight out of playbooks for inspiring intrinsic motivation, including Stipek’s. And the impact on students can be profound.\u003c/p>\n\u003cp>Destiny started high school with the academic zeal she left middle school with – meaning very little. Her freshman-year report card reflected that. While The Met doesn’t give out traditional grades, students do get assessed on their mastery of the goals they set for each subject. The dominant note on Destiny’s report card from ninth grade is “meeting expectations.” She had very few instances of “exceeding expectations” and in some subjects, her mastery was only “in progress.” In her sophomore year, things started to shift, and “exceeding expectations” started to become a more common assessment. By junior year, Destiny exceeded expectations in almost every subject and “in progress” was nowhere to be found on her report card. Gone was the middle schooler who didn’t want to be in class. In her place was a driven young woman who again liked school.\u003c/p>\n\u003cp>Destiny’s experience is common for Met students. On state surveys, these students report being more interested in their coursework, more convinced that what they’re learning will matter to their futures, and more supported at school \u003ca href=\"https://secure.panoramaed.com/ride/understand/1314726/leadership_dashboard\">than their peers in almost every other district in Rhode Island\u003c/a>. She and other students at The Met continually bring the conversation back to how much difference it makes to be in control of their learning.\u003c/p>\n\u003cfigure id=\"attachment_53341\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53341\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met2-e1553667986909.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">The Metropolitan Regional Career and Technical Center in Providence, R.I., known as The Met, is among a relatively small number of schools in the U.S. designed to intrinsically motivate students by tapping into their interests. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sarah McCaffrey, a 10th grader, appreciates the stark difference between The Met and her experience in middle school, “where it was just ‘Do this, this, this,’” she said. “I like more hands-on, where I’m in control, rather than you’re just going to tell me how to do it and then I do it. It’s more like I’m in charge.”\u003c/p>\n\u003cp>Marissa Souza, a 2017 graduate of The Met and now a sophomore at Rhode Island College, said she had similar motivations in high school. At The Met, she said, students set their own goals, based on their own assessments of their strengths and weaknesses, tied to the dreams they identify for themselves. “You’re more proud of your work because you know this was your goal,” she said. “You met \u003cem>your\u003c/em> goal, you didn’t meet a goal that a teacher or principal made for you.”\u003c/p>\n\u003cp>“It really pushes you to be your best self,” Marissa said.\u003c/p>\n\u003cp>It tends to take a little while for students to rise to the challenge, though.\u003c/p>\n\u003cp>Beccy Siddons, Destiny’s advisor, considers watching that trajectory to be one of the most exciting parts of her job. As the main contact for an “advisory” of about 16 students who stay with her for their entire time at The Met, Siddons guides students through their internships, all of their academic work and, eventually, their college applications.\u003c/p>\n\u003cp>“Ninth graders who have spent their whole life being told what to learn, some of them don’t even know what they’re interested in because they haven’t been given the opportunity,” Siddons said.\u003c/p>\n\u003cp>That was Destiny as a freshman. Her first internship was at an elementary school in a bilingual classroom – a safe, familiar choice for the native Spanish- and English-speaker. In the end, she didn’t like it. As a sophomore, Destiny saw another student present about an internship at the New England Aquarium, and it piqued her interest. Last year, she worked there, too, and quickly discovered a deep love of sea life. She now has a favorite creature she didn't even know existed before: the puffer fish. And she has a career interest she otherwise might not have found until college, if ever: environmental science.\u003c/p>\n\u003cfigure id=\"attachment_53339\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53339\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tara-Garcia-Mathewson-Met4-e1553668080193.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">The Metropolitan Regional Career and Technical Center in Providence, R.I., known as The Met, gives students uncommonly broad control over what they learn in an effort to engage them in school. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Siddons routinely oversees such meandering paths, and a key part of her job is helping students discover passions they didn't know they might have. The freshmen she welcomes to The Met are a far cry from the seniors she sends out into the world.\u003c/p>\n\u003cp>The early part of that transformation does take work, though. And while it isn’t typical for schools to orient themselves around intrinsic motivation, hundreds do attempt it. \u003ca href=\"https://www.nextgenlearning.org/\">Next Generation Learning Challenges\u003c/a> has grown into a network of about 150 schools, all of which focus on tapping into students’ intrinsic motivation in one way or another. The Digital Promise \u003ca href=\"https://digitalpromise.org/initiative/league-of-innovative-schools/\">League of Innovative Schools\u003c/a> represents 102 school districts doing similar work; \u003ca href=\"http://www.battelleforkids.org/networks/edleader21-network\">EdLeader21\u003c/a> has another 300 districts, many of whom aim to inspire students’ intrinsic desire to learn. And the Big Picture Learning network, built around the success of The Met, now counts more than 60 schools in the U.S. (and another 100 abroad).\u003c/p>\n\u003cp>In Chicago, a charter school made its commitment to this goal very clear, choosing the name Intrinsic Schools when it launched in 2013 to serve students in grades seven through 12. Learning there happens in “pods,” large, flexible classroom spaces that let students rotate from independent work to group instruction to collaborative, project-based learning. Ami Gandhi, director of innovation and collaboration and a co-founder of the charter, said that in the first year, administrators blocked out “independent learning time” for students, expecting they would thrive with the period of freedom. Looking back, Gandhi calls that naïve.\u003c/p>\n\u003cp>“I would go into the pod during that time and kids were just sitting there,” Gandhi said. “I was like, ‘What are you interested in?’ ‘Nothing.’ ‘What do you want to explore?’ ‘Nothing.’”\u003c/p>\n\u003cp>“If someone’s been telling you what to do for nine to 10 years of your life in school, you really don’t know what to do with that independent time,” Gandhi said.\u003c/p>\n\u003cp>Teachers had to help equip students to take advantage of academic independence. At first, they didn’t give students open-ended choices. They told them what they should work on in the independent time. Then they gave them a menu of options, slowly working up to the point where students could choose for themselves, entirely. After the first-year’s naiveté, Intrinsic Schools teachers systematically prepare students to take control of their learning.\u003c/p>\n\u003cp>Another major challenge for schools trying to spark intrinsic motivation is to make sure that fun, engaging lessons also bring academic rigor. Several studies have found that projects and hands-on activities can be effective at intrinsically motivating students, but don’t actually result in substantive learning.\u003c/p>\n\u003cp>Stipek, the Stanford researcher, said this comes down to teacher preparation and school design. Teachers aren’t trained to design academically rigorous lessons that motivate students in the right way. And schools aren’t set up to give teachers the time to do so. It is possible, though. Stipek directed the UCLA Lab School for 10 years, and she said her teachers – experienced and highly trained – consistently planned projects that engaged students’ natural desire to learn while also forcing them to master concrete concepts and skills.\u003c/p>\n\u003cp>“It’s not that it can’t be done,” Stipek said. “It’s just really, really hard.”\u003c/p>\n\u003cp>And because it’s hard, it’s necessarily risky. Many teachers – and their bosses – are afraid to experiment with this work. Stipek said the accountability movement, where states hold schools to strict standards for student performance on standardized tests, put a damper on teaching methods that prioritize intrinsic motivation. She believes accountability is important, but, in its latest form, has prompted teachers to focus on test prep. That prioritizes the testing outcome – the grade – rather than the learning process, a surefire way to kill students’ sense of intrinsic motivation.\u003c/p>\n\u003cp>Researchers have found that one consequence of using grades to motivate students is that they stop challenging themselves for fear of trying something hard and failing at it. The hesitance of teachers and administrators to take a leap with new learning opportunities is an extension of the same thing.\u003c/p>\n\u003cp>Destiny’s school, though, breaks the mold.\u003c/p>\n\u003cp>Students don’t do particularly well on standardized tests at The Met. Rhode Island gives every school a star rating based on test scores, graduation rates and other metrics. The Met graduates more students than the state average (90 percent vs. 84 percent), but its rating, just two out of five stars, is dragged down by student achievement on state tests.\u003c/p>\n\u003cp>School leaders, though, don’t pay much attention to test scores. Nancy Diaz Bain, a co-director, said she and her colleagues prefer to keep track of state survey data about student engagement, parent feedback about their children’s progress, student behavior, graduation rates and student performance in college courses. When students from The Met take and pass college courses in high school – which all of them do – they not only prove they can handle advanced coursework, they save money on an eventual degree, Diaz Bain said. And the other metrics about student engagement and success persuade school leaders that the model works. They also persuaded the Bill & Melinda Gates Foundation to pour $20 million into helping Big Picture Learning expand The Met’s model to other schools and President Barack Obama to highlight The Met up as an example \u003ca href=\"https://www.prweb.com/releases/bigpicturelearning/presidentobama/prweb3670994.htm\">in a 2010 speech before the U.S. Chamber of Commerce\u003c/a>. \u003cspan class=\"s1\">(The Gates Foundation is also one of the many funders of The Hechinger Report.) \u003c/span>\u003c/p>\n\u003cp>For her part, Destiny feels prepared for what comes next. She’ll finish high school this spring and then pursue a bachelor’s degree. She plans to major in environmental science. While she knows her peers from traditional schools may have gotten a broader education, she expects the depth of knowledge she gained doing internships and related research projects will actually give her a leg up in college. And she’ll enroll armed with a sense of intrinsic motivation to learn new things that many of her peers lost a long time ago.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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