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of Virginia psychologist Daniel Willingham's new book, \"Outsmart Your Brain,\" points out all the wrong ways that students do homework, take notes in class or study for tests.","description":null,"title":"willinghambook","credit":"Adam Mohr for Simon & Schuster","status":"inherit","altTag":null,"fetchFailed":false,"isLoading":false}},"audioPlayerReducer":{"postId":"stream_live"},"authorsReducer":{"byline_mindshift_60868":{"type":"authors","id":"byline_mindshift_60868","meta":{"override":true},"slug":"byline_mindshift_60868","name":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","isLoading":false},"kdnewhouse":{"type":"authors","id":"11487","meta":{"index":"authors_1716337520","id":"11487","found":true},"name":"Kara Newhouse","firstName":"Kara","lastName":"Newhouse","slug":"kdnewhouse","email":"knewhouse@kqed.org","display_author_email":false,"staff_mastheads":["news"],"title":"MindShift 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Try the Play Workshop Structure","publishDate":1716890456,"format":"standard","headTitle":"Want to Incorporate More Play in Learning? Try the Play Workshop Structure | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">“Too often we refer to play as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">just play\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">,” said \u003c/span>\u003ca href=\"https://x.com/MrazKristine\">\u003cspan style=\"font-weight: 400\">Kristine Mraz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, adding that the “just” implies that it has no purpose or value. As an early childhood educator, instructional coach and coauthor of\u003c/span>\u003ca href=\"https://www.heinemann.com/products/e07788.aspx\">\u003ci>\u003cspan style=\"font-weight: 400\"> Purposeful Play\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Mraz advocates for incorporating guided play as a central aspect of the classroom rather than an activity reserved for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\">\u003cspan style=\"font-weight: 400\">recess\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to Mraz, guided play broadly refers to educational activities that are gently steered by an adult using open ended questions and prompts, while still giving children the freedom to explore a learning goal in their own way. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13730\">\u003cspan style=\"font-weight: 400\">benefits of guided play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are well-documented. “Teaching children through guided play \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2022/01/220112094006.htm\">\u003cspan style=\"font-weight: 400\">supports key aspects of their learning and development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at least as well, and sometimes better than the traditional direct instruction they usually receive at school,” noted Mraz. \u003c/span>\u003ca href=\"https://hechingerreport.org/twenty-six-studies-point-to-more-play-for-young-children/\">\u003cspan style=\"font-weight: 400\">Studies indicate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that children who engage in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60255/in-elementary-classrooms-demand-grows-for-play-based-learning\">\u003cspan style=\"font-weight: 400\">play-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> often outperform their peers academically and socially. Additionally, children who attended play-based early childhood centers were \u003c/span>\u003ca href=\"https://deyproject.wordpress.com/wp-content/uploads/2015/01/readinginkindergarten_online-1.pdf\">\u003cspan style=\"font-weight: 400\">less likely to be referred for services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for their social-emotional needs. \u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">But the misconception that play detracts from learning can prevent schools and teachers from integrating it more. Schools often limit play to recess or the end of the day, thus missing its potential as a robust instructional method. “Play is the journey that brings us to standards,” Mraz said “It’s not a time of day. It is a method.” During a talk at The \u003c/span>\u003ca href=\"https://gathering.theeducatorcollaborative.com/\">\u003cspan style=\"font-weight: 400\">Educator Collaborative 2023 Gathering\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Mraz outlined an approach known as the play workshop structure that can help teachers incorporate play into subjects like reading, writing and math. This approach includes three main components: choosing, gathering and clean-up.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"S2 W4 - Beyond Pen and Paper: Play as a Tool for Standards Based Learning\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/MvYyOdva10E?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Choosing: Pick your play\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52421/what-giving-students-choice-looks-like-in-the-classroom\">\u003cspan style=\"font-weight: 400\">choosing step\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the play workshop structure, students are given the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning\">\u003cspan style=\"font-weight: 400\">autonomy to select the activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> they’d like to do. “We can invoke a playful spirit any time we bring up choice. The more choice, the more it feels like play,” said Mraz. Many teachers find it effective to use centers or stations to offer activity choices in the classroom.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if a teacher is focused on guiding students through creating a story using a sequence of events, they may offer students the option to draw their story, use a variety of materials to construct it or engage in dramatic play to act it out. “These all bring us to the standards, but they bring us there in a way that leverages kids’ natural inclinations to play,” said Mraz. She recommended Susan Harris MacKay’s book \u003c/span>\u003ca href=\"https://www.heinemann.com/products/e12034.aspx\">\u003ci>\u003cspan style=\"font-weight: 400\">Story Workshop\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a resource for using play to meet learning standards related to storytelling\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mraz also encouraged teachers to be flexible. Initially, she required students to select a path and stick with it. However, she has since realized that being adaptable can improve student engagement and creativity. “Some days [students] just might need to move around, or sometimes doing something in one area actually inspires [them] in another area,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Gathering: Construct ideas \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After students have played, the gathering phase provides time for students to share their thoughts, reflect on their experiences and collaboratively build knowledge. Mraz suggested that students sit in a circle for this phase. Teachers may guide students to explore various content areas, reflect on themes from the play, address problems that came up or discuss the materials being used. “In order to construct knowledge, you have to have opportunities to process it with people,” Mraz said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one class, Mraz used gathering time to talk about different ways to share materials. Students identified different sharing strategies they used during their play, such as taking turns, splitting items or finding additional materials. Mraz created a chart with these strategies and asked if any students had experiences that could be addressed with those ideas. The activity built on students’ reading and problem-solving skills, Mraz said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help teachers build their facilitation skills, Mraz recommended \u003c/span>\u003ca href=\"https://www.routledge.com/Hands-Down-Speak-Out-Listening-and-Talking-Across-Literacy-and-Math/Wedekind-HermannThompson/p/book/9781625312693\">\u003ci>\u003cspan style=\"font-weight: 400\">Hands Down, Speak Out: Listening and Talking Across Literacy and Math\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Kassia Omohundro Wedekind and Christy Hermann Thompson. “[It’s] a brilliant text on how to develop these circle conversations in your classroom with tons of practical strategy,” said Mraz.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Clean up: Collaborate toward a shared goal\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The clean-up phase of the play workshop structure is not merely about tidying up but about instilling a sense of responsibility and cooperation. While the usual approach might have each child cleaning up their own play area, Mraz suggested organizing clean-up to reflect how it works in the real world. For example, in a family, clean-up tasks are often shared: One person might clear the table, another might wash the dishes and another might dry them. Students can follow a similar structure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of “clean up your own mess,” Mraz uses the message, “our community works to make our space clean.” She assigns specific roles to small groups of students, such as table wipers, block cleaners and a timer setter. “Every child is able to contribute to clean up in a way that plays to their strengths,” she explained.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mraz acknowledged that while play-based learning is familiar to many early childhood educators, incorporating these strategies can be daunting for teachers who rely on traditional methods. Even small shifts can make a significant difference, she said. “Is there one small movement you can make that brings us closer to a world that values children in their natural state, so that children grow to be the people who value one another in their natural state?”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"The play workshop structure uses guided activities, reflection and cooperative clean up to foster academic and social-emotional growth.","status":"publish","parent":0,"modified":1716597625,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":955},"headData":{"title":"Want to Incorporate More Play in Learning? Try the Play Workshop Structure | KQED","description":"The play workshop structure uses guided activities, reflection and cooperative clean up to foster academic and social-emotional growth.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"The play workshop structure uses guided activities, reflection and cooperative clean up to foster academic and social-emotional growth.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Want to Incorporate More Play in Learning? Try the Play Workshop Structure","datePublished":"2024-05-28T03:00:56-07:00","dateModified":"2024-05-24T17:40:25-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63891/want-to-incorporate-more-play-in-learning-try-the-play-workshop-structure","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“Too often we refer to play as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">just play\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">,” said \u003c/span>\u003ca href=\"https://x.com/MrazKristine\">\u003cspan style=\"font-weight: 400\">Kristine Mraz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, adding that the “just” implies that it has no purpose or value. As an early childhood educator, instructional coach and coauthor of\u003c/span>\u003ca href=\"https://www.heinemann.com/products/e07788.aspx\">\u003ci>\u003cspan style=\"font-weight: 400\"> Purposeful Play\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, Mraz advocates for incorporating guided play as a central aspect of the classroom rather than an activity reserved for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\">\u003cspan style=\"font-weight: 400\">recess\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. According to Mraz, guided play broadly refers to educational activities that are gently steered by an adult using open ended questions and prompts, while still giving children the freedom to explore a learning goal in their own way. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13730\">\u003cspan style=\"font-weight: 400\">benefits of guided play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are well-documented. “Teaching children through guided play \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2022/01/220112094006.htm\">\u003cspan style=\"font-weight: 400\">supports key aspects of their learning and development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at least as well, and sometimes better than the traditional direct instruction they usually receive at school,” noted Mraz. \u003c/span>\u003ca href=\"https://hechingerreport.org/twenty-six-studies-point-to-more-play-for-young-children/\">\u003cspan style=\"font-weight: 400\">Studies indicate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that children who engage in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60255/in-elementary-classrooms-demand-grows-for-play-based-learning\">\u003cspan style=\"font-weight: 400\">play-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> often outperform their peers academically and socially. Additionally, children who attended play-based early childhood centers were \u003c/span>\u003ca href=\"https://deyproject.wordpress.com/wp-content/uploads/2015/01/readinginkindergarten_online-1.pdf\">\u003cspan style=\"font-weight: 400\">less likely to be referred for services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for their social-emotional needs. \u003c/span>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cspan style=\"font-weight: 400\">But the misconception that play detracts from learning can prevent schools and teachers from integrating it more. Schools often limit play to recess or the end of the day, thus missing its potential as a robust instructional method. “Play is the journey that brings us to standards,” Mraz said “It’s not a time of day. It is a method.” During a talk at The \u003c/span>\u003ca href=\"https://gathering.theeducatorcollaborative.com/\">\u003cspan style=\"font-weight: 400\">Educator Collaborative 2023 Gathering\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Mraz outlined an approach known as the play workshop structure that can help teachers incorporate play into subjects like reading, writing and math. This approach includes three main components: choosing, gathering and clean-up.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"S2 W4 - Beyond Pen and Paper: Play as a Tool for Standards Based Learning\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/MvYyOdva10E?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Choosing: Pick your play\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52421/what-giving-students-choice-looks-like-in-the-classroom\">\u003cspan style=\"font-weight: 400\">choosing step\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the play workshop structure, students are given the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning\">\u003cspan style=\"font-weight: 400\">autonomy to select the activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> they’d like to do. “We can invoke a playful spirit any time we bring up choice. The more choice, the more it feels like play,” said Mraz. Many teachers find it effective to use centers or stations to offer activity choices in the classroom.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if a teacher is focused on guiding students through creating a story using a sequence of events, they may offer students the option to draw their story, use a variety of materials to construct it or engage in dramatic play to act it out. “These all bring us to the standards, but they bring us there in a way that leverages kids’ natural inclinations to play,” said Mraz. She recommended Susan Harris MacKay’s book \u003c/span>\u003ca href=\"https://www.heinemann.com/products/e12034.aspx\">\u003ci>\u003cspan style=\"font-weight: 400\">Story Workshop\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a resource for using play to meet learning standards related to storytelling\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mraz also encouraged teachers to be flexible. Initially, she required students to select a path and stick with it. However, she has since realized that being adaptable can improve student engagement and creativity. “Some days [students] just might need to move around, or sometimes doing something in one area actually inspires [them] in another area,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Gathering: Construct ideas \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After students have played, the gathering phase provides time for students to share their thoughts, reflect on their experiences and collaboratively build knowledge. Mraz suggested that students sit in a circle for this phase. Teachers may guide students to explore various content areas, reflect on themes from the play, address problems that came up or discuss the materials being used. “In order to construct knowledge, you have to have opportunities to process it with people,” Mraz said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one class, Mraz used gathering time to talk about different ways to share materials. Students identified different sharing strategies they used during their play, such as taking turns, splitting items or finding additional materials. Mraz created a chart with these strategies and asked if any students had experiences that could be addressed with those ideas. The activity built on students’ reading and problem-solving skills, Mraz said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help teachers build their facilitation skills, Mraz recommended \u003c/span>\u003ca href=\"https://www.routledge.com/Hands-Down-Speak-Out-Listening-and-Talking-Across-Literacy-and-Math/Wedekind-HermannThompson/p/book/9781625312693\">\u003ci>\u003cspan style=\"font-weight: 400\">Hands Down, Speak Out: Listening and Talking Across Literacy and Math\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Kassia Omohundro Wedekind and Christy Hermann Thompson. “[It’s] a brilliant text on how to develop these circle conversations in your classroom with tons of practical strategy,” said Mraz.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Clean up: Collaborate toward a shared goal\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The clean-up phase of the play workshop structure is not merely about tidying up but about instilling a sense of responsibility and cooperation. While the usual approach might have each child cleaning up their own play area, Mraz suggested organizing clean-up to reflect how it works in the real world. For example, in a family, clean-up tasks are often shared: One person might clear the table, another might wash the dishes and another might dry them. Students can follow a similar structure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of “clean up your own mess,” Mraz uses the message, “our community works to make our space clean.” She assigns specific roles to small groups of students, such as table wipers, block cleaners and a timer setter. “Every child is able to contribute to clean up in a way that plays to their strengths,” she explained.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mraz acknowledged that while play-based learning is familiar to many early childhood educators, incorporating these strategies can be daunting for teachers who rely on traditional methods. Even small shifts can make a significant difference, she said. “Is there one small movement you can make that brings us closer to a world that values children in their natural state, so that children grow to be the people who value one another in their natural state?”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63891/want-to-incorporate-more-play-in-learning-try-the-play-workshop-structure","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_193"],"tags":["mindshift_21260","mindshift_498","mindshift_943","mindshift_91","mindshift_21166"],"featImg":"mindshift_63892","label":"mindshift_21847"},"mindshift_62349":{"type":"posts","id":"mindshift_62349","meta":{"index":"posts_1716263798","site":"mindshift","id":"62349","score":null,"sort":[1694512854000]},"guestAuthors":[],"slug":"why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change","title":"Why Schoolyards Are a Critical Space for Teaching About — and Fighting — Extreme Heat and Climate Change","publishDate":1694512854,"format":"audio","headTitle":"Why Schoolyards Are a Critical Space for Teaching About — and Fighting — Extreme Heat and Climate Change | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003ca href=\"#episode-transcript\">\u003cspan style=\"font-weight: 400\">\u003ci>View the full episode transcript.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On hot days, fourth-grader Adriana Salas has observed that when the sun beats down on the pavement in her schoolyard it “turns foggy.” There are also days where the slide burns the back of her legs if she is wearing shorts or the monkey bars are too hot to touch. Salas, who attends Roosevelt Elementary School in San Leandro, California, is not alone in feeling the effects of heat on her schoolyard. Across the country, climbing temperatures have led schools to \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/nation/2023/08/24/heat-weather-school-closings-air-conditioning/70656924007/\">\u003cspan style=\"font-weight: 400\">cancel classes and outdoor activities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to protect students from the harmful effects of the heat.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/jennyseydel?lang=en\">\u003cspan style=\"font-weight: 400\">Jenny Seydel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an environmental educator and founder of \u003c/span>\u003ca href=\"https://greenschoolsnationalnetwork.org/\">\u003cspan style=\"font-weight: 400\">Green Schools National Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, encourages teachers to leverage students’ observations about their schools to make learning come alive. According to Seydel, when teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">\u003cspan style=\"font-weight: 400\">use the school grounds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a way to learn about social issues, they’re using their school as a \u003c/span>\u003ca href=\"https://catalyst.greenschoolsnationalnetwork.org/gscatalyst/march_2019/MobilePagedReplica.action?pm=2&folio=10#pg10\">\u003cspan style=\"font-weight: 400\">three-dimensional textbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, schools’ energy and water conservation, architecture and lunches are rich with potential for project-based learning. “We can learn from a textbook. We can memorize concepts. We can use formulas, but we don’t incorporate that learning until it is real,” said Seydel.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Against the backdrop of climate change, Roosevelt Elementary School teachers turned to their schoolyards as a way to apply lessons about rising temperatures to the real world. While \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">\u003cspan style=\"font-weight: 400\">these issues can seem overwhelming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to young students, exploring them within the context of their school can not only make lessons stick, but also encourage students’ sense of civic agency. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>A schoolyard becomes a learning arena\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Armed with infrared thermometers and a map of their school, fourth graders at Roosevelt embarked on the \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/how-cool\">\u003cspan style=\"font-weight: 400\">“How cool is your school?” project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> created by \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/mission\">\u003cspan style=\"font-weight: 400\">Green Schoolyards America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that works to transform asphalt-laden schoolyards into greener spaces. The guiding questions for the fourth graders were:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Is our school a comfortable place for children and adults when the weather is warm?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How can our school community take action to shade and protect students from rising temperatures due to climate change? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_62351\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62351\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Fourth grade teacher Nicole Lamm prepares students for a temperature mapping activity in the schoolyard at Roosevelt Elementary School in San Leandro, California. (Beth LaBerge/ KQED) \u003ccite>(Beth LaBerge/ KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In groups of three, students of Dorie Heinz and Nicole Lamm classes measured and recorded the ground temperature at 25 locations around their school. As students gathered data from places like the tetherball courts, lunch area, and parking lot, a pattern emerged: materials matter. For example, one group found that the ground temperature they recorded at the main playground, which was made of rubber safety material, was almost 50 degrees hotter than the temperature they measured at their school’s grass playing field. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62354\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62354\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jake Council (from left), Arlo Jones and Adrianna Salas participate in a temperature-mapping activity in the schoolyard at Roosevelt Elementary School in San Leandro on June 1, 2023. Students used an infrared thermometer to record temperatures in locations around the playground and yard, including asphalt and green spaces, as an opportunity to learn about climate change, sustainability and other academic topics through hands-on experience. (Beth LaBerge/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our school districts are one of the largest land managers,” Lamm explained to students. “Most schools are covered in asphalt and other materials that heat up in the sun, and schools generally have a lack of shade.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to preliminary research by \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/schoolyard-forest-rationale\">\u003cspan style=\"font-weight: 400\">Green Schoolyards America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, over two million students in California attend schools with less than 5% tree canopy. Less tree coverage contributes to \u003c/span>\u003ca href=\"https://www.epa.gov/heatislands\">\u003cspan style=\"font-weight: 400\">urban heat island effect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is when heat-absorbing materials like asphalt or tar result in higher temperatures in a community. Students’ firsthand observations provided a tangible link between their immediate surroundings and issues outside of their school. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurturing curiosity and critical thinking\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the students returned from gathering data, they shared their findings as a class. When students presented the temperatures they measured, Lamm recorded it on a poster-sized map of the school with color coded stickers. Blue stickers represented the lowest temperatures, which were below 70 degrees fahrenheit, while red stickers represented temperatures above 100 degrees fahrenheit. Shades of yellow and orange stickers indicated temperatures in between. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62355\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62355\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student sits with a map of their school in preparation for the temperature-mapping activity. (Beth LaBerge/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Looking at the map, students pointed out the greater volume of red stickers, compared with blue ones. “It’s mostly hot where we’re playing,” said Adriana. The two lonely blue stickers were in areas with a large tree and a shade structure, respectively. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lamm and Heinz prompted students to brainstorm how to make the playground cooler. “We want to mark our map with triangles to show where we think we should plant more trees and squares for where we think we need shade structures,” said Heinz. One student offered an idea to protect their schools’ youngest students. “There’s this little concrete box. I was thinking maybe we could plant a tree because sometimes I would notice kindergartners eating a snack there,” he said. By the end of the activity, the map was covered in colored dots. Triangle and square-shaped stickers – students’ proposals for shade – were next to some of the hottest areas. The teachers posted the map with all of its stickers in front of the school to show their findings to parents and community members. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62356\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62356 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Dorie Heinz places stickers on the schoolyard map as students brainstorm how to make the playground cooler. By the end of the activity, the map was covered in colored dots. (Ki Sung/KQED)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>The power and potential for green schoolyards\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tackling larger issues at the school level can nurture problem-solving skills that extend beyond academic subjects and prepare students for the complexities of the larger world. \u003c/span>\u003cspan style=\"font-weight: 400\">“It’s really depressing for a lot of kids to read about all the negative things that climate change has created in the world,” said \u003c/span>\u003ca href=\"https://twitter.com/sdanks?lang=en\">\u003cspan style=\"font-weight: 400\">Sharon Danks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, CEO and founder of Green Schoolyards America — the organization that created the “How Cool is Your School” activity. In offering this hands-on STEM lesson plan to schools, Danks and her team hope that administrators implement students’ suggestions and create green schoolyards. “It gives kids a chance to learn about climate change, but also learn about being positive forces for change for the better,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While green schoolyards can vary widely because they reflect the surrounding ecosystem and climate, they may include features such as edible gardens, stormwater capture features or walking trails. Danks described a green schoolyard as “an ecologically rich park and a place that has all kinds of things happening and all types of different social niches for people to be doing different activities in different places and in a natural environment filled with plants and living things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Green schoolyards offer protection against the heat and provide a unique setting for interdisciplinary learning experiences, according to Priya Cook from \u003c/span>\u003ca href=\"https://www.childrenandnature.org/about/\">\u003cspan style=\"font-weight: 400\">Children & Nature Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that works to ensure kids have equitable access to green spaces. She adds that benefits associated with outdoor learning, such as \u003c/span>\u003ca href=\"https://research.childrenandnature.org/research/outdoor-learning-influences-teacher-attitudes-as-well-as-student-behavior-and-engagement-with-learning/?h=2ng6Ylwm\">\u003cspan style=\"font-weight: 400\">improved behavioral control and increased student engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “impact the way a kid can thrive in the classroom.” When students have access to a green schoolyard, their \u003c/span>\u003ca href=\"https://research.childrenandnature.org/research/greenspace-promotes-both-physical-activity-and-emotional-well-being/?h=2ng6Ylwm\">\u003cspan style=\"font-weight: 400\">physical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> increases, and studies have shown that being in natural spaces improves mental\u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/0885412215595441\">\u003cspan style=\"font-weight: 400\"> health and wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While green schoolyards \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/13504620701843426\">\u003cspan style=\"font-weight: 400\">boast a lot of benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, not every school can easily make the transformation. Danks cited \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billStatusClient.xhtml?bill_id=202120220AB2566\">\u003cspan style=\"font-weight: 400\">failures to pass bills supporting greening projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a shortage of funds as the most significant obstacles. Removing asphalt is costly. And because green space is inequitably distributed, schools with the most asphalt are also likely to be schools with the least financial resources. However, \u003c/span>\u003ca href=\"https://www.npr.org/2023/08/26/1196170854/climate-change-is-making-schoolyard-play-dangerously-hot-california-has-a-soluti\">\u003cspan style=\"font-weight: 400\">California has allocated $150 million for green schoolyards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.heinrich.senate.gov/newsroom/press-releases/heinrich-introduces-legislation-to-help-schools-re-envision-build-outdoor-learning-spaces\">\u003cspan style=\"font-weight: 400\">other states\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may follow suit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As one of the most heavily trafficked public spaces, green schoolyards could have an outsized effect. “There’s a reframing that needs to happen in our budget, in our mindset, that says this is a crucial space for children,” said Danks.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5981055431&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And I’m Nimah Gobir. \u003c/span>\u003cspan style=\"font-weight: 400\">Educators are always striving to create hands-on lessons to engage students. These types of learning approaches improve learning retention and promote a deeper understanding of concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Some teachers rely on project based learning, where they have students solve real problems in their community. Others might opt for experiential learning, which can involve field trips and role-playing. There’s also collaborative learning where students work with peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Luckily, teachers don’t have to go far if they want to implement hands-on approaches. According to educator Jenny Seydel, the school building and school grounds are incredible resources for this type of learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jenny Seydel: \u003c/strong> For children up through middle school, that is the place that they spend most time. \u003c/span>\u003cspan style=\"font-weight: 400\"> By the time a child graduates from high school, they’ve spent more than 15,000 hours in a school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Jenny is an expert in environmental education and the founder of Green Schools National Network. She invites educators to think of schools as 3-dimensional textbooks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jenny Seydel:\u003c/strong> Any phenomenon, even historical phenomenon, can be taught through the history of that particular school — the social issues and social problems that are happening in the world — are oftentimes happening in a school. \u003c/span>\u003cspan style=\"font-weight: 400\"> That’s the place where we can bring anything to life that we are teaching.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> So Jenny is saying we can use schools to bridge the gap between theoretical knowledge and real-world application?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s exactly right. When you use your school as a 3D textbook, you can look at all kinds of things – like your school’s water system or architecture, even school lunches. Today we’ll zero in on schoolyards. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If you think about it. Schoolyards are incredible because they entertain kids over many years and developmental stages. \u003c/span>\u003cspan style=\"font-weight: 400\"> And unless a kid is part of a family that is big on gardening, hiking or camping, then it’s likely that schoolyards are where they spend the most of their outside time. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Sharon Danks:\u003c/strong> My name is Sharon Danks, and I’m an environmental city planner.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I talked to Sharon to learn more about schoolyards – how they’re used and their untapped potential.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Sharon Danks:\u003c/strong> Many things they would like to study can be done outdoors in a schoolyard. These days, it’s particularly well-suited to studying climate change and how the materials that people put into the environment shift the temperatures of our urban locations. In California, we have 130,000 acres of public land at our K-12 schools. And they have close to 6 million people on them every day. And that’s more public land visitation than, say, Yosemite has in an entire year.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> But unlike Yosemite and other national parks the majority of schoolyards are not very green!\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks: \u003c/b>Asphalt, plastic, grass and rubber, which are a lot of the go to traditional materials in the United States.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> I’ve seen asphalt and blacktop at many schools. It’s usually where kids play four-square and skin their knees playing tag!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> It’s everywhere. In fact, millions of kids go to schools where fewer than five percent of the grounds have trees.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks: \u003c/b>Even in communities that have a lot of trees, if you look at the aerial photos, they’re not at the schools.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If a school has trees or green space it is usually around the edges of a school. Like next to the school sign or by the parking lots. It’s not to shade kids in sunny weather.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong> And these days kids need all the shade they can get. Triple digit temperatures have forced schools all around the country to cancel classes and even delay the first day of school. Here’s what 4th grader Adriana Salas is noticing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adriana Salas:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s mostly hot where we’re playing at. And sometimes when it’s too hot, sometimes when you look like, just on the top of anything it turns like foggy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> She’s talking about when it gets so hot out that the ground looks kind of wavy. She’s seen that happen on her school’s playground. We’ll hear more from Adriana later.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a lot of communities struggling with urban heat island effect and really extreme temperatures that make it unsafe for kids to be outside.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is Priya Cook from the Children & Nature Network organization. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> I heard Priya say “urban heat island effect.” What is that?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s when asphalt and pavement actually increase the temperature in a community.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a lot of materials that are used in playgrounds that we use in parking lots and roads that really absorb heat and reflect that heat back.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Places that have a lot of urban heat islands are likely to be lower income parts of the city because they usually have fewer plants and more pavement. Often these hotter areas are populated by folks of color.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a difference in some cases of ten degrees between a place that has trees planted and a site that does not. And so that’s in many cases, that’s a big enough difference to, dictate whether or not kids are going to go outside that day, which has all kinds of health and learning impacts.\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The good news is that schools aren’t standing idly by while their schoolyards heat up. We’ll hear from one school in San Leandro, California about how they turned to their schoolyards as a way to learn more about these environmental changes firsthand. That’s coming up after the break.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Stay with us.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>Welcome, everybody.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> It’s a beautiful day at Roosevelt Elementary School in San Leandro, California. Today it’s 67 degrees fahrenheit, but temperatures here can get into the triple digits. Ms. Heinz and Ms. Lamm’s 4th grade classes have come together to start a project that uses their schoolyard as a 3D textbook.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nicole Lamm:\u003c/strong> Today is our first day of doing our “How Cool is Your School?” project.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong> Ms. Lam is speaking to students using a headset. This project is the brainchild of Green Schoolyards America — Sharon Danks, who we spoke to earlier is the founder of that organization. Ms. Lamm teed up students for the “How Cool is Your School?” project with two guiding questions…\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cstrong>Nicole Lamm: \u003c/strong>\u003c/b>\u003ci>I\u003c/i>\u003cspan style=\"font-weight: 400\">s our school a comfortable place for children and adults when the weather is warm?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003cspan style=\"font-weight: 400\">How can our school community take action to shade and protect students from rising temperatures due to climate change?\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Students are put into groups of three and each group is given a map of the school\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">We have our classrooms right here. We have the basketball court, the cafeteria, our other building over there and the kindergarten rooms…\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Different locations on the map are numbered from one to 25\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003c/b>T\u003cspan style=\"font-weight: 400\">hose numbers are there for a reason. You are going to get five places that you have to measure.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>So you have to figure out exactly where that number is and find that spot in the school.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Each group also gets an infrared thermometer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Dorie Heinz\u003ci>: \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">You’re going to point the thermometer at the ground. W\u003c/span>\u003cspan style=\"font-weight: 400\">hen you pull the trigger, the temperature stops and records it. That’s where you and your team are going to record your temperature.\u003c/span>\u003cspan style=\"font-weight: 400\"> So, at one location you’ll be doing three readings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is the crux of the project, so I’ll reiterate what Ms Lamm says: Each group takes three temperature readings of the same point on the ground in their assigned location. This is to get an accurate reading of the ground surface. Then, they record the average of the three readings on a worksheet.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adrianna Salas\u003c/b>\u003cspan style=\"font-weight: 400\">: We are going on the field to 16.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> We followed one group of students as they did their measurements.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Arlo Jones: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Arlo Jones, fourth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jake Decker:\u003c/strong> Jake Decker, fourth grade.\u003c/span>\u003ci> \u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> Adriana Salas, fourth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And yes, that is the same Adriana we heard from earlier!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> First up on their list: area 16. It’s located on the field, so it’s a grassy area. They make their way over and get their three readings with the thermometer\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They record their findings. The surface of the field has an average of about 97 degrees. They head to the next spot on their list. Number 17 on the map. It has grass too and it’s close to some classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So the average temperature of the ground surface here is about 95 degrees. They start to make their way to their third location: number 18. It’s a triangular playground area with swings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Arlo Jones:\u003c/strong> I would say it’s like the main playground. The main place where people play.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> It’s like the big playground\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They describe it as the school’s main playground so most kids play there. \u003c/span>\u003cspan style=\"font-weight: 400\">The surface is made of that rubber safety material that you see in so many schoolyards now. Especially newer schools…and they predict that it’s going to be hot. They’re right. The three readings they get there average at a steamy 143 degrees\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Adriana shared some reflections on what she’s learned about her schoolyard so far.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adriana Salas: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s very hot. And sometimes you might get like, a shocking, like, “Wow. Like kids play in the hotness.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> After students are finished visiting all of the locations they’ve been assigned, they come back to the classroom to talk about their findings.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm:\u003c/b>\u003cspan style=\"font-weight: 400\"> So when we say a location that you tested, I want you to raise your hand and read out the average that you just found for location one.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nimah Gobir: That’s Ms. Lamm again. The other teacher, Miss Heinz, is standing in front of a poster-sized map of the school. She has colored stickers ranging from blue – which represent temperatures in the 70s or below – to deep shades of red, which represents temperatures over 100 degrees. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Location two right over here where the tetherball is. \u003c/span>\u003cspan style=\"font-weight: 400\">115. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What about location three? Right on the lake by the four square.\u003c/span>\u003cspan style=\"font-weight: 400\"> 123. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>Four, which is over by where you eat lunch every day? \u003c/span>\u003cspan style=\"font-weight: 400\"> 63. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What do we notice about location four? It’s covered by a shade structure? And can you say that number nice and loud one more time? Sixty-three degrees is a lot cooler when we have a shaded structure. Interesting to notice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Every time they call out a number, a colored sticker representing the temperature is stuck to the corresponding location on the big version of the map.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> So students could actually see where the different colored dots were clustered at their school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They went all the way through 25 locations. And when they were all done calling out the average temperatures. They were asked to share what they noticed about all the colored dots on the map. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">What do you notice about the two places that are blue, though? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Students:\u003c/strong> They’re shaded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Dorie Heinz: \u003c/b>They’re shaded so they’re way cooler.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> \u003c/span>\u003cspan style=\"font-weight: 400\">What? Shades the blue dot on this side?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Students:\u003c/strong> The tree.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What about the other one? The canopy. The shade structure. So both of those are the coolest locations and we know that they have things that are providing shade: the trees and the shade structure. Really good observation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir\u003c/strong>: Aside from those two blue spots the school is mostly a cluster of red and yellow dots representing ground surface temperatures from 80 degrees to as high as 151 degrees.\u003c/span>\u003cspan style=\"font-weight: 400\"> The really hot temperatures are on the playgrounds and basketball courts. Materials like turf, rubber and blacktop receive temperatures in the triple digits.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> But the project doesn’t end there. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> What else do they do? \u003c/span>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> A big part of using your school as a 3D textbook, especially when dealing with big issues like climate change, is finding solutions and encouraging student agency. So for the last part of the activity, students make a proposal for how they can make the school a bit cooler. So Ms. Lamm directs the students’ attention back to the big map again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>W\u003c/i>\u003cspan style=\"font-weight: 400\">e want to mark our map with triangles to show where we think we should plant more trees and squares for where we think we need shade structures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> You can hear that they’re thinking about the schoolyards materials as they decide which places need cooling down.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> So Adriana is saying that not just because of the ground surface material, but because of the playground itself that could benefit from having a shade structure over it. Is that right?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> Because the play structure is made out of metal. Metal is really easy to get hot\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> Right. Thinking about that material again. The play structure is made out of hard plastic and metal. Those things get really really hot. So we definitely want to add a shade structure over the playground. I love that idea. I also heard Adriana say that we want to add a tree to the middle of the field similar to how it looks at the front of the school with our big trees.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When they were done, they put the big map with all of its stickers on display in the front of the school for parents and community members to see. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Sometimes talking about real-world challenges can lead to anxiety and feelings of helplessness, but it’s great that they were able to share their insights. That’s often the first step towards putting ideas into action.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Activities like this can lead to schools developing green schoolyards. Here’s Sharon Danks again to tell us more.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I would say that it is most succinctly described as an ecologically rich park. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They vary widely. The plants in a green schoolyard will depend on its ecosystem and climate. A lot of schools are starting to transition to green schoolyards.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think the need is becoming more clear through weather getting more extreme. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong> Nimah Gobir:\u003c/strong> California is in the second year of a statewide initiative called the California Schoolyard Forest System. The main goal is to increase the number of trees in public schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Green schoolyards don’t just provide shade on hot days. They come with a whole bunch of benefits, including more opportunities for kids to use their schools for learning. When school leaders start dreaming about the potential they can unlock with a green schoolyard, it’s hard to stop. They start saying things like…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I’d like a place for kids to do their curriculum outside. I’d like a place that’s good for physical and mental health for kids and teachers. We’d like a place for nature. We’d like a place for the birds to come, the wildlife, to be able to visit the pollinators andyou want to see the butterflies and you know, things like that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Our school buildings and schoolyards are not just physical spaces but dynamic learning resources waiting to be tapped into.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Learning from textbooks is valuable, but true learning comes alive when we bring education into the real world. School grounds and schoolyards provide the perfect opportunity to do just that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And if a school is able to develop a green schoolyard, you can provide kids with a living laboratory where they engage with nature, explore ecosystems, and understand the impact of their actions on the environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So teachers, you don’t have to travel far for your next hands-on learning opportunity. Seeing your schoolyards and school buildings in a new light might just empower the next generation of change-makers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas: \u003c/strong>I think I think now I’m going to be really good – an expert!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This episode would not have been possible without Sharon Danks, Jenny Seydel, Priya Cook, Principal Kumamoto, Ms. Lamm, Ms. Heinz, and their 4th graders. A big thank you to Kevin Stark and Laura Klivans for their support with reporting.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes Ki Sung, Kara Newhouse, Marlena Jackson Retondo and me, Nimah Gobir. Our editor is Chris Hambrick and Seth Samuel is our sound designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Additional support from Jen Chien, Katie Sprenger, Cesar Saldaña and Holly Kernan .\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Thank you for listening!\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Transforming schoolyards into green, shaded spaces fosters STEM learning and empowers students with problem-solving skills to address climate change.","status":"publish","parent":0,"modified":1722870480,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":122,"wordCount":4461},"headData":{"title":"Why Schoolyards Are a Critical Space for Teaching About — and Fighting — Extreme Heat and Climate Change | KQED","description":"Transforming schoolyards into green, shaded spaces creates STEM learning opportunities and fosters problem-solving skills.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Transforming schoolyards into green, shaded spaces creates STEM learning opportunities and fosters problem-solving skills.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Schoolyards Are a Critical Space for Teaching About — and Fighting — Extreme Heat and Climate Change","datePublished":"2023-09-12T03:00:54-07:00","dateModified":"2024-08-05T08:08:00-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC5981055431.mp3?updated=1694476485","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003cspan style=\"font-weight: 400\">\u003ci>View the full episode transcript.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On hot days, fourth-grader Adriana Salas has observed that when the sun beats down on the pavement in her schoolyard it “turns foggy.” There are also days where the slide burns the back of her legs if she is wearing shorts or the monkey bars are too hot to touch. Salas, who attends Roosevelt Elementary School in San Leandro, California, is not alone in feeling the effects of heat on her schoolyard. Across the country, climbing temperatures have led schools to \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/nation/2023/08/24/heat-weather-school-closings-air-conditioning/70656924007/\">\u003cspan style=\"font-weight: 400\">cancel classes and outdoor activities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to protect students from the harmful effects of the heat.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/jennyseydel?lang=en\">\u003cspan style=\"font-weight: 400\">Jenny Seydel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an environmental educator and founder of \u003c/span>\u003ca href=\"https://greenschoolsnationalnetwork.org/\">\u003cspan style=\"font-weight: 400\">Green Schools National Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, encourages teachers to leverage students’ observations about their schools to make learning come alive. According to Seydel, when teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">\u003cspan style=\"font-weight: 400\">use the school grounds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a way to learn about social issues, they’re using their school as a \u003c/span>\u003ca href=\"https://catalyst.greenschoolsnationalnetwork.org/gscatalyst/march_2019/MobilePagedReplica.action?pm=2&folio=10#pg10\">\u003cspan style=\"font-weight: 400\">three-dimensional textbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, schools’ energy and water conservation, architecture and lunches are rich with potential for project-based learning. “We can learn from a textbook. We can memorize concepts. We can use formulas, but we don’t incorporate that learning until it is real,” said Seydel.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Against the backdrop of climate change, Roosevelt Elementary School teachers turned to their schoolyards as a way to apply lessons about rising temperatures to the real world. While \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">\u003cspan style=\"font-weight: 400\">these issues can seem overwhelming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to young students, exploring them within the context of their school can not only make lessons stick, but also encourage students’ sense of civic agency. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>A schoolyard becomes a learning arena\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Armed with infrared thermometers and a map of their school, fourth graders at Roosevelt embarked on the \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/how-cool\">\u003cspan style=\"font-weight: 400\">“How cool is your school?” project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> created by \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/mission\">\u003cspan style=\"font-weight: 400\">Green Schoolyards America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that works to transform asphalt-laden schoolyards into greener spaces. The guiding questions for the fourth graders were:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Is our school a comfortable place for children and adults when the weather is warm?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How can our school community take action to shade and protect students from rising temperatures due to climate change? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_62351\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62351\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Fourth grade teacher Nicole Lamm prepares students for a temperature mapping activity in the schoolyard at Roosevelt Elementary School in San Leandro, California. (Beth LaBerge/ KQED) \u003ccite>(Beth LaBerge/ KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In groups of three, students of Dorie Heinz and Nicole Lamm classes measured and recorded the ground temperature at 25 locations around their school. As students gathered data from places like the tetherball courts, lunch area, and parking lot, a pattern emerged: materials matter. For example, one group found that the ground temperature they recorded at the main playground, which was made of rubber safety material, was almost 50 degrees hotter than the temperature they measured at their school’s grass playing field. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62354\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62354\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jake Council (from left), Arlo Jones and Adrianna Salas participate in a temperature-mapping activity in the schoolyard at Roosevelt Elementary School in San Leandro on June 1, 2023. Students used an infrared thermometer to record temperatures in locations around the playground and yard, including asphalt and green spaces, as an opportunity to learn about climate change, sustainability and other academic topics through hands-on experience. (Beth LaBerge/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our school districts are one of the largest land managers,” Lamm explained to students. “Most schools are covered in asphalt and other materials that heat up in the sun, and schools generally have a lack of shade.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to preliminary research by \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/schoolyard-forest-rationale\">\u003cspan style=\"font-weight: 400\">Green Schoolyards America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, over two million students in California attend schools with less than 5% tree canopy. Less tree coverage contributes to \u003c/span>\u003ca href=\"https://www.epa.gov/heatislands\">\u003cspan style=\"font-weight: 400\">urban heat island effect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is when heat-absorbing materials like asphalt or tar result in higher temperatures in a community. Students’ firsthand observations provided a tangible link between their immediate surroundings and issues outside of their school. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurturing curiosity and critical thinking\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the students returned from gathering data, they shared their findings as a class. When students presented the temperatures they measured, Lamm recorded it on a poster-sized map of the school with color coded stickers. Blue stickers represented the lowest temperatures, which were below 70 degrees fahrenheit, while red stickers represented temperatures above 100 degrees fahrenheit. Shades of yellow and orange stickers indicated temperatures in between. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62355\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62355\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student sits with a map of their school in preparation for the temperature-mapping activity. (Beth LaBerge/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Looking at the map, students pointed out the greater volume of red stickers, compared with blue ones. “It’s mostly hot where we’re playing,” said Adriana. The two lonely blue stickers were in areas with a large tree and a shade structure, respectively. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lamm and Heinz prompted students to brainstorm how to make the playground cooler. “We want to mark our map with triangles to show where we think we should plant more trees and squares for where we think we need shade structures,” said Heinz. One student offered an idea to protect their schools’ youngest students. “There’s this little concrete box. I was thinking maybe we could plant a tree because sometimes I would notice kindergartners eating a snack there,” he said. By the end of the activity, the map was covered in colored dots. Triangle and square-shaped stickers – students’ proposals for shade – were next to some of the hottest areas. The teachers posted the map with all of its stickers in front of the school to show their findings to parents and community members. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62356\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62356 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Dorie Heinz places stickers on the schoolyard map as students brainstorm how to make the playground cooler. By the end of the activity, the map was covered in colored dots. (Ki Sung/KQED)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>The power and potential for green schoolyards\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tackling larger issues at the school level can nurture problem-solving skills that extend beyond academic subjects and prepare students for the complexities of the larger world. \u003c/span>\u003cspan style=\"font-weight: 400\">“It’s really depressing for a lot of kids to read about all the negative things that climate change has created in the world,” said \u003c/span>\u003ca href=\"https://twitter.com/sdanks?lang=en\">\u003cspan style=\"font-weight: 400\">Sharon Danks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, CEO and founder of Green Schoolyards America — the organization that created the “How Cool is Your School” activity. In offering this hands-on STEM lesson plan to schools, Danks and her team hope that administrators implement students’ suggestions and create green schoolyards. “It gives kids a chance to learn about climate change, but also learn about being positive forces for change for the better,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While green schoolyards can vary widely because they reflect the surrounding ecosystem and climate, they may include features such as edible gardens, stormwater capture features or walking trails. Danks described a green schoolyard as “an ecologically rich park and a place that has all kinds of things happening and all types of different social niches for people to be doing different activities in different places and in a natural environment filled with plants and living things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Green schoolyards offer protection against the heat and provide a unique setting for interdisciplinary learning experiences, according to Priya Cook from \u003c/span>\u003ca href=\"https://www.childrenandnature.org/about/\">\u003cspan style=\"font-weight: 400\">Children & Nature Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that works to ensure kids have equitable access to green spaces. She adds that benefits associated with outdoor learning, such as \u003c/span>\u003ca href=\"https://research.childrenandnature.org/research/outdoor-learning-influences-teacher-attitudes-as-well-as-student-behavior-and-engagement-with-learning/?h=2ng6Ylwm\">\u003cspan style=\"font-weight: 400\">improved behavioral control and increased student engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “impact the way a kid can thrive in the classroom.” When students have access to a green schoolyard, their \u003c/span>\u003ca href=\"https://research.childrenandnature.org/research/greenspace-promotes-both-physical-activity-and-emotional-well-being/?h=2ng6Ylwm\">\u003cspan style=\"font-weight: 400\">physical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> increases, and studies have shown that being in natural spaces improves mental\u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/0885412215595441\">\u003cspan style=\"font-weight: 400\"> health and wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While green schoolyards \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/13504620701843426\">\u003cspan style=\"font-weight: 400\">boast a lot of benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, not every school can easily make the transformation. Danks cited \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billStatusClient.xhtml?bill_id=202120220AB2566\">\u003cspan style=\"font-weight: 400\">failures to pass bills supporting greening projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a shortage of funds as the most significant obstacles. Removing asphalt is costly. And because green space is inequitably distributed, schools with the most asphalt are also likely to be schools with the least financial resources. However, \u003c/span>\u003ca href=\"https://www.npr.org/2023/08/26/1196170854/climate-change-is-making-schoolyard-play-dangerously-hot-california-has-a-soluti\">\u003cspan style=\"font-weight: 400\">California has allocated $150 million for green schoolyards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.heinrich.senate.gov/newsroom/press-releases/heinrich-introduces-legislation-to-help-schools-re-envision-build-outdoor-learning-spaces\">\u003cspan style=\"font-weight: 400\">other states\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may follow suit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As one of the most heavily trafficked public spaces, green schoolyards could have an outsized effect. “There’s a reframing that needs to happen in our budget, in our mindset, that says this is a crucial space for children,” said Danks.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5981055431&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And I’m Nimah Gobir. \u003c/span>\u003cspan style=\"font-weight: 400\">Educators are always striving to create hands-on lessons to engage students. These types of learning approaches improve learning retention and promote a deeper understanding of concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Some teachers rely on project based learning, where they have students solve real problems in their community. Others might opt for experiential learning, which can involve field trips and role-playing. There’s also collaborative learning where students work with peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Luckily, teachers don’t have to go far if they want to implement hands-on approaches. According to educator Jenny Seydel, the school building and school grounds are incredible resources for this type of learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jenny Seydel: \u003c/strong> For children up through middle school, that is the place that they spend most time. \u003c/span>\u003cspan style=\"font-weight: 400\"> By the time a child graduates from high school, they’ve spent more than 15,000 hours in a school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Jenny is an expert in environmental education and the founder of Green Schools National Network. She invites educators to think of schools as 3-dimensional textbooks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jenny Seydel:\u003c/strong> Any phenomenon, even historical phenomenon, can be taught through the history of that particular school — the social issues and social problems that are happening in the world — are oftentimes happening in a school. \u003c/span>\u003cspan style=\"font-weight: 400\"> That’s the place where we can bring anything to life that we are teaching.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> So Jenny is saying we can use schools to bridge the gap between theoretical knowledge and real-world application?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s exactly right. When you use your school as a 3D textbook, you can look at all kinds of things – like your school’s water system or architecture, even school lunches. Today we’ll zero in on schoolyards. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If you think about it. Schoolyards are incredible because they entertain kids over many years and developmental stages. \u003c/span>\u003cspan style=\"font-weight: 400\"> And unless a kid is part of a family that is big on gardening, hiking or camping, then it’s likely that schoolyards are where they spend the most of their outside time. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Sharon Danks:\u003c/strong> My name is Sharon Danks, and I’m an environmental city planner.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I talked to Sharon to learn more about schoolyards – how they’re used and their untapped potential.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Sharon Danks:\u003c/strong> Many things they would like to study can be done outdoors in a schoolyard. These days, it’s particularly well-suited to studying climate change and how the materials that people put into the environment shift the temperatures of our urban locations. In California, we have 130,000 acres of public land at our K-12 schools. And they have close to 6 million people on them every day. And that’s more public land visitation than, say, Yosemite has in an entire year.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> But unlike Yosemite and other national parks the majority of schoolyards are not very green!\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks: \u003c/b>Asphalt, plastic, grass and rubber, which are a lot of the go to traditional materials in the United States.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> I’ve seen asphalt and blacktop at many schools. It’s usually where kids play four-square and skin their knees playing tag!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> It’s everywhere. In fact, millions of kids go to schools where fewer than five percent of the grounds have trees.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks: \u003c/b>Even in communities that have a lot of trees, if you look at the aerial photos, they’re not at the schools.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If a school has trees or green space it is usually around the edges of a school. Like next to the school sign or by the parking lots. It’s not to shade kids in sunny weather.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong> And these days kids need all the shade they can get. Triple digit temperatures have forced schools all around the country to cancel classes and even delay the first day of school. Here’s what 4th grader Adriana Salas is noticing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adriana Salas:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s mostly hot where we’re playing at. And sometimes when it’s too hot, sometimes when you look like, just on the top of anything it turns like foggy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> She’s talking about when it gets so hot out that the ground looks kind of wavy. She’s seen that happen on her school’s playground. We’ll hear more from Adriana later.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a lot of communities struggling with urban heat island effect and really extreme temperatures that make it unsafe for kids to be outside.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is Priya Cook from the Children & Nature Network organization. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> I heard Priya say “urban heat island effect.” What is that?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s when asphalt and pavement actually increase the temperature in a community.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a lot of materials that are used in playgrounds that we use in parking lots and roads that really absorb heat and reflect that heat back.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Places that have a lot of urban heat islands are likely to be lower income parts of the city because they usually have fewer plants and more pavement. Often these hotter areas are populated by folks of color.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a difference in some cases of ten degrees between a place that has trees planted and a site that does not. And so that’s in many cases, that’s a big enough difference to, dictate whether or not kids are going to go outside that day, which has all kinds of health and learning impacts.\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The good news is that schools aren’t standing idly by while their schoolyards heat up. We’ll hear from one school in San Leandro, California about how they turned to their schoolyards as a way to learn more about these environmental changes firsthand. That’s coming up after the break.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Stay with us.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>Welcome, everybody.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> It’s a beautiful day at Roosevelt Elementary School in San Leandro, California. Today it’s 67 degrees fahrenheit, but temperatures here can get into the triple digits. Ms. Heinz and Ms. Lamm’s 4th grade classes have come together to start a project that uses their schoolyard as a 3D textbook.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nicole Lamm:\u003c/strong> Today is our first day of doing our “How Cool is Your School?” project.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong> Ms. Lam is speaking to students using a headset. This project is the brainchild of Green Schoolyards America — Sharon Danks, who we spoke to earlier is the founder of that organization. Ms. Lamm teed up students for the “How Cool is Your School?” project with two guiding questions…\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cstrong>Nicole Lamm: \u003c/strong>\u003c/b>\u003ci>I\u003c/i>\u003cspan style=\"font-weight: 400\">s our school a comfortable place for children and adults when the weather is warm?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003cspan style=\"font-weight: 400\">How can our school community take action to shade and protect students from rising temperatures due to climate change?\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Students are put into groups of three and each group is given a map of the school\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">We have our classrooms right here. We have the basketball court, the cafeteria, our other building over there and the kindergarten rooms…\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Different locations on the map are numbered from one to 25\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003c/b>T\u003cspan style=\"font-weight: 400\">hose numbers are there for a reason. You are going to get five places that you have to measure.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>So you have to figure out exactly where that number is and find that spot in the school.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Each group also gets an infrared thermometer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Dorie Heinz\u003ci>: \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">You’re going to point the thermometer at the ground. W\u003c/span>\u003cspan style=\"font-weight: 400\">hen you pull the trigger, the temperature stops and records it. That’s where you and your team are going to record your temperature.\u003c/span>\u003cspan style=\"font-weight: 400\"> So, at one location you’ll be doing three readings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is the crux of the project, so I’ll reiterate what Ms Lamm says: Each group takes three temperature readings of the same point on the ground in their assigned location. This is to get an accurate reading of the ground surface. Then, they record the average of the three readings on a worksheet.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adrianna Salas\u003c/b>\u003cspan style=\"font-weight: 400\">: We are going on the field to 16.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> We followed one group of students as they did their measurements.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Arlo Jones: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Arlo Jones, fourth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jake Decker:\u003c/strong> Jake Decker, fourth grade.\u003c/span>\u003ci> \u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> Adriana Salas, fourth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And yes, that is the same Adriana we heard from earlier!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> First up on their list: area 16. It’s located on the field, so it’s a grassy area. They make their way over and get their three readings with the thermometer\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They record their findings. The surface of the field has an average of about 97 degrees. They head to the next spot on their list. Number 17 on the map. It has grass too and it’s close to some classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So the average temperature of the ground surface here is about 95 degrees. They start to make their way to their third location: number 18. It’s a triangular playground area with swings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Arlo Jones:\u003c/strong> I would say it’s like the main playground. The main place where people play.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> It’s like the big playground\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They describe it as the school’s main playground so most kids play there. \u003c/span>\u003cspan style=\"font-weight: 400\">The surface is made of that rubber safety material that you see in so many schoolyards now. Especially newer schools…and they predict that it’s going to be hot. They’re right. The three readings they get there average at a steamy 143 degrees\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Adriana shared some reflections on what she’s learned about her schoolyard so far.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adriana Salas: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s very hot. And sometimes you might get like, a shocking, like, “Wow. Like kids play in the hotness.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> After students are finished visiting all of the locations they’ve been assigned, they come back to the classroom to talk about their findings.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm:\u003c/b>\u003cspan style=\"font-weight: 400\"> So when we say a location that you tested, I want you to raise your hand and read out the average that you just found for location one.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nimah Gobir: That’s Ms. Lamm again. The other teacher, Miss Heinz, is standing in front of a poster-sized map of the school. She has colored stickers ranging from blue – which represent temperatures in the 70s or below – to deep shades of red, which represents temperatures over 100 degrees. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Location two right over here where the tetherball is. \u003c/span>\u003cspan style=\"font-weight: 400\">115. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What about location three? Right on the lake by the four square.\u003c/span>\u003cspan style=\"font-weight: 400\"> 123. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>Four, which is over by where you eat lunch every day? \u003c/span>\u003cspan style=\"font-weight: 400\"> 63. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What do we notice about location four? It’s covered by a shade structure? And can you say that number nice and loud one more time? Sixty-three degrees is a lot cooler when we have a shaded structure. Interesting to notice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Every time they call out a number, a colored sticker representing the temperature is stuck to the corresponding location on the big version of the map.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> So students could actually see where the different colored dots were clustered at their school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They went all the way through 25 locations. And when they were all done calling out the average temperatures. They were asked to share what they noticed about all the colored dots on the map. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">What do you notice about the two places that are blue, though? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Students:\u003c/strong> They’re shaded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Dorie Heinz: \u003c/b>They’re shaded so they’re way cooler.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> \u003c/span>\u003cspan style=\"font-weight: 400\">What? Shades the blue dot on this side?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Students:\u003c/strong> The tree.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What about the other one? The canopy. The shade structure. So both of those are the coolest locations and we know that they have things that are providing shade: the trees and the shade structure. Really good observation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir\u003c/strong>: Aside from those two blue spots the school is mostly a cluster of red and yellow dots representing ground surface temperatures from 80 degrees to as high as 151 degrees.\u003c/span>\u003cspan style=\"font-weight: 400\"> The really hot temperatures are on the playgrounds and basketball courts. Materials like turf, rubber and blacktop receive temperatures in the triple digits.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> But the project doesn’t end there. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> What else do they do? \u003c/span>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> A big part of using your school as a 3D textbook, especially when dealing with big issues like climate change, is finding solutions and encouraging student agency. So for the last part of the activity, students make a proposal for how they can make the school a bit cooler. So Ms. Lamm directs the students’ attention back to the big map again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>W\u003c/i>\u003cspan style=\"font-weight: 400\">e want to mark our map with triangles to show where we think we should plant more trees and squares for where we think we need shade structures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> You can hear that they’re thinking about the schoolyards materials as they decide which places need cooling down.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> So Adriana is saying that not just because of the ground surface material, but because of the playground itself that could benefit from having a shade structure over it. Is that right?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> Because the play structure is made out of metal. Metal is really easy to get hot\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> Right. Thinking about that material again. The play structure is made out of hard plastic and metal. Those things get really really hot. So we definitely want to add a shade structure over the playground. I love that idea. I also heard Adriana say that we want to add a tree to the middle of the field similar to how it looks at the front of the school with our big trees.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When they were done, they put the big map with all of its stickers on display in the front of the school for parents and community members to see. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Sometimes talking about real-world challenges can lead to anxiety and feelings of helplessness, but it’s great that they were able to share their insights. That’s often the first step towards putting ideas into action.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Activities like this can lead to schools developing green schoolyards. Here’s Sharon Danks again to tell us more.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I would say that it is most succinctly described as an ecologically rich park. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They vary widely. The plants in a green schoolyard will depend on its ecosystem and climate. A lot of schools are starting to transition to green schoolyards.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think the need is becoming more clear through weather getting more extreme. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong> Nimah Gobir:\u003c/strong> California is in the second year of a statewide initiative called the California Schoolyard Forest System. The main goal is to increase the number of trees in public schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Green schoolyards don’t just provide shade on hot days. They come with a whole bunch of benefits, including more opportunities for kids to use their schools for learning. When school leaders start dreaming about the potential they can unlock with a green schoolyard, it’s hard to stop. They start saying things like…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I’d like a place for kids to do their curriculum outside. I’d like a place that’s good for physical and mental health for kids and teachers. We’d like a place for nature. We’d like a place for the birds to come, the wildlife, to be able to visit the pollinators andyou want to see the butterflies and you know, things like that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Our school buildings and schoolyards are not just physical spaces but dynamic learning resources waiting to be tapped into.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Learning from textbooks is valuable, but true learning comes alive when we bring education into the real world. School grounds and schoolyards provide the perfect opportunity to do just that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And if a school is able to develop a green schoolyard, you can provide kids with a living laboratory where they engage with nature, explore ecosystems, and understand the impact of their actions on the environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So teachers, you don’t have to travel far for your next hands-on learning opportunity. Seeing your schoolyards and school buildings in a new light might just empower the next generation of change-makers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas: \u003c/strong>I think I think now I’m going to be really good – an expert!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This episode would not have been possible without Sharon Danks, Jenny Seydel, Priya Cook, Principal Kumamoto, Ms. Lamm, Ms. Heinz, and their 4th graders. A big thank you to Kevin Stark and Laura Klivans for their support with reporting.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes Ki Sung, Kara Newhouse, Marlena Jackson Retondo and me, Nimah Gobir. Our editor is Chris Hambrick and Seth Samuel is our sound designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Additional support from Jen Chien, Katie Sprenger, Cesar Saldaña and Holly Kernan .\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Thank you for listening!\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21508","mindshift_21130","mindshift_21848"],"tags":["mindshift_21757","mindshift_21124","mindshift_21592","mindshift_21463","mindshift_21059","mindshift_21565","mindshift_256"],"featImg":"mindshift_62350","label":"mindshift_21847"},"mindshift_62290":{"type":"posts","id":"mindshift_62290","meta":{"index":"posts_1716263798","site":"mindshift","id":"62290","score":null,"sort":[1693303216000]},"parent":0,"labelTerm":{"site":"mindshift","term":21847},"blocks":[],"publishDate":1693303216,"format":"standard","title":"Teaching Kids the Right Way to Say 'I’m sorry'","headTitle":"Teaching Kids the Right Way to Say ‘I’m sorry’ | KQED","content":"\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s a common scenario – one that plays out in schools and homes all the time. A child hurts another child, physically or emotionally. Grownups are called in to arbitrate. The adult tells one – or perhaps all – of the kids to say, “I’m sorry.” Those two words are uttered, and all is supposed to be well. But the resolution is often lopsided. “When you just do that quick apology, you feel better, you move on,” said fifth grade teacher Rayna Freedman. “But oftentimes the other person is still left with a bucket of feelings.” She remembers that from her own childhood, and she sees it all the time in her classroom at Jordan Jackson Elementary School in Mansfield, Massachusetts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s why, for the last few years, she’s been teaching her students how to give more meaningful apologies. During these lessons, the fifth graders practice not only saying “I’m sorry,” but acknowledging why their actions were wrong, offering to repair harm, and promising not to repeat the behavior.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Effective apologies require empathy, perspective-taking, honesty and courage – all \u003ca href=\"https://www.kqed.org/mindshift/58790/why-kindness-and-emotional-literacy-matters-in-raising-kids\">qualities that schools and parents try to cultivate in children\u003c/a>. Freedman has seen that teaching how to apologize well changes her students’ interactions with each other and with her for the better. “These types of lessons really build empathy in kids because now they’re able to clearly understand that even though I don’t [or] might not realize I did something wrong, I still hurt this other human being somehow,” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Role-playing apologies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explicit lessons on giving good apologies are rare for kids, and they live in a world full of adults who aren’t great at the task, either. “I think there are lots of people who just think of an apology as something that mean people force you to do,” said Susan McCarthy, co-author of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.npr.org/2023/01/19/1150075861/authors-explain-how-and-why-to-apologize-the-right-way\">Sorry, Sorry, Sorry: The Case for Good Apologies\u003c/a>.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> “Now they’re a grown up, nobody can make them apologize and they’re not going\u003c/span> to.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">McCarthy and her co-author, Marjorie Ingall, are also the pens behind \u003c/span>\u003ca href=\"https://sorrywatch.com/\">\u003cspan style=\"font-weight: 400\">SorryWatch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a website that analyzes apologies in the news, pop culture and history. SorryWatch is full of examples of bad apologies, such as actors who \u003c/span>\u003ca href=\"https://sorrywatch.com/no-it-is-not-the-tradition-to-sacrifice-a-sound-guy/\">\u003cspan style=\"font-weight: 400\">tweet “I’m sorry \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">if\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> athletes who \u003c/span>\u003ca href=\"https://sorrywatch.com/5370/\">\u003cspan style=\"font-weight: 400\">make excuses with their apologies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and corporations that issue apology statements \u003c/span>\u003ca href=\"https://sorrywatch.com/a-horrid-apology-from-lufthansa-right-out-of-the-gate/\">\u003cspan style=\"font-weight: 400\">without ever naming what happened\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://sorrywatch.com/sweet-glittery-apologies-in-the-real-world/\">\u003cspan style=\"font-weight: 400\">Good apologies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are rare, but they don’t have to be. “The nice thing about good apologies is that the form is actually really simple. It’s the doing it that is hard, not the steps themselves,” said Ingall.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like most hard things, apologizing is easier when you’ve had practice. In Freedman’s fifth grade class, she teaches seven steps to a meaningful apology. Her lessons were inspired by \u003c/span>\u003ca href=\"https://twitter.com/rlfreedm/status/1343305366449369092\">\u003cspan style=\"font-weight: 400\">a sketchnote by educator Sylvia Duckworth\u003c/span>\u003c/a>, ideas about ‘brave spaces’ from educator \u003ca href=\"https://www.kennethshelton.net/\">Kenneth Shelton\u003c/a>,\u003cspan style=\"font-weight: 400\"> and a podcast episode with \u003c/span>\u003ca href=\"https://brenebrown.com/podcast/harriet-lerner-and-brene-im-sorry-how-to-apologize-why-it-matters-part-1-of-2/\">\u003cspan style=\"font-weight: 400\">psychologist Harriet Lerner and author Brené Brown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Thanks @sylviaduckworth \u003ca href=\"https://twitter.com/BreneBrown?ref_src=twsrc%5Etfw\">@BreneBrown\u003c/a> \u003ca href=\"https://twitter.com/HarrietLerner?ref_src=twsrc%5Etfw\">@HarrietLerner\u003c/a> 4 inspiring this conversation 2 have w/Ss. I’ve been planning a lesson on how to apologize & \u003ca href=\"https://twitter.com/MindShiftKQED?ref_src=twsrc%5Etfw\">@MindShiftKQED\u003c/a> post gave me the kick I needed. \u003ca href=\"https://twitter.com/SlidesManiaSM?ref_src=twsrc%5Etfw\">@SlidesManiaSM\u003c/a> TY for your template! \u003ca href=\"https://twitter.com/hashtag/remotelearning?src=hash&ref_src=twsrc%5Etfw\">#remotelearning\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ditchbook?src=hash&ref_src=twsrc%5Etfw\">#ditchbook\u003c/a> \u003ca href=\"https://t.co/etmeZxl4em\">https://t.co/etmeZxl4em\u003c/a> \u003ca href=\"https://t.co/V39R9KADAg\">https://t.co/V39R9KADAg\u003c/a>\u003c/p>\n\u003cp>— Rayna Freedman, Ed.D (@rlfreedm) \u003ca href=\"https://twitter.com/rlfreedm/status/1343305366449369092?ref_src=twsrc%5Etfw\">December 27, 2020\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Freedman teaches the lessons during morning meetings, a period when her class does community-building activities. She covers one step per day, and students role-play with made-up scenarios, such as tripping a classmate at recess or plagiarizing their homework.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For most students, steps like saying why their behavior was wrong and asking “How can I make this better?” are new terrain. “Just getting them to talk and have a conversation about it and be in that driver’s seat to practice is huge because you can’t just teach them a step and then not actually have them practice it and use it,” Freedman said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to role-playing, students discuss why the steps matter, what bad apologies sound like, and how it feels to receive good and bad apologies. They also talk about the difference between when they want to apologize and when they’re told to apologize. For Freedman, that’s important because there’s no point in apologizing if they haven’t truly accepted responsibility. It’s also important because not every instance someone demands or expects an apology from another person is valid. Freedman can still remember the injustice of being required to apologize for things she didn’t do as a kid or where her feelings weren’t being heard.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are times where the adults do need to listen to kids and what they’re saying and what they’re feeling. And kids need to be empowered and know that they have a voice and be able to share that voice,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">McCarthy and Ingall said that not listening to kids is one of several common mistakes adults make when teaching (or telling) kids to say “I’m sorry.” Others include:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Not modeling good apologies.\u003c/b>\u003cspan style=\"font-weight: 400\"> This can mean giving bad apologies or just doing their apologies in private where kids don’t get to see and hear them.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Scolding children \u003c/b>\u003cb>\u003ci>after \u003c/i>\u003c/b>\u003cb>they’ve apologized. \u003c/b>\u003cspan style=\"font-weight: 400\">This creates an association in the child’s memory between apologizing and being reprimanded, making them less inclined to apologize in the future.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Requiring kids to kiss or hug after an apology.\u003c/b>\u003cspan style=\"font-weight: 400\"> “Apologies are with words, not with touching,” said Ingall.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Showing up with bravery\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout her lessons, Freedman shares apology examples from her own life. She said that hearing her stories and each others’ experiences is validating for students. It also normalizes screwing up sometimes while building skills to move forward from those mistakes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think the whole thing with going through this is [that] it’s humbling, right?” she said. “It’s teaching people to accept responsibility for something they’ve done. And not everybody can do that.” After these lessons, her fifth graders can. Freedman has seen students put the steps into practice in her classroom and on the playground. She’s also heard about her students teaching other kids or family members how to apologize better.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Samantha Huffenus, mom to one of Freedman’s recent students, said she’d noticed the difference in her son. “Caleb has actually gotten much better about apologizing just in the very, very recent past,” she said a few months after the lessons. “He used to send text messages when he felt like he owed an apology to one of us, usually his dad or I. And the other day he came downstairs and he apologized [for something] and he accepted it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The face-to-face acknowledgement made the apology feel more genuine, Huffenus said. For his part, Caleb said that the steps he learned in class feel better than a hasty, two-word apology. “I feel like the person appreciates it much more, that I actually care about saying sorry,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s one step in the seven from Freedman’s lessons that McCarthy and Ingall, the SorryWatch writers, disagree with. It’s asking forgiveness, which they leave out of their own \u003c/span>\u003ca href=\"https://sorrywatch.com/louder-for-the-folks-in-the-back-the-6-5-steps-to-a-good-apology/\">\u003cspan style=\"font-weight: 400\">guidance for a good apology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We think forgiveness is a gift to be granted. And it’s rude to ask for a gift,” Ingall explained. That difference aside, the authors find it encouraging to see teachers bringing apologies lessons into classrooms. “Apologies are an essential part of building the world we want to live in,” Ingall said. “And I would hope that parents and teachers can work together on creating this kind of much more civilized, beautiful world.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That sentiment echoes Freedman’s vision for her classroom. Her apologies lessons are part of a year-long effort to prompt students to reflect on how they show up in school, at home and in their community. She models showing up in brave and honest ways by sharing her own mistakes and \u003c/span>\u003ca href=\"https://www.huffpost.com/entry/teachers-apologizing-students_n_60ae80d0e4b0d45b7531b0d3\">\u003cspan style=\"font-weight: 400\">apologizing to students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when necessary. And she hopes the effects of these lessons will carry on when students leave her classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I feel that I am teaching kids life skills beyond how to solve a math problem or how to read and decode a text,” she said. “Those are the things that – state standards, Common Core – that we have to teach. But I teach humans.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Humans make mistakes. And to make things better, humans apologize.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC6212545512&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Welcome to MindShift, where we explore the future of learning and how we raise our kids. I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Today we’re talking about something that isn’t usually in school curriculum: how to say “I’m sorry.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Students don’t get graded for it, but apologizing is a learned skill. And it can be hard.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Fonzie\u003c/b>\u003cspan style=\"font-weight: 400\">: Richie, I am sincerely ssss … [\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Laughter\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Richie:\u003c/b>\u003cspan style=\"font-weight: 400\"> Fonz, you don’t have to say ‘I’m sorry.’\u003c/span>\u003c/p>\n\u003cp>\u003cb>Fonzie\u003c/b>\u003cspan style=\"font-weight: 400\">: Good. I won’t.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> That was Fonzie in the classic sitcom \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Happy Days\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. In the show, his inability to say “sorry” was a running joke. But it’s true that a lot of people have trouble saying those words.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And that’s not the only way to mess up an apology.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> We’ve all heard bad apologies. Someone might say they’re sorry but never say what for…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Justin Timberlake:\u003c/b>\u003cspan style=\"font-weight: 400\"> What occurred was unintentional…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They might apologize for someone else’s feelings, instead of their own actions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Brittany Dawn Davis:\u003c/b>\u003cspan style=\"font-weight: 400\"> I apologize to anyone who feels like they got scammed from me.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> They might try to justify their actions. Or soften their admission of responsibility by saying this isn’t really who they are.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Chris Brown: \u003c/b>\u003cspan style=\"font-weight: 400\">I have tried to live my life in a way which can make those around me proud of me, and until recently, I think I was doing a pretty good job.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Those clips were from apologies by pop singer Justin Timberlake, fitness influencer Brittany Dawn and R&B singer Chris Brown. Kids hear bad apologies on TV, in the news, and in their own lives all the time. And they aren’t usually taught how to do it better.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> But there’s hope. In today’s episode we’ll learn the elements of a good apology, and we’ll meet a fifth grade teacher who’s helping her students learn the right way to say “I’m sorry.” That’s all after the break.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Psychologists and researchers have developed a variety of models for how to give a good apology.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They all have a few things in common.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Acknowledging what happened and the harm it caused. Actually saying “I’m sorry.” Offering a way to repair harm. And committing to not repeat the behavior.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Kara, we already heard some examples of what bad apologies sound like. Let’s hear a good example.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> I talked to Eva Lewis, who works in public engagement for state government. She told me about a pretty big mistake she made as a senior in college. She was supposed to write an honors thesis analyzing foreign aid to developing countries.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Eva Lewis:\u003c/b> \u003cspan style=\"font-weight: 400\">I thought I had a resource that had the data I needed for those 40 countries. But then when I got into the data, it did not. It only had like 28 of the countries and there was missing data.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> She told her professor. The professor notified the academic dean that Eva was at risk of not finishing her thesis. Eva was … stressed.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Eva Lewis: \u003c/b>\u003cspan style=\"font-weight: 400\">So my sister gave me a good point. She’s like, ‘Hey, go talk to the academic dean, apologize and talk about how you’re going to rectify it.’ And me, I would have never thought about this. So I made an appointment with the academic dean, and as soon as I sat down with her, I said, ‘Hey, I just wanna apologize. Like, I didn’t do what I needed to do. I should have looked at the data before – completely – before saying I was going to do this and that, this and that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The dean was surprised. She’d heard plenty of excuses from students in her career. But apologies? Not so much.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Eva Lewis: \u003c/b>\u003cspan style=\"font-weight: 400\">And she just stared at me. She was like. No one’s ever. No one’s ever done that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Eva worked out a plan to narrow the focus of her thesis and find some additional data.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Did you graduate?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Eva Lewis:\u003c/b> \u003cspan style=\"font-weight: 400\">Yes, I did. With honors.\u003c/span> \u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">laughter\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Kara, that does sound like a pretty good apology. She acknowledged what she’d done wrong, actually said ‘I’m sorry,’ and made a plan to fix the problem.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The other thing I love about Eva’s story is that her sister suggested she apologize AND gave her tips for how to do it. Most of us don’t get models like that as kids or even as young adults.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Susan McCarthy: \u003c/b>\u003cspan style=\"font-weight: 400\">I think there are lots of people who just think of apology as something that, that mean people force you to do. Now they’re a grown up. Nobody can make them apologize and they’re not going to.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> That’s Susan McCarthy. She’s one of the creators of SorryWatch, a website that analyzes apologies in the news, pop culture and history.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Susan McCarthy: \u003c/b>\u003cspan style=\"font-weight: 400\">We take them apart and we say, ‘This is good and here’s why. This is bad and here’s why.’ It turns out that there’s a big appetite out there for ‘Why did that apology not leave me feeling good?’\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Susan and her SorryWatch partner, Marjorie Ingall, also wrote a book. It’s called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Sorry, Sorry, Sorry: The Case for Good Apologies\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. In one chapter, Susan and Marjorie write about the things grown-ups get wrong when dealing with children and apologies.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Sometimes when a parent or a teacher just wants kids to stop fighting, they’ll tell everyone involved to say “sorry” without finding out what really happened.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> It takes longer, but when adults make time and space to listen to children who are fighting, the kids can feel heard. That makes it more likely that when they do say “I’m sorry,” they’ll mean it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Another thing that grown-ups often do is lecture kids after they’ve already apologized.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Susan compared this to a mistake new dog owners make. Imagine you’ve got an energetic puppy running around, and it doesn’t come when you call it. You call its name a few times, and when it finally comes…you yell “bad dog!”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Susan McCarthy: \u003c/b>\u003cspan style=\"font-weight: 400\">You’re not rewarding the dog for coming. You’re punishing it for coming. So the next time the dog goes, ‘ehh, she’s calling me, but she’s just going to get mad at me, so I’ll just stay out of arm’s reach.’\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> So when an adult scolds a child after they’ve apologized, it creates a link in the child’s brain between saying “sorry” and that negative reaction.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Marjorie, Susan’s co-author, suggested a better way to respond.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Marjorie Ingall:\u003c/b> \u003cspan style=\"font-weight: 400\">When a kid apologizes to you, even though you’re angry for the thing that the kid is apologizing for, you know, I think we have to take a step back and have the first response be, ‘Thank you for apologizing. I know that was difficult. Where do you think we go from here?’\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Kara, everything we’ve talked about so far is about how to respond after a problem occurs. What can we do to proactively teach kids about apologies before they need to give one?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Nimah, we don’t usually think about it this way, but learning social-emotional skills is like playing a sport or an instrument. You need to learn some basics and practice in a supportive setting before you can apply it when the stakes are higher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I met a fifth grade teacher who is creating that kind of learning space for her students. Because it’s hard to teach this sort of lesson in the heat of the moment.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">I hear a lot of “I’m sorry.” And then they move on. But the other person’s still sitting there like, “What is happening?”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dr. Rayna Freedman teaches at Jordan Jackson Elementary School in Mansfield, Massachusetts. Since fifth grade is the final year before middle school, it’s her job to prepare students for that. She sees this goal as more than just academic.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">I feel that I am teaching kids life skills beyond how to solve a math problem or how to read and decode a text. Those are the things that state standards, right, Common Core, that we have to teach. But I teach humans.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">One of the ways this idea of “teaching humans” comes into play is during morning meetings. That’s when the class does activities that Dr. Freedman designed to help her fifth graders figure out who they want to be in the world.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">We do a lot of talking about what a brave space is. We read this poem from Facing History & Ourselves that talks about how there’s no such thing as a safe space, that there’s only brave spaces, and standing up and being honest and reflective in those spaces.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dr. Freedman’s students explore topics like kindness and community. They share their passions and their dreams. And for two weeks in January, they learn how to say “I’m sorry” in a meaningful way.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">We really start off with discussing like when you’re told to apologize and then when you want to apologize, which are two different things that are – the kids are taken aback when we start.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dr. Freedman uses a seven step model for apologies. One of her students, Caleb Huffenus, got a lot out of the lessons, so he’ll help share the steps.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">We start off with saying what you’re sorry for.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Caleb Huffenus: \u003c/b>\u003cspan style=\"font-weight: 400\">“I’m sorry for…”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">Before moving on to\u003c/span> \u003cspan style=\"font-weight: 400\">step two, which is saying why it was wrong.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Caleb Huffenus: \u003c/b>\u003cspan style=\"font-weight: 400\">It was wrong because…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">Then we go on to the third step, which is accepting full responsibility. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Caleb Huffenus: \u003c/b>\u003cspan style=\"font-weight: 400\">I accept full responsibility for what I did/said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">And then asking how to make amends is step four, which gets into having a conversation with the person, because you recognize that that other person’s hurt.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Caleb Huffenus: \u003c/b>\u003cspan style=\"font-weight: 400\">How can I make this better?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">The fifth step is committing to not doing it again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Caleb Huffenus: \u003c/b>\u003cspan style=\"font-weight: 400\">Moving forward, I promise to…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">The sixth step is asking for forgiveness.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Caleb Huffenus: \u003c/b>\u003cspan style=\"font-weight: 400\">Will you accept my apology?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">The seventh step is to thank the person they’re talking to about validating the other person for bringing whatever it was to their attention.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Caleb Huffenus: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you for bringing this to my attention.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The students role-play each step with scenarios, like tripping a classmate at recess or plagiarizing their homework.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">Just getting them to talk and have a conversation about it is huge.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dr. Freedman teaches one step per day. After all the role-playing, the class spends a few days discussing good and bad apologies.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">A lot of them had no idea there was more to it than “I’m sorry.” In fact, all of them. And then when we got into what’s not an apology, you hear the snickers because you know that that’s what they’ve been doing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The students also write down some of their reflections. Here’s what one of them wrote.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Child actor [Nico Yuen]: \u003c/b>\u003cspan style=\"font-weight: 400\">Sometimes I feel under pressure because I did something and I don’t want to accept full responsibility. I try to do it, but I don’t have the guts to do it sometimes. But from now on, I’m going to accept responsibility.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">And that’s out of the mouth of a fifth grader.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">When I talked to Caleb, who gave us the apology steps earlier, he said that before these lessons he’d never done most of the steps. Like number five, promising not to repeat the mistake. Now, he thinks that’s important.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Caleb Huffenus:\u003c/b> \u003cspan style=\"font-weight: 400\">Because if you don’t commit to not doing this again, they might think that you would do that again to them and might not stay friends with you.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Caleb noticed that when classmates used these steps, their apologies felt more sincere. It made a difference when he apologized to others, too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Caleb Huffenus:\u003c/b> \u003cspan style=\"font-weight: 400\">I feel like the person appreciates it much more that I actually care about saying sorry. And not just saying sorry and being over with it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Caleb’s mom, Samantha Huffenus, noticed a difference in her fifth grader, too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Samantha Huffenus:\u003c/b> \u003cspan style=\"font-weight: 400\">Caleb has actually gotten much better about apologizing. Just in the very, very recent past. I’ve noticed a really big change. He used to send text messages when he felt like he owed an apology to one of us, usually his dad or I. And the other day he came downstairs and he apologized and he, he accepted it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Samantha Huffenus: \u003c/b>\u003cspan style=\"font-weight: 400\">It really made a huge difference because before it kind of just seemed like he did it because he felt like he should say something, either because he was in trouble and and knew he should apologize or whatever the case may be. But coming down and actually, you know, doing some of those steps that he learned really made a difference to me, receiving the apology and making it seem a lot more genuine.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">So Kara, Caleb was able to do something a lot of adults don’t do – apologize face to face.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">He’s not the only one. In the three years she’s taught these lessons, Dr. Freedman has heard from other parents who noticed their children using these steps with their siblings. She’s also heard from other teachers about her students apologizing to kids at recess. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Often when kids hurt someone or break a rule, they get caught up in the fear and shame that comes from knowing they did something wrong. They’re thinking “Am I going to get in trouble?” … And, “How can I avoid getting in trouble?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Learning how to apologize gives them a different path forward.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">And so these types of lessons really build empathy in kids because now they’re able to clearly understand that even though I don’t, I might not realize I did something wrong, I still hurt this other human being somehow.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Dr. Freedman has even heard about her students using what they learned to advocate for themselves when they’re being treated unfairly.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">I’ve heard it from families before where at the dinner table, the child is teaching them, ‘No, you don’t apologize like that.’ Like ‘That’s too rushed. You’re not listening to me and my feelings.’\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Good apologies require empathy, perspective-taking, honesty and courage – all things that schools and parents try to cultivate in children.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dr. Freedman said that teaching these lessons has made her more intentional about her own apologies. She stopped saying sorry for things just because someone told her to, and she’s conscious of modeling true apologies to her students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">I’ve had to do some big apologies. Right? Like things even to kids. Like, ‘I did not know that this could have been taken this way. And let’s talk about what that means and how it makes you feel. And, you know, I’m going to accept responsibility and I am not going to use those words anymore.’\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Dr. Freedman created the apologies lessons in 2020, after going through several years of diversity, equity and inclusion training. That work helped her reflect on things she had said or done in the past that were hurtful or offensive, even if she didn’t know it at the time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">If we could all apologize when we say things like that to people who are different than us, regardless of if it’s religion, political, sex, gender, whatever it is, we’d probably be in a better place. And that’s being in the brave space, right?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> When grown-ups model humility and give kids tools to put apologies into action, they can help young people be in the brave space at school, at home, and as they grow into the future.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you to Rayna Freedman, Caleb and Samantha Huffenus, Susan McCarthy, Marjorie Ingall, and Eva Lewis. Thanks also to Nico Yuen for reading the student reflection. The MindShift team includes Nimah Gobir, Ki Sung, Marlena Jackson-Retondo, and me, Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our editor is Chris Hambrick. Chris Hoff engineered this episode. Jen Chien is KQED’s director of podcasts. Katie Sprenger is Podcast Operations Manager. Audience Engagement Support from Cesar Saldaña. Holly Kernan is KQED’s Chief Content Officer.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED. Thank you for listening!\u003c/span>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":true,"hasPolis":false,"wordCount":4602,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":129},"modified":1714586989,"excerpt":"Kids don't often get explicit lessons in how to give a good apology. A fifth grade teacher in Massachusetts has her students role-play the steps beyond \"I'm sorry.\"","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Effective apologies require empathy, perspective-taking, honesty and courage. A fifth grade teacher has her students role-play the steps beyond "I'm sorry."","socialDescription":"Effective apologies require empathy, perspective-taking, honesty and courage. A fifth grade teacher has her students role-play the steps beyond "I'm sorry."","title":"Teaching Kids the Right Way to Say 'I’m sorry' | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Teaching Kids the Right Way to Say 'I’m sorry'","datePublished":"2023-08-29T03:00:16-07:00","dateModified":"2024-05-01T11:09:49-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"teaching-kids-the-right-way-to-say-im-sorry","status":"publish","audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC6212545512.mp3?updated=1693257447","excludeFromSiteSearch":"Include","sticky":false,"articleAge":"0","nprStoryId":"kqed-62290","path":"/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s a common scenario – one that plays out in schools and homes all the time. A child hurts another child, physically or emotionally. Grownups are called in to arbitrate. The adult tells one – or perhaps all – of the kids to say, “I’m sorry.” Those two words are uttered, and all is supposed to be well. But the resolution is often lopsided. “When you just do that quick apology, you feel better, you move on,” said fifth grade teacher Rayna Freedman. “But oftentimes the other person is still left with a bucket of feelings.” She remembers that from her own childhood, and she sees it all the time in her classroom at Jordan Jackson Elementary School in Mansfield, Massachusetts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s why, for the last few years, she’s been teaching her students how to give more meaningful apologies. During these lessons, the fifth graders practice not only saying “I’m sorry,” but acknowledging why their actions were wrong, offering to repair harm, and promising not to repeat the behavior.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Effective apologies require empathy, perspective-taking, honesty and courage – all \u003ca href=\"https://www.kqed.org/mindshift/58790/why-kindness-and-emotional-literacy-matters-in-raising-kids\">qualities that schools and parents try to cultivate in children\u003c/a>. Freedman has seen that teaching how to apologize well changes her students’ interactions with each other and with her for the better. “These types of lessons really build empathy in kids because now they’re able to clearly understand that even though I don’t [or] might not realize I did something wrong, I still hurt this other human being somehow,” she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Role-playing apologies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explicit lessons on giving good apologies are rare for kids, and they live in a world full of adults who aren’t great at the task, either. “I think there are lots of people who just think of an apology as something that mean people force you to do,” said Susan McCarthy, co-author of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.npr.org/2023/01/19/1150075861/authors-explain-how-and-why-to-apologize-the-right-way\">Sorry, Sorry, Sorry: The Case for Good Apologies\u003c/a>.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> “Now they’re a grown up, nobody can make them apologize and they’re not going\u003c/span> to.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">McCarthy and her co-author, Marjorie Ingall, are also the pens behind \u003c/span>\u003ca href=\"https://sorrywatch.com/\">\u003cspan style=\"font-weight: 400\">SorryWatch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a website that analyzes apologies in the news, pop culture and history. SorryWatch is full of examples of bad apologies, such as actors who \u003c/span>\u003ca href=\"https://sorrywatch.com/no-it-is-not-the-tradition-to-sacrifice-a-sound-guy/\">\u003cspan style=\"font-weight: 400\">tweet “I’m sorry \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">if\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> athletes who \u003c/span>\u003ca href=\"https://sorrywatch.com/5370/\">\u003cspan style=\"font-weight: 400\">make excuses with their apologies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and corporations that issue apology statements \u003c/span>\u003ca href=\"https://sorrywatch.com/a-horrid-apology-from-lufthansa-right-out-of-the-gate/\">\u003cspan style=\"font-weight: 400\">without ever naming what happened\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://sorrywatch.com/sweet-glittery-apologies-in-the-real-world/\">\u003cspan style=\"font-weight: 400\">Good apologies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are rare, but they don’t have to be. “The nice thing about good apologies is that the form is actually really simple. It’s the doing it that is hard, not the steps themselves,” said Ingall.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like most hard things, apologizing is easier when you’ve had practice. In Freedman’s fifth grade class, she teaches seven steps to a meaningful apology. Her lessons were inspired by \u003c/span>\u003ca href=\"https://twitter.com/rlfreedm/status/1343305366449369092\">\u003cspan style=\"font-weight: 400\">a sketchnote by educator Sylvia Duckworth\u003c/span>\u003c/a>, ideas about ‘brave spaces’ from educator \u003ca href=\"https://www.kennethshelton.net/\">Kenneth Shelton\u003c/a>,\u003cspan style=\"font-weight: 400\"> and a podcast episode with \u003c/span>\u003ca href=\"https://brenebrown.com/podcast/harriet-lerner-and-brene-im-sorry-how-to-apologize-why-it-matters-part-1-of-2/\">\u003cspan style=\"font-weight: 400\">psychologist Harriet Lerner and author Brené Brown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Thanks @sylviaduckworth \u003ca href=\"https://twitter.com/BreneBrown?ref_src=twsrc%5Etfw\">@BreneBrown\u003c/a> \u003ca href=\"https://twitter.com/HarrietLerner?ref_src=twsrc%5Etfw\">@HarrietLerner\u003c/a> 4 inspiring this conversation 2 have w/Ss. I’ve been planning a lesson on how to apologize & \u003ca href=\"https://twitter.com/MindShiftKQED?ref_src=twsrc%5Etfw\">@MindShiftKQED\u003c/a> post gave me the kick I needed. \u003ca href=\"https://twitter.com/SlidesManiaSM?ref_src=twsrc%5Etfw\">@SlidesManiaSM\u003c/a> TY for your template! \u003ca href=\"https://twitter.com/hashtag/remotelearning?src=hash&ref_src=twsrc%5Etfw\">#remotelearning\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ditchbook?src=hash&ref_src=twsrc%5Etfw\">#ditchbook\u003c/a> \u003ca href=\"https://t.co/etmeZxl4em\">https://t.co/etmeZxl4em\u003c/a> \u003ca href=\"https://t.co/V39R9KADAg\">https://t.co/V39R9KADAg\u003c/a>\u003c/p>\n\u003cp>— Rayna Freedman, Ed.D (@rlfreedm) \u003ca href=\"https://twitter.com/rlfreedm/status/1343305366449369092?ref_src=twsrc%5Etfw\">December 27, 2020\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Freedman teaches the lessons during morning meetings, a period when her class does community-building activities. She covers one step per day, and students role-play with made-up scenarios, such as tripping a classmate at recess or plagiarizing their homework.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For most students, steps like saying why their behavior was wrong and asking “How can I make this better?” are new terrain. “Just getting them to talk and have a conversation about it and be in that driver’s seat to practice is huge because you can’t just teach them a step and then not actually have them practice it and use it,” Freedman said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to role-playing, students discuss why the steps matter, what bad apologies sound like, and how it feels to receive good and bad apologies. They also talk about the difference between when they want to apologize and when they’re told to apologize. For Freedman, that’s important because there’s no point in apologizing if they haven’t truly accepted responsibility. It’s also important because not every instance someone demands or expects an apology from another person is valid. Freedman can still remember the injustice of being required to apologize for things she didn’t do as a kid or where her feelings weren’t being heard.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are times where the adults do need to listen to kids and what they’re saying and what they’re feeling. And kids need to be empowered and know that they have a voice and be able to share that voice,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">McCarthy and Ingall said that not listening to kids is one of several common mistakes adults make when teaching (or telling) kids to say “I’m sorry.” Others include:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Not modeling good apologies.\u003c/b>\u003cspan style=\"font-weight: 400\"> This can mean giving bad apologies or just doing their apologies in private where kids don’t get to see and hear them.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Scolding children \u003c/b>\u003cb>\u003ci>after \u003c/i>\u003c/b>\u003cb>they’ve apologized. \u003c/b>\u003cspan style=\"font-weight: 400\">This creates an association in the child’s memory between apologizing and being reprimanded, making them less inclined to apologize in the future.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Requiring kids to kiss or hug after an apology.\u003c/b>\u003cspan style=\"font-weight: 400\"> “Apologies are with words, not with touching,” said Ingall.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Showing up with bravery\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Throughout her lessons, Freedman shares apology examples from her own life. She said that hearing her stories and each others’ experiences is validating for students. It also normalizes screwing up sometimes while building skills to move forward from those mistakes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think the whole thing with going through this is [that] it’s humbling, right?” she said. “It’s teaching people to accept responsibility for something they’ve done. And not everybody can do that.” After these lessons, her fifth graders can. Freedman has seen students put the steps into practice in her classroom and on the playground. She’s also heard about her students teaching other kids or family members how to apologize better.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Samantha Huffenus, mom to one of Freedman’s recent students, said she’d noticed the difference in her son. “Caleb has actually gotten much better about apologizing just in the very, very recent past,” she said a few months after the lessons. “He used to send text messages when he felt like he owed an apology to one of us, usually his dad or I. And the other day he came downstairs and he apologized [for something] and he accepted it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The face-to-face acknowledgement made the apology feel more genuine, Huffenus said. For his part, Caleb said that the steps he learned in class feel better than a hasty, two-word apology. “I feel like the person appreciates it much more, that I actually care about saying sorry,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s one step in the seven from Freedman’s lessons that McCarthy and Ingall, the SorryWatch writers, disagree with. It’s asking forgiveness, which they leave out of their own \u003c/span>\u003ca href=\"https://sorrywatch.com/louder-for-the-folks-in-the-back-the-6-5-steps-to-a-good-apology/\">\u003cspan style=\"font-weight: 400\">guidance for a good apology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “We think forgiveness is a gift to be granted. And it’s rude to ask for a gift,” Ingall explained. That difference aside, the authors find it encouraging to see teachers bringing apologies lessons into classrooms. “Apologies are an essential part of building the world we want to live in,” Ingall said. “And I would hope that parents and teachers can work together on creating this kind of much more civilized, beautiful world.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That sentiment echoes Freedman’s vision for her classroom. Her apologies lessons are part of a year-long effort to prompt students to reflect on how they show up in school, at home and in their community. She models showing up in brave and honest ways by sharing her own mistakes and \u003c/span>\u003ca href=\"https://www.huffpost.com/entry/teachers-apologizing-students_n_60ae80d0e4b0d45b7531b0d3\">\u003cspan style=\"font-weight: 400\">apologizing to students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when necessary. And she hopes the effects of these lessons will carry on when students leave her classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I feel that I am teaching kids life skills beyond how to solve a math problem or how to read and decode a text,” she said. “Those are the things that – state standards, Common Core – that we have to teach. But I teach humans.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Humans make mistakes. And to make things better, humans apologize.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC6212545512&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Welcome to MindShift, where we explore the future of learning and how we raise our kids. I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Today we’re talking about something that isn’t usually in school curriculum: how to say “I’m sorry.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Students don’t get graded for it, but apologizing is a learned skill. And it can be hard.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Fonzie\u003c/b>\u003cspan style=\"font-weight: 400\">: Richie, I am sincerely ssss … [\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Laughter\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Richie:\u003c/b>\u003cspan style=\"font-weight: 400\"> Fonz, you don’t have to say ‘I’m sorry.’\u003c/span>\u003c/p>\n\u003cp>\u003cb>Fonzie\u003c/b>\u003cspan style=\"font-weight: 400\">: Good. I won’t.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> That was Fonzie in the classic sitcom \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Happy Days\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. In the show, his inability to say “sorry” was a running joke. But it’s true that a lot of people have trouble saying those words.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And that’s not the only way to mess up an apology.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> We’ve all heard bad apologies. Someone might say they’re sorry but never say what for…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Justin Timberlake:\u003c/b>\u003cspan style=\"font-weight: 400\"> What occurred was unintentional…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They might apologize for someone else’s feelings, instead of their own actions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Brittany Dawn Davis:\u003c/b>\u003cspan style=\"font-weight: 400\"> I apologize to anyone who feels like they got scammed from me.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> They might try to justify their actions. Or soften their admission of responsibility by saying this isn’t really who they are.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Chris Brown: \u003c/b>\u003cspan style=\"font-weight: 400\">I have tried to live my life in a way which can make those around me proud of me, and until recently, I think I was doing a pretty good job.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Those clips were from apologies by pop singer Justin Timberlake, fitness influencer Brittany Dawn and R&B singer Chris Brown. Kids hear bad apologies on TV, in the news, and in their own lives all the time. And they aren’t usually taught how to do it better.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> But there’s hope. In today’s episode we’ll learn the elements of a good apology, and we’ll meet a fifth grade teacher who’s helping her students learn the right way to say “I’m sorry.” That’s all after the break.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Psychologists and researchers have developed a variety of models for how to give a good apology.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They all have a few things in common.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Acknowledging what happened and the harm it caused. Actually saying “I’m sorry.” Offering a way to repair harm. And committing to not repeat the behavior.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Kara, we already heard some examples of what bad apologies sound like. Let’s hear a good example.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> I talked to Eva Lewis, who works in public engagement for state government. She told me about a pretty big mistake she made as a senior in college. She was supposed to write an honors thesis analyzing foreign aid to developing countries.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Eva Lewis:\u003c/b> \u003cspan style=\"font-weight: 400\">I thought I had a resource that had the data I needed for those 40 countries. But then when I got into the data, it did not. It only had like 28 of the countries and there was missing data.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> She told her professor. The professor notified the academic dean that Eva was at risk of not finishing her thesis. Eva was … stressed.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Eva Lewis: \u003c/b>\u003cspan style=\"font-weight: 400\">So my sister gave me a good point. She’s like, ‘Hey, go talk to the academic dean, apologize and talk about how you’re going to rectify it.’ And me, I would have never thought about this. So I made an appointment with the academic dean, and as soon as I sat down with her, I said, ‘Hey, I just wanna apologize. Like, I didn’t do what I needed to do. I should have looked at the data before – completely – before saying I was going to do this and that, this and that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The dean was surprised. She’d heard plenty of excuses from students in her career. But apologies? Not so much.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Eva Lewis: \u003c/b>\u003cspan style=\"font-weight: 400\">And she just stared at me. She was like. No one’s ever. No one’s ever done that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Eva worked out a plan to narrow the focus of her thesis and find some additional data.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Did you graduate?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Eva Lewis:\u003c/b> \u003cspan style=\"font-weight: 400\">Yes, I did. With honors.\u003c/span> \u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">laughter\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Kara, that does sound like a pretty good apology. She acknowledged what she’d done wrong, actually said ‘I’m sorry,’ and made a plan to fix the problem.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The other thing I love about Eva’s story is that her sister suggested she apologize AND gave her tips for how to do it. Most of us don’t get models like that as kids or even as young adults.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Susan McCarthy: \u003c/b>\u003cspan style=\"font-weight: 400\">I think there are lots of people who just think of apology as something that, that mean people force you to do. Now they’re a grown up. Nobody can make them apologize and they’re not going to.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> That’s Susan McCarthy. She’s one of the creators of SorryWatch, a website that analyzes apologies in the news, pop culture and history.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Susan McCarthy: \u003c/b>\u003cspan style=\"font-weight: 400\">We take them apart and we say, ‘This is good and here’s why. This is bad and here’s why.’ It turns out that there’s a big appetite out there for ‘Why did that apology not leave me feeling good?’\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Susan and her SorryWatch partner, Marjorie Ingall, also wrote a book. It’s called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Sorry, Sorry, Sorry: The Case for Good Apologies\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. In one chapter, Susan and Marjorie write about the things grown-ups get wrong when dealing with children and apologies.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Sometimes when a parent or a teacher just wants kids to stop fighting, they’ll tell everyone involved to say “sorry” without finding out what really happened.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> It takes longer, but when adults make time and space to listen to children who are fighting, the kids can feel heard. That makes it more likely that when they do say “I’m sorry,” they’ll mean it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Another thing that grown-ups often do is lecture kids after they’ve already apologized.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Susan compared this to a mistake new dog owners make. Imagine you’ve got an energetic puppy running around, and it doesn’t come when you call it. You call its name a few times, and when it finally comes…you yell “bad dog!”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Susan McCarthy: \u003c/b>\u003cspan style=\"font-weight: 400\">You’re not rewarding the dog for coming. You’re punishing it for coming. So the next time the dog goes, ‘ehh, she’s calling me, but she’s just going to get mad at me, so I’ll just stay out of arm’s reach.’\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> So when an adult scolds a child after they’ve apologized, it creates a link in the child’s brain between saying “sorry” and that negative reaction.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Marjorie, Susan’s co-author, suggested a better way to respond.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Marjorie Ingall:\u003c/b> \u003cspan style=\"font-weight: 400\">When a kid apologizes to you, even though you’re angry for the thing that the kid is apologizing for, you know, I think we have to take a step back and have the first response be, ‘Thank you for apologizing. I know that was difficult. Where do you think we go from here?’\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Kara, everything we’ve talked about so far is about how to respond after a problem occurs. What can we do to proactively teach kids about apologies before they need to give one?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Nimah, we don’t usually think about it this way, but learning social-emotional skills is like playing a sport or an instrument. You need to learn some basics and practice in a supportive setting before you can apply it when the stakes are higher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I met a fifth grade teacher who is creating that kind of learning space for her students. Because it’s hard to teach this sort of lesson in the heat of the moment.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">I hear a lot of “I’m sorry.” And then they move on. But the other person’s still sitting there like, “What is happening?”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dr. Rayna Freedman teaches at Jordan Jackson Elementary School in Mansfield, Massachusetts. Since fifth grade is the final year before middle school, it’s her job to prepare students for that. She sees this goal as more than just academic.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">I feel that I am teaching kids life skills beyond how to solve a math problem or how to read and decode a text. Those are the things that state standards, right, Common Core, that we have to teach. But I teach humans.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">One of the ways this idea of “teaching humans” comes into play is during morning meetings. That’s when the class does activities that Dr. Freedman designed to help her fifth graders figure out who they want to be in the world.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">We do a lot of talking about what a brave space is. We read this poem from Facing History & Ourselves that talks about how there’s no such thing as a safe space, that there’s only brave spaces, and standing up and being honest and reflective in those spaces.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dr. Freedman’s students explore topics like kindness and community. They share their passions and their dreams. And for two weeks in January, they learn how to say “I’m sorry” in a meaningful way.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">We really start off with discussing like when you’re told to apologize and then when you want to apologize, which are two different things that are – the kids are taken aback when we start.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dr. Freedman uses a seven step model for apologies. One of her students, Caleb Huffenus, got a lot out of the lessons, so he’ll help share the steps.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">We start off with saying what you’re sorry for.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Caleb Huffenus: \u003c/b>\u003cspan style=\"font-weight: 400\">“I’m sorry for…”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">Before moving on to\u003c/span> \u003cspan style=\"font-weight: 400\">step two, which is saying why it was wrong.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Caleb Huffenus: \u003c/b>\u003cspan style=\"font-weight: 400\">It was wrong because…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">Then we go on to the third step, which is accepting full responsibility. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Caleb Huffenus: \u003c/b>\u003cspan style=\"font-weight: 400\">I accept full responsibility for what I did/said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">And then asking how to make amends is step four, which gets into having a conversation with the person, because you recognize that that other person’s hurt.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Caleb Huffenus: \u003c/b>\u003cspan style=\"font-weight: 400\">How can I make this better?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">The fifth step is committing to not doing it again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Caleb Huffenus: \u003c/b>\u003cspan style=\"font-weight: 400\">Moving forward, I promise to…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">The sixth step is asking for forgiveness.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Caleb Huffenus: \u003c/b>\u003cspan style=\"font-weight: 400\">Will you accept my apology?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">The seventh step is to thank the person they’re talking to about validating the other person for bringing whatever it was to their attention.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Caleb Huffenus: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you for bringing this to my attention.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The students role-play each step with scenarios, like tripping a classmate at recess or plagiarizing their homework.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">Just getting them to talk and have a conversation about it is huge.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dr. Freedman teaches one step per day. After all the role-playing, the class spends a few days discussing good and bad apologies.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">A lot of them had no idea there was more to it than “I’m sorry.” In fact, all of them. And then when we got into what’s not an apology, you hear the snickers because you know that that’s what they’ve been doing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> The students also write down some of their reflections. Here’s what one of them wrote.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Child actor [Nico Yuen]: \u003c/b>\u003cspan style=\"font-weight: 400\">Sometimes I feel under pressure because I did something and I don’t want to accept full responsibility. I try to do it, but I don’t have the guts to do it sometimes. But from now on, I’m going to accept responsibility.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">And that’s out of the mouth of a fifth grader.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">When I talked to Caleb, who gave us the apology steps earlier, he said that before these lessons he’d never done most of the steps. Like number five, promising not to repeat the mistake. Now, he thinks that’s important.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Caleb Huffenus:\u003c/b> \u003cspan style=\"font-weight: 400\">Because if you don’t commit to not doing this again, they might think that you would do that again to them and might not stay friends with you.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Caleb noticed that when classmates used these steps, their apologies felt more sincere. It made a difference when he apologized to others, too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Caleb Huffenus:\u003c/b> \u003cspan style=\"font-weight: 400\">I feel like the person appreciates it much more that I actually care about saying sorry. And not just saying sorry and being over with it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Caleb’s mom, Samantha Huffenus, noticed a difference in her fifth grader, too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Samantha Huffenus:\u003c/b> \u003cspan style=\"font-weight: 400\">Caleb has actually gotten much better about apologizing. Just in the very, very recent past. I’ve noticed a really big change. He used to send text messages when he felt like he owed an apology to one of us, usually his dad or I. And the other day he came downstairs and he apologized and he, he accepted it.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Samantha Huffenus: \u003c/b>\u003cspan style=\"font-weight: 400\">It really made a huge difference because before it kind of just seemed like he did it because he felt like he should say something, either because he was in trouble and and knew he should apologize or whatever the case may be. But coming down and actually, you know, doing some of those steps that he learned really made a difference to me, receiving the apology and making it seem a lot more genuine.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">So Kara, Caleb was able to do something a lot of adults don’t do – apologize face to face.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">He’s not the only one. In the three years she’s taught these lessons, Dr. Freedman has heard from other parents who noticed their children using these steps with their siblings. She’s also heard from other teachers about her students apologizing to kids at recess. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Often when kids hurt someone or break a rule, they get caught up in the fear and shame that comes from knowing they did something wrong. They’re thinking “Am I going to get in trouble?” … And, “How can I avoid getting in trouble?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Learning how to apologize gives them a different path forward.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">And so these types of lessons really build empathy in kids because now they’re able to clearly understand that even though I don’t, I might not realize I did something wrong, I still hurt this other human being somehow.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Dr. Freedman has even heard about her students using what they learned to advocate for themselves when they’re being treated unfairly.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">I’ve heard it from families before where at the dinner table, the child is teaching them, ‘No, you don’t apologize like that.’ Like ‘That’s too rushed. You’re not listening to me and my feelings.’\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> Good apologies require empathy, perspective-taking, honesty and courage – all things that schools and parents try to cultivate in children.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dr. Freedman said that teaching these lessons has made her more intentional about her own apologies. She stopped saying sorry for things just because someone told her to, and she’s conscious of modeling true apologies to her students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">I’ve had to do some big apologies. Right? Like things even to kids. Like, ‘I did not know that this could have been taken this way. And let’s talk about what that means and how it makes you feel. And, you know, I’m going to accept responsibility and I am not going to use those words anymore.’\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Dr. Freedman created the apologies lessons in 2020, after going through several years of diversity, equity and inclusion training. That work helped her reflect on things she had said or done in the past that were hurtful or offensive, even if she didn’t know it at the time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Rayna Freedman: \u003c/b>\u003cspan style=\"font-weight: 400\">If we could all apologize when we say things like that to people who are different than us, regardless of if it’s religion, political, sex, gender, whatever it is, we’d probably be in a better place. And that’s being in the brave space, right?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse:\u003c/b>\u003cspan style=\"font-weight: 400\"> When grown-ups model humility and give kids tools to put apologies into action, they can help young people be in the brave space at school, at home, and as they grow into the future.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Music\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Kara Newhouse: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you to Rayna Freedman, Caleb and Samantha Huffenus, Susan McCarthy, Marjorie Ingall, and Eva Lewis. Thanks also to Nico Yuen for reading the student reflection. The MindShift team includes Nimah Gobir, Ki Sung, Marlena Jackson-Retondo, and me, Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our editor is Chris Hambrick. Chris Hoff engineered this episode. Jen Chien is KQED’s director of podcasts. Katie Sprenger is Podcast Operations Manager. Audience Engagement Support from Cesar Saldaña. Holly Kernan is KQED’s Chief Content Officer.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED. Thank you for listening!\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry","authors":["11487"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848","mindshift_193"],"tags":["mindshift_21767","mindshift_21768","mindshift_21473","mindshift_21772","mindshift_21776","mindshift_21777","mindshift_21771","mindshift_21775","mindshift_943","mindshift_21769","mindshift_21770","mindshift_21774","mindshift_21773"],"featImg":"mindshift_62295","label":"mindshift_21847"},"mindshift_62163":{"type":"posts","id":"mindshift_62163","meta":{"index":"posts_1716263798","site":"mindshift","id":"62163","score":null,"sort":[1692095441000]},"guestAuthors":[],"slug":"are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear","title":"Are Dress Codes Fair? How One Middle School Transformed Its Rules for What Students Wear","publishDate":1692095441,"format":"audio","headTitle":"Are Dress Codes Fair? How One Middle School Transformed Its Rules for What Students Wear | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2018, following the reveal of a new dress code, students enthusiastically showed up to Alice Deal Middle School in spaghetti straps, flip flops and short hemlines. “It was just on parade,” said Principal Diedre Neal about students’ attire. With time, the strappy, short outfits leveled off. Neal said that while \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">\u003cspan style=\"font-weight: 400\">adolescents revel in novelty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, their desire to be comfortable won out in the end: “They ran out of completely outrageous things. The completely outrageous things are also not comfortable or feasible.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The decision to reevaluate the dress code arose from the realization that the existing policies were no longer aligned with the needs of the students at Alice Deal, a public middle school in Washington, D.C. Prior to the change, students were pulled out of class if their outfits violated the school dress code. “They had their work. They were engaging. They were learning,” said Neal. “And we took them away from their learning to have a conversation about what they were wearing.” For instance, Zya Kinney, now 23, remembered getting pulled out of class by a teacher and being asked to do the “fingertip test” — a practice where students put their hand by their sides to see if the hemline of their shorts or skirts pass their fingertips. When Kinney’s skirt did not pass her fingertips, she had to change into her gym shorts. “I had to go back to that classroom,” said Kinney, who described herself as an insecure middle schooler. “That is embarrassing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To reshape the policy in a way that truly supported student learning and wellbeing, Neal embraced a school-wide approach. She knew that for an updated dress code to be successful and work for learners, it required the active involvement from the students and community members it would impact.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Identify the gaps\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The catalyst for changing the dress code at Alice Deal came in the form of a \u003c/span>\u003ca href=\"https://nwlc.org/wp-content/uploads/2018/04/5.1web_Final_nwlc_DressCodeReport.pdf\">\u003cspan style=\"font-weight: 400\">dress code report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> written by Nia Evans from the National Women’s Law Center (NWLC) and a group of students in 2018. The report brought to light the discriminatory and harmful effects of dress code policies at schools in D.C. Evans’ research focused on school pushout — when schools use \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity\">\u003cspan style=\"font-weight: 400\">exclusionary discipline practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that result in students leaving school altogether. “What we found in conversations with students, parents and teachers was that dress codes were consistently coming up as a massive contributor to school push out,” Evans said. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recruited over 20 young people ages 12 to 18 to research dress codes with her and produce a report on dress codes featuring the twelve schools they collectively attended in DC. Their findings exposed gender and race stereotypes within dress code policies. “They were using language saying girls need to cover up to avoid distracting boys or Black girls can’t wear head wraps because it’s unprofessional or it’s not neat,” said Evans.These policies resulted in harsh punishments ranging from disrupting classroom time to suspensions. According to a Government Accountability Office \u003c/span>\u003ca href=\"https://www.gao.gov/products/gao-23-105348\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 90% of dress codes have policies that dictate what girls can wear. The NWLC found that Black girls, who had the highest suspension rate in the country compared to white girls, were being unfairly targeted by school dress codes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Uniforms, which are lauded as a way to reduce the appearance of economic disparity, proved to be an imperfect solution. Nearly 20% of the nation’s public schools and preschools require uniforms, according to the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_233.60.asp\">\u003cspan style=\"font-weight: 400\">National Center for Education Statistics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Over the course of their research, students found that uniforms, often sold at specific stores, can become a financial burden for many families. They can also be limiting from a developmental standpoint. “You’re taking an opportunity away from students to be able to express themselves,” Evans said. The student researchers found that uniforms can alienate non-binary students. “We are enforcing what we think girls should look like and what boys should look like. We’re not creating a lot of space for any type of spectrum,” Evans added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The student researchers proposed solutions for school leaders looking to improve their dress codes. They recommended the creation of dress code task forces, made up of teachers, administrators, parents, and students, to discuss whether a school’s dress code achieved the intended goals. They emphasized the importance of, allowing students to express their authentic selves, including cultural representations like headwraps and Black hairstyles. Additionally, students called for gender-neutral dress codes that didn’t require students to have to wear specific clothes because of their gender identity. They also suggested taking out vague language such as ‘distracting’ or ‘inappropriate’ from dress code policies, as it often leaves room for teacher bias and subjective interpretation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Collaboration and communication\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Alice Deal, Principal Neal partnered with parent Deborah Zerwitz to get input from students and families before changing the dress code. Zerwitz drew insights from the NWLC report, as well as from \u003c/span>\u003ca href=\"https://www.today.com/style/high-school-changes-dress-code-promote-body-positivity-t115656\">\u003cspan style=\"font-weight: 400\">student-centered practices from Evanston Township High School in Illinois\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school that had changed their dress code the year prior. Recognizing the need to foster a respectful and equitable learning environment, Evanston Township engaged in collaborative discussions involving students, parents, teachers, and administrators to redefine their dress code guidelines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neal let parents know in her weekly newsletter that they could attend four listening sessions for students, parents and administrators to voice their ideas and opinions on the dress code. Listening sessions were offered at various times and locations on and off the school campus to make them as accessible as possible. To gather even more student feedback, Zerwitz put up poster boards outside of the school cafeteria with questions like:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What changes would you make to the dress code?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What do you think about school uniforms?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What should the consequences be for violating a dress code?”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students could stick post-it notes to the board with their answers or place anonymous ideas in a shoebox with a slot in it.. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Neal and Zerwitz created a task force made up of student and parent volunteers. “Somebody’s got to put pen to paper at some point,” said Zerwitz. “We were trying to identify a core group of people that will actually take all this information and distill it.” The task force used the feedback from the listening sessions and posters to create the new dress code.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC9608676364&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003cspan class=\"c-message__edited_label\" dir=\"ltr\" data-sk=\"tooltip_parent\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students and redefining dress code policies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zerwitz and Neal received diverse feedback about the dress code, with students, particularly girls, expressing their desire to be heard and understood. “They wanted to say how it was making them feel. And they felt awkward. They felt like, ‘Why are these grown ups looking at me every morning and telling me something’s wrong?” Zerwitz said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The consensus from teachers was that they did not like spending time enforcing the dress code. However, some teachers — usually older teachers, Zerwitz said — tended to think the students should dress professionally for school and were in favor of a strict dress code. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among parents, safety concerns surfaced. For example, a parent of two Black boys said that she likes using the dress code policies as a reason her son cannot wear hoodies to school. Citing concerns about stereotypes and racial profiling, especially considering incidents like the 2012 killing of Trayvon Martin, the parent explained that she could “breathe a little bit easier when my two Black sons leave the house and they’re not wearing a hood.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With support from the NWLC, Neal, Zerwitz and the task force members worked through these tensions. “Sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them,” said Evans. “The solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish Black boys for wearing hoodies.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Long-term benefits and impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results of the schoolwide effort to change the dress code came at the end of the 2017-18 school year when Alice Deal Middle School introduced a revised, gender non-specific and relaxed dress code. Students were required to cover the core of their bodies with opaque fabric, but there was greater flexibility with articles like crop tops and hoodies. Importantly, teachers were advised not to remove students from class if they violated the dress code. Principal Neal saw a decrease in dress code-related disciplinary actions. Students reported feeling more comfortable expressing their identities, which is\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing\">\u003cspan style=\"font-weight: 400\"> associated with overall well-being\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the positive changes, in interviews last year, some students reported that certain staff members still commented on what they wore. “We’re still working with staff,” said Neal. “I need to check with students and see if people are dress coding them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The journey to a new dress code was a source of pride for students. In a graduation shortly after the revised dress code was implemented, Zerwitz listened to a student speaker talk about how the class collectively achieved this transformation. It was evident to Zerwitz that the students understood the power of their voices and felt empowered by the impact they had at their school. “Those kids — all of the ones that came to the listening sessions or wrote a note in the little box or whatever — all of them contributed in some way to this,” said Zerwitz. “And, hopefully, [they went to high school] knowing that their voice matters.”\u003c/span>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cem>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/em>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift. Where we explore the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Every day, when students get ready in the morning, they are faced with a challenge: [dramatic music] deciding what to wear to school that day.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They have to weigh a lot of factors. Like…What makes me feel comfortable? What’s the weather outside? And maybe even What will my crush in 3rd period think about my fit?\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In 7th grade, when Zya Kinney was in her favorite outfit, you couldn’t tell her nothing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">I wore my red skirt with a spaghetti strap kind of tank top – And I had no leggings on. I was feeling myself! \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya’s twenty-three now. She was talking about when she was a student at Alice Deal Middle School in Washington, DC. It was ten years ago, but she remembers how putting on the perfect outfit could make her feel good about herself.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I would just put on whatever was comfortable and whatever was like kind of cute. And i would have my little pop out moments here and there.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One of the reasons Zya remembers the outfit she wore is because it was the day she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That means she was in violation of the school’s rules that dictate what students should and should not wear. There’s usually language about visible skin, footwear and even hair in some cases. Most schools have them, but they can be flawed.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> The big irony, of course, that lies at the heart of school dress codes is that they are drafted with the intention of eliminating distraction and helping learners. But the opposite actually happens in the end because learners themselves are targeted and therefore they are unable to focus on learning. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s writer and researcher Leora Tanenbaum. She also calls out dress code incidents on her Instagram. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> Where they go wrong is when they are gendered. When the codes are created with a presupposition that girls’ bodies pose a distraction to other learners and therefore girls’ bodies need to be covered up in a specific way. And therefore the dress code is drafted in a way that has different language and different rules depending on one’s gender.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you violate the dress code, a teacher might call you over to talk with you privately about your clothes or you’ll be sent to the principal’s office. You might have to do the fingertip test where you put your hands by your sides and see if your skirt or shorts go past your fingertips.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> It embarrasses the student. It makes her all of a sudden very aware of her physicality in a way that she may not have been at all. The teacher might assume she was aware of her physicality but you can’t assume that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Zya was in class when she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">My teacher gave us some work to do. Like just busy work or whatever. And she’s like, ‘Can I talk to you, you know, outside the classroom?’ You know, I think I’m not even thinking it has something to do with my outfit. She said ” Your skirt is too short.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When Zya put her hands at her sides, her middle fingertips were just barely past her skirt!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> and, do you know, they made me change it to my gym shorts? I’m walking around here, cute up top, gym down, down…down below, like I’m not looking the same. And I remember being so upset about it because it’s like, Why are you sexualizing a seventh grader? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To her, it was so much more than having to change clothes. She was trying to fit in and be confident and her school basically told her that she was doing it wrong.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I can’t lie and tell you that the popular girls weren’t wearing the skirts and had all the new things. They had the accessories. They had like three different book bags in rotation when I had just the one backpack. And I definitely remember seeing the difference in attention that they would get from guys and stuff like that, and then even their girlfriends. Like I felt like they were always the ones that you chose for stuff or, you know, they were like the most likable people and everything. And while I was, I was okay with myself, but I was also really insecure too. [00:07:01][19.3]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya, who’s Black, also noticed something else about the dress codes… \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">It wasn’t until I started wearing skirts and dresses and I noticed how my white friends wouldn’t have anything said to them about what they have on. And I realized, okay, if I wear a skirt and she wears a skirt, we have on two different skirts.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And Zya was on to something. Here’s researcher and writer Nia Evans.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">I’m basically a Black girl who grew up in D.C. And when I was working at the National Women’s Law Center, we were doing a lot of research about what we call school push out.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> School push out is basically when schools use disciplinary actions that exclude students. These discipline practices often end up forcing students out of school altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">What we found was that dress codes were consistently coming up as a massive contributor to school push out. That black girls in particular were being unfairly targeted by school dress codes. But not only were they being treated differently in school, they were being removed from schools.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the time she was doing this research – around 2018. Black girls had some of the highest suspension rates in the country. So high that the obama administration opened investigations into school discipline policies. back then black girls were 20 times more likely to be suspended than white girls. And to be clear, it was not because Black girls were misbehaving more, it’s because they were being targeted by harsher rules.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">We decided to partner with the experts when it comes to dress codes, which is students. We recruited over 20 young people, ages 12 to 18 from 12 different high schools in Washington, D.C., to be our co-researchers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Nia worked with them to produce a report about their experiences with dress codes and how they’re enforced. What they found confirmed Zya’s suspicions: for black students, dress codes hit different.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes often are steeped in race and gender stereotypes. \u003c/span>\u003cspan style=\"font-weight: 400\"> They were using language saying, you know, girls need to cover up to avoid from distracting boys or black girls can’t wear head wraps because it’s unprofessional or it’s not neat. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">At a high level, a lot of these rules are sort of remnants of racist, sexist ideas and are invested in and are a mechanism to sort of keep students in line and to communicate a certain narrative around what it means to be professional, what it means to be neat, what it means to be successful. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Many schools will defend their dress code saying that they want their students to be prepared to dress for jobs as an adult, but that’s open to interpretation. Different jobs require different clothes. Zya, the 23 year old I spoke to dresses pretty casually for her job at ABC studios because she’s running around delivering scripts to producers all day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When dress codes come into question, sometimes the response is to put kids in uniforms – almost half of schools and preschools use uniforms now. It makes sense… If everyone has to wear the same thing that means no more problems right? Well… not necessarily. Here’s Nia again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">From a growth standpoint, you’re taking an opportunity away from students to be able to express themselves. Uniforms are often gender specific, which means, again, we are enforcing what we think girls should look like, boys should look like. We’re not creating a lot of space for any in between any type of spectrum. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The students that Nia worked with offered a few solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">A lot of them recommended that schools create dress code task force forces, where teachers and administrators and parents and students can come together and really start with the question of what is the goal of this? Why do we have a dress code? What is the point? Is it achieving its goals? And if it’s not, do we need it? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> So it really ignited, I think, a long overdue issue in D.C. And we saw a lot of student and parent activism as a result of it. And some teachers and administrators listened. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> News of this report reached the principal at Zya’s former school – Alice Deal middle school. And when we get back from the break we’ll hear about what THE principal did when she took a closer look at her school’s dress code. Her reaction may surprise you.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When I talked to Principal Diedre Neal from Alice Deal Middle School she said that moments ago there were three young women in her office. One was wearing ripped jeans, another was wearing a tube top, and another wearing a spaghetti strap tank top. Ordinarily, they all would have gotten dress coded, but something amazing happened: Principal Neal didn’t care. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And that’s significant because dress codes used to be a situation…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Every spring when children wanted to shift from, you know, long pants to shorts and skirts, there would be either commentary or and I’m smiling because there was always a petition. It was always a petition. And I remember saying, “I can’t wait until we solve this issue, and then you can move on and give me a petition for something else.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> After reading the dress code report, Principal Neal recognized that it was probably time for dress codes to change.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Over time, like enforcing it. I would say there was cognitive dissonance.\u003c/span>\u003cspan style=\"font-weight: 400\"> People were being sent out of class to address what they had on. So they were in class , they had their work, they were engaging, they were learning, and so we took them away from their learning to have a conversation about what they were wearing. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> She needed to figure out what it would take to make Alice Deal’s dress code work in favor of learning. To get started, Principal Neal partnered with a parent named Debb Zerwitz.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz: \u003c/b>\u003cspan style=\"font-weight: 400\">We announced that we were going to be creating a task force to review and update the dress code.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They created a little set up outside the school cafeteria .\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> We put up big poster boards with questions like.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> What changes would you make to the dress code? What do you think about school uniforms? And what should the consequences be for violating a dress code?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They had post-it notes in all these different colors so students could stick their ideas to the poster board. And they had 4 listening sessions where they would get feedback and input from students, administrators and parents. They had conversations with parents who wanted to keep the dress code for really valid reasons. For example, a lot of schools don’t let students wear hoodies. Black parents didn’t want their kids wearing hooded sweatshirts out the door because of Trayvon Martin.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[News clip\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: Trayvon Martin was wearing a gray hoodie the night he was killed, a fact that caught the attention of neighborhood watch volunteer George Zimmerman. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: This guy looks like he’s up to no good or he’s on drugs or something. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Dispatcher: Did you see what he was wearing? \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: Yeah. A dark hoodie. Like a gray hoodie. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: A few minutes later Zimmerman shot Trayvon Martin, he claims, in self defense.]\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One Black parent in one of the listening sessions, said she liked having the support of the school dress code, to keep her child from wearing hoodies . \u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> She said I can point to the policy and say you’re going to get in trouble and you’re going to get you’re going to have to change your clothes and it’s going to be embarrassing that that helps me at home if there’s a policy. Who the hell am I to, like, dismiss this mother telling me like, I like the dress code? And this is one of the reasons why. Like, of course I hear you. You know I do.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Another thing that surfaced in the listening sessions were some generational differences. In many cases it’s older Black adults telling younger black kids that they need to look more presentable. \u003c/span>\u003cspan style=\"font-weight: 400\">In other words, they leaned into respectability politics, a way of trying to navigate prejudice and discrimination by making oneself match the visual standards set by those in power. . It’s basically saying, “Hey, look, we’re just like you, so you should respect us and treat us better!”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Nia — she’s the researcher who made the dress code report with students — noticed respectability politics in dress codes too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">You also have a deeper layer of Black teachers and young people and parents who love each other, who are really struggling with how to keep kids safe. And the same way the solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish black boys for wearing hoodies. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> I don’t think you can dress your way out of racism and sexism. I don’t. And I also think that sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes actually hold a lot of our values and fears and anxieties as a culture. It says a lot about how we want students and young people to move through the world, how we want to protect them, how we want to set them up for success and our baggage as a culture around race and gender and sexuality and different identities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Based on what she learned from all the feedback , Principal Neal with the help of Deb and the National Women’s Law Center ended up changing their dress code to be more casual and gender nonspecific. Technically, students are required to wear clothing that covers the core of the student’s body including private areas and midriff, with opaque fabric. But no one really says anything about crop tops. Even if a student is in violation of the dress code they are not supposed to be taken out of class. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">When the dress code changed, students had an enthusiastic response. All the clothing they couldn’t wear before was on display. Here’s Principal Neal again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Principal Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">It was just on parade and then they ran out of the completely outrageous things and it leveled off.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> A student even mentioned in their graduation speech the way Alice Deal middle school’s student body had worked together to change the dress code. It was clear that being part of creating meaningful change at their school felt really empowering to students. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To find out what Alice Deal Middle School Students are wearing these days we went straight to the source. These students may be walking down hallways instead of the red carpet, but I still wanted to know “Who are you wearing?” “How did you achieve this look?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">I like to put on something that’ll make me comfortable and also make me feel good. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> Jewelry is a really big part of like, what I wear. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 3: \u003c/b>\u003cspan style=\"font-weight: 400\"> I’m wearing leggings right now, but that’s kind of just because it’s kind of colder right now than it normally is.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> I have a lot of bracelets on most of the time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">Right now I’m just wearing sweatpants and my Reeboks, which are the shoes that I like to wear because they’re comfortable.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 4: \u003c/b>\u003cspan style=\"font-weight: 400\">I mostly wear crocs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Sweatpants. Crocs. Leggings. They sound pretty unburdened. And you know what else….they sound comfy.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student: \u003c/b>\u003cspan style=\"font-weight: 400\">I feel like, in a sense, we don’t really have a dress code like we’re allowed to wear what we want. But like to a certain point. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">But not all teachers and administrators are fully on board. Some students mentioned that there are still teachers at the school who call them out for what they’re wearing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s one thing to change a policy, but it’s another thing to change the hearts and minds of all the administrators and teachers. Here’s principal Neal talking about next steps.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">We’re still working with staff. I now know that I need to check with students and see if people are dress coding them. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Some might call what Principal Neal did intellectual humility. It involves recognizing the limits of what you think you know. When Principal Neal learned more from students, parents and research, she realized the dress codes might be doing more harm than good. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nimah Gobir: \u003c/b>Alice Deal Middle School set out to re-evaluate their dress code and even though they’re still working with teachers on changing their mindsets, it is a step towards better reflecting the needs and identities of their students. It’s important to involve students in the process of creating policies that impact them. While it may not solve every problem, it is an essential step towards finding more equitable and inclusive solutions. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you to Lawrence Lanahan, Zya Kinney, Leora Tanenbaum, Nia Evans, Debb Zerwitz, Principal Diedre Neal and students at Alice Deal Middle School\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The MindShift team includes Ki Sung, Kara Newhouse, Marlena Jackson Retondo and me, Nimah Gobir. Our editor is Chris Hambrick, Seth Samuel is our sound designer, Jen Chien is our head of podcasts, and Holly Kernan is KQED’s chief content officer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift’s intellectual humility series is supported by the Greater Good Science Center’s “Expanding Awareness of the Science of Intellectual Humility” project and the Templeton Foundation.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift is also supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED. Thank you for listening!\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In response to student-led research, a Washington, D.C. school overhauled its dress code to be inclusive and respectful of all students.","status":"publish","parent":0,"modified":1720530133,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":102,"wordCount":5041},"headData":{"title":"Are Dress Codes Fair? How One Middle School Transformed Its Rules for What Students Wear | KQED","description":"In response to student-led research, a Washington, D.C. school overhauled its dress code to be inclusive and respectful of all students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In response to student-led research, a Washington, D.C. school overhauled its dress code to be inclusive and respectful of all students.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Are Dress Codes Fair? How One Middle School Transformed Its Rules for What Students Wear","datePublished":"2023-08-15T03:30:41-07:00","dateModified":"2024-07-09T06:02:13-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC9608676364.mp3?updated=1691013157","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>\u003cspan style=\"font-weight: 400\">View the full episode transcript.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2018, following the reveal of a new dress code, students enthusiastically showed up to Alice Deal Middle School in spaghetti straps, flip flops and short hemlines. “It was just on parade,” said Principal Diedre Neal about students’ attire. With time, the strappy, short outfits leveled off. Neal said that while \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">\u003cspan style=\"font-weight: 400\">adolescents revel in novelty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, their desire to be comfortable won out in the end: “They ran out of completely outrageous things. The completely outrageous things are also not comfortable or feasible.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The decision to reevaluate the dress code arose from the realization that the existing policies were no longer aligned with the needs of the students at Alice Deal, a public middle school in Washington, D.C. Prior to the change, students were pulled out of class if their outfits violated the school dress code. “They had their work. They were engaging. They were learning,” said Neal. “And we took them away from their learning to have a conversation about what they were wearing.” For instance, Zya Kinney, now 23, remembered getting pulled out of class by a teacher and being asked to do the “fingertip test” — a practice where students put their hand by their sides to see if the hemline of their shorts or skirts pass their fingertips. When Kinney’s skirt did not pass her fingertips, she had to change into her gym shorts. “I had to go back to that classroom,” said Kinney, who described herself as an insecure middle schooler. “That is embarrassing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To reshape the policy in a way that truly supported student learning and wellbeing, Neal embraced a school-wide approach. She knew that for an updated dress code to be successful and work for learners, it required the active involvement from the students and community members it would impact.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Identify the gaps\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The catalyst for changing the dress code at Alice Deal came in the form of a \u003c/span>\u003ca href=\"https://nwlc.org/wp-content/uploads/2018/04/5.1web_Final_nwlc_DressCodeReport.pdf\">\u003cspan style=\"font-weight: 400\">dress code report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> written by Nia Evans from the National Women’s Law Center (NWLC) and a group of students in 2018. The report brought to light the discriminatory and harmful effects of dress code policies at schools in D.C. Evans’ research focused on school pushout — when schools use \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58817/how-changing-schools-culture-of-discipline-paves-the-way-for-inclusivity\">\u003cspan style=\"font-weight: 400\">exclusionary discipline practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that result in students leaving school altogether. “What we found in conversations with students, parents and teachers was that dress codes were consistently coming up as a massive contributor to school push out,” Evans said. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recruited over 20 young people ages 12 to 18 to research dress codes with her and produce a report on dress codes featuring the twelve schools they collectively attended in DC. Their findings exposed gender and race stereotypes within dress code policies. “They were using language saying girls need to cover up to avoid distracting boys or Black girls can’t wear head wraps because it’s unprofessional or it’s not neat,” said Evans.These policies resulted in harsh punishments ranging from disrupting classroom time to suspensions. According to a Government Accountability Office \u003c/span>\u003ca href=\"https://www.gao.gov/products/gao-23-105348\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 90% of dress codes have policies that dictate what girls can wear. The NWLC found that Black girls, who had the highest suspension rate in the country compared to white girls, were being unfairly targeted by school dress codes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Uniforms, which are lauded as a way to reduce the appearance of economic disparity, proved to be an imperfect solution. Nearly 20% of the nation’s public schools and preschools require uniforms, according to the \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_233.60.asp\">\u003cspan style=\"font-weight: 400\">National Center for Education Statistics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Over the course of their research, students found that uniforms, often sold at specific stores, can become a financial burden for many families. They can also be limiting from a developmental standpoint. “You’re taking an opportunity away from students to be able to express themselves,” Evans said. The student researchers found that uniforms can alienate non-binary students. “We are enforcing what we think girls should look like and what boys should look like. We’re not creating a lot of space for any type of spectrum,” Evans added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The student researchers proposed solutions for school leaders looking to improve their dress codes. They recommended the creation of dress code task forces, made up of teachers, administrators, parents, and students, to discuss whether a school’s dress code achieved the intended goals. They emphasized the importance of, allowing students to express their authentic selves, including cultural representations like headwraps and Black hairstyles. Additionally, students called for gender-neutral dress codes that didn’t require students to have to wear specific clothes because of their gender identity. They also suggested taking out vague language such as ‘distracting’ or ‘inappropriate’ from dress code policies, as it often leaves room for teacher bias and subjective interpretation.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Collaboration and communication\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Alice Deal, Principal Neal partnered with parent Deborah Zerwitz to get input from students and families before changing the dress code. Zerwitz drew insights from the NWLC report, as well as from \u003c/span>\u003ca href=\"https://www.today.com/style/high-school-changes-dress-code-promote-body-positivity-t115656\">\u003cspan style=\"font-weight: 400\">student-centered practices from Evanston Township High School in Illinois\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school that had changed their dress code the year prior. Recognizing the need to foster a respectful and equitable learning environment, Evanston Township engaged in collaborative discussions involving students, parents, teachers, and administrators to redefine their dress code guidelines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neal let parents know in her weekly newsletter that they could attend four listening sessions for students, parents and administrators to voice their ideas and opinions on the dress code. Listening sessions were offered at various times and locations on and off the school campus to make them as accessible as possible. To gather even more student feedback, Zerwitz put up poster boards outside of the school cafeteria with questions like:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What changes would you make to the dress code?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What do you think about school uniforms?”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“What should the consequences be for violating a dress code?”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students could stick post-it notes to the board with their answers or place anonymous ideas in a shoebox with a slot in it.. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Neal and Zerwitz created a task force made up of student and parent volunteers. “Somebody’s got to put pen to paper at some point,” said Zerwitz. “We were trying to identify a core group of people that will actually take all this information and distill it.” The task force used the feedback from the listening sessions and posters to create the new dress code.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC9608676364&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003cspan class=\"c-message__edited_label\" dir=\"ltr\" data-sk=\"tooltip_parent\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students and redefining dress code policies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zerwitz and Neal received diverse feedback about the dress code, with students, particularly girls, expressing their desire to be heard and understood. “They wanted to say how it was making them feel. And they felt awkward. They felt like, ‘Why are these grown ups looking at me every morning and telling me something’s wrong?” Zerwitz said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The consensus from teachers was that they did not like spending time enforcing the dress code. However, some teachers — usually older teachers, Zerwitz said — tended to think the students should dress professionally for school and were in favor of a strict dress code. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among parents, safety concerns surfaced. For example, a parent of two Black boys said that she likes using the dress code policies as a reason her son cannot wear hoodies to school. Citing concerns about stereotypes and racial profiling, especially considering incidents like the 2012 killing of Trayvon Martin, the parent explained that she could “breathe a little bit easier when my two Black sons leave the house and they’re not wearing a hood.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With support from the NWLC, Neal, Zerwitz and the task force members worked through these tensions. “Sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them,” said Evans. “The solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish Black boys for wearing hoodies.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Long-term benefits and impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results of the schoolwide effort to change the dress code came at the end of the 2017-18 school year when Alice Deal Middle School introduced a revised, gender non-specific and relaxed dress code. Students were required to cover the core of their bodies with opaque fabric, but there was greater flexibility with articles like crop tops and hoodies. Importantly, teachers were advised not to remove students from class if they violated the dress code. Principal Neal saw a decrease in dress code-related disciplinary actions. Students reported feeling more comfortable expressing their identities, which is\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59008/5-strategies-for-developing-a-school-wide-culture-of-healing\">\u003cspan style=\"font-weight: 400\"> associated with overall well-being\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the positive changes, in interviews last year, some students reported that certain staff members still commented on what they wore. “We’re still working with staff,” said Neal. “I need to check with students and see if people are dress coding them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The journey to a new dress code was a source of pride for students. In a graduation shortly after the revised dress code was implemented, Zerwitz listened to a student speaker talk about how the class collectively achieved this transformation. It was evident to Zerwitz that the students understood the power of their voices and felt empowered by the impact they had at their school. “Those kids — all of the ones that came to the listening sessions or wrote a note in the little box or whatever — all of them contributed in some way to this,” said Zerwitz. “And, hopefully, [they went to high school] knowing that their voice matters.”\u003c/span>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cem>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/em>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Welcome to MindShift. Where we explore the future of learning and how we raise our kids. I’m Nimah Gobir.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Every day, when students get ready in the morning, they are faced with a challenge: [dramatic music] deciding what to wear to school that day.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They have to weigh a lot of factors. Like…What makes me feel comfortable? What’s the weather outside? And maybe even What will my crush in 3rd period think about my fit?\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">In 7th grade, when Zya Kinney was in her favorite outfit, you couldn’t tell her nothing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">I wore my red skirt with a spaghetti strap kind of tank top – And I had no leggings on. I was feeling myself! \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya’s twenty-three now. She was talking about when she was a student at Alice Deal Middle School in Washington, DC. It was ten years ago, but she remembers how putting on the perfect outfit could make her feel good about herself.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I would just put on whatever was comfortable and whatever was like kind of cute. And i would have my little pop out moments here and there.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One of the reasons Zya remembers the outfit she wore is because it was the day she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That means she was in violation of the school’s rules that dictate what students should and should not wear. There’s usually language about visible skin, footwear and even hair in some cases. Most schools have them, but they can be flawed.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> The big irony, of course, that lies at the heart of school dress codes is that they are drafted with the intention of eliminating distraction and helping learners. But the opposite actually happens in the end because learners themselves are targeted and therefore they are unable to focus on learning. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">That’s writer and researcher Leora Tanenbaum. She also calls out dress code incidents on her Instagram. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> Where they go wrong is when they are gendered. When the codes are created with a presupposition that girls’ bodies pose a distraction to other learners and therefore girls’ bodies need to be covered up in a specific way. And therefore the dress code is drafted in a way that has different language and different rules depending on one’s gender.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> If you violate the dress code, a teacher might call you over to talk with you privately about your clothes or you’ll be sent to the principal’s office. You might have to do the fingertip test where you put your hands by your sides and see if your skirt or shorts go past your fingertips.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Leora Tanenbaum:\u003c/b>\u003cspan style=\"font-weight: 400\"> It embarrasses the student. It makes her all of a sudden very aware of her physicality in a way that she may not have been at all. The teacher might assume she was aware of her physicality but you can’t assume that.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Zya was in class when she got dress coded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">My teacher gave us some work to do. Like just busy work or whatever. And she’s like, ‘Can I talk to you, you know, outside the classroom?’ You know, I think I’m not even thinking it has something to do with my outfit. She said ” Your skirt is too short.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When Zya put her hands at her sides, her middle fingertips were just barely past her skirt!\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> and, do you know, they made me change it to my gym shorts? I’m walking around here, cute up top, gym down, down…down below, like I’m not looking the same. And I remember being so upset about it because it’s like, Why are you sexualizing a seventh grader? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To her, it was so much more than having to change clothes. She was trying to fit in and be confident and her school basically told her that she was doing it wrong.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney:\u003c/b>\u003cspan style=\"font-weight: 400\"> I can’t lie and tell you that the popular girls weren’t wearing the skirts and had all the new things. They had the accessories. They had like three different book bags in rotation when I had just the one backpack. And I definitely remember seeing the difference in attention that they would get from guys and stuff like that, and then even their girlfriends. Like I felt like they were always the ones that you chose for stuff or, you know, they were like the most likable people and everything. And while I was, I was okay with myself, but I was also really insecure too. [00:07:01][19.3]\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Zya, who’s Black, also noticed something else about the dress codes… \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Zya Kinney: \u003c/b>\u003cspan style=\"font-weight: 400\">It wasn’t until I started wearing skirts and dresses and I noticed how my white friends wouldn’t have anything said to them about what they have on. And I realized, okay, if I wear a skirt and she wears a skirt, we have on two different skirts.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And Zya was on to something. Here’s researcher and writer Nia Evans.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">I’m basically a Black girl who grew up in D.C. And when I was working at the National Women’s Law Center, we were doing a lot of research about what we call school push out.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> School push out is basically when schools use disciplinary actions that exclude students. These discipline practices often end up forcing students out of school altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">What we found was that dress codes were consistently coming up as a massive contributor to school push out. That black girls in particular were being unfairly targeted by school dress codes. But not only were they being treated differently in school, they were being removed from schools.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> At the time she was doing this research – around 2018. Black girls had some of the highest suspension rates in the country. So high that the obama administration opened investigations into school discipline policies. back then black girls were 20 times more likely to be suspended than white girls. And to be clear, it was not because Black girls were misbehaving more, it’s because they were being targeted by harsher rules.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">We decided to partner with the experts when it comes to dress codes, which is students. We recruited over 20 young people, ages 12 to 18 from 12 different high schools in Washington, D.C., to be our co-researchers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Nia worked with them to produce a report about their experiences with dress codes and how they’re enforced. What they found confirmed Zya’s suspicions: for black students, dress codes hit different.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes often are steeped in race and gender stereotypes. \u003c/span>\u003cspan style=\"font-weight: 400\"> They were using language saying, you know, girls need to cover up to avoid from distracting boys or black girls can’t wear head wraps because it’s unprofessional or it’s not neat. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">At a high level, a lot of these rules are sort of remnants of racist, sexist ideas and are invested in and are a mechanism to sort of keep students in line and to communicate a certain narrative around what it means to be professional, what it means to be neat, what it means to be successful. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Many schools will defend their dress code saying that they want their students to be prepared to dress for jobs as an adult, but that’s open to interpretation. Different jobs require different clothes. Zya, the 23 year old I spoke to dresses pretty casually for her job at ABC studios because she’s running around delivering scripts to producers all day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When dress codes come into question, sometimes the response is to put kids in uniforms – almost half of schools and preschools use uniforms now. It makes sense… If everyone has to wear the same thing that means no more problems right? Well… not necessarily. Here’s Nia again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">From a growth standpoint, you’re taking an opportunity away from students to be able to express themselves. Uniforms are often gender specific, which means, again, we are enforcing what we think girls should look like, boys should look like. We’re not creating a lot of space for any in between any type of spectrum. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> The students that Nia worked with offered a few solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">A lot of them recommended that schools create dress code task force forces, where teachers and administrators and parents and students can come together and really start with the question of what is the goal of this? Why do we have a dress code? What is the point? Is it achieving its goals? And if it’s not, do we need it? \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> So it really ignited, I think, a long overdue issue in D.C. And we saw a lot of student and parent activism as a result of it. And some teachers and administrators listened. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> News of this report reached the principal at Zya’s former school – Alice Deal middle school. And when we get back from the break we’ll hear about what THE principal did when she took a closer look at her school’s dress code. Her reaction may surprise you.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> When I talked to Principal Diedre Neal from Alice Deal Middle School she said that moments ago there were three young women in her office. One was wearing ripped jeans, another was wearing a tube top, and another wearing a spaghetti strap tank top. Ordinarily, they all would have gotten dress coded, but something amazing happened: Principal Neal didn’t care. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> And that’s significant because dress codes used to be a situation…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Every spring when children wanted to shift from, you know, long pants to shorts and skirts, there would be either commentary or and I’m smiling because there was always a petition. It was always a petition. And I remember saying, “I can’t wait until we solve this issue, and then you can move on and give me a petition for something else.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> After reading the dress code report, Principal Neal recognized that it was probably time for dress codes to change.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Over time, like enforcing it. I would say there was cognitive dissonance.\u003c/span>\u003cspan style=\"font-weight: 400\"> People were being sent out of class to address what they had on. So they were in class , they had their work, they were engaging, they were learning, and so we took them away from their learning to have a conversation about what they were wearing. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> She needed to figure out what it would take to make Alice Deal’s dress code work in favor of learning. To get started, Principal Neal partnered with a parent named Debb Zerwitz.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz: \u003c/b>\u003cspan style=\"font-weight: 400\">We announced that we were going to be creating a task force to review and update the dress code.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They created a little set up outside the school cafeteria .\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> We put up big poster boards with questions like.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> What changes would you make to the dress code? What do you think about school uniforms? And what should the consequences be for violating a dress code?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> They had post-it notes in all these different colors so students could stick their ideas to the poster board. And they had 4 listening sessions where they would get feedback and input from students, administrators and parents. They had conversations with parents who wanted to keep the dress code for really valid reasons. For example, a lot of schools don’t let students wear hoodies. Black parents didn’t want their kids wearing hooded sweatshirts out the door because of Trayvon Martin.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">[News clip\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: Trayvon Martin was wearing a gray hoodie the night he was killed, a fact that caught the attention of neighborhood watch volunteer George Zimmerman. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: This guy looks like he’s up to no good or he’s on drugs or something. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Dispatcher: Did you see what he was wearing? \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Zimmerman: Yeah. A dark hoodie. Like a gray hoodie. \u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">Reporter: A few minutes later Zimmerman shot Trayvon Martin, he claims, in self defense.]\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> One Black parent in one of the listening sessions, said she liked having the support of the school dress code, to keep her child from wearing hoodies . \u003c/span>\u003c/p>\n\u003cp>\u003cb>Debb Zerwitz:\u003c/b>\u003cspan style=\"font-weight: 400\"> She said I can point to the policy and say you’re going to get in trouble and you’re going to get you’re going to have to change your clothes and it’s going to be embarrassing that that helps me at home if there’s a policy. Who the hell am I to, like, dismiss this mother telling me like, I like the dress code? And this is one of the reasons why. Like, of course I hear you. You know I do.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Another thing that surfaced in the listening sessions were some generational differences. In many cases it’s older Black adults telling younger black kids that they need to look more presentable. \u003c/span>\u003cspan style=\"font-weight: 400\">In other words, they leaned into respectability politics, a way of trying to navigate prejudice and discrimination by making oneself match the visual standards set by those in power. . It’s basically saying, “Hey, look, we’re just like you, so you should respect us and treat us better!”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Nia — she’s the researcher who made the dress code report with students — noticed respectability politics in dress codes too.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans: \u003c/b>\u003cspan style=\"font-weight: 400\">You also have a deeper layer of Black teachers and young people and parents who love each other, who are really struggling with how to keep kids safe. And the same way the solution to sexual harassment isn’t to get girls to cover up. The solution to police violence and racist violence is not to punish black boys for wearing hoodies. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> I don’t think you can dress your way out of racism and sexism. I don’t. And I also think that sometimes in wanting to protect our young people, we end up reinforcing the very inequalities that the world puts on them.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nia Evans:\u003c/b>\u003cspan style=\"font-weight: 400\"> Dress codes actually hold a lot of our values and fears and anxieties as a culture. It says a lot about how we want students and young people to move through the world, how we want to protect them, how we want to set them up for success and our baggage as a culture around race and gender and sexuality and different identities. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> Based on what she learned from all the feedback , Principal Neal with the help of Deb and the National Women’s Law Center ended up changing their dress code to be more casual and gender nonspecific. Technically, students are required to wear clothing that covers the core of the student’s body including private areas and midriff, with opaque fabric. But no one really says anything about crop tops. Even if a student is in violation of the dress code they are not supposed to be taken out of class. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">When the dress code changed, students had an enthusiastic response. All the clothing they couldn’t wear before was on display. Here’s Principal Neal again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Principal Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">It was just on parade and then they ran out of the completely outrageous things and it leveled off.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> A student even mentioned in their graduation speech the way Alice Deal middle school’s student body had worked together to change the dress code. It was clear that being part of creating meaningful change at their school felt really empowering to students. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir:\u003c/b>\u003cspan style=\"font-weight: 400\"> To find out what Alice Deal Middle School Students are wearing these days we went straight to the source. These students may be walking down hallways instead of the red carpet, but I still wanted to know “Who are you wearing?” “How did you achieve this look?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">I like to put on something that’ll make me comfortable and also make me feel good. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> Jewelry is a really big part of like, what I wear. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 3: \u003c/b>\u003cspan style=\"font-weight: 400\"> I’m wearing leggings right now, but that’s kind of just because it’s kind of colder right now than it normally is.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 2:\u003c/b>\u003cspan style=\"font-weight: 400\"> I have a lot of bracelets on most of the time.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 1: \u003c/b>\u003cspan style=\"font-weight: 400\">Right now I’m just wearing sweatpants and my Reeboks, which are the shoes that I like to wear because they’re comfortable.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student 4: \u003c/b>\u003cspan style=\"font-weight: 400\">I mostly wear crocs.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Sweatpants. Crocs. Leggings. They sound pretty unburdened. And you know what else….they sound comfy.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Student: \u003c/b>\u003cspan style=\"font-weight: 400\">I feel like, in a sense, we don’t really have a dress code like we’re allowed to wear what we want. But like to a certain point. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">But not all teachers and administrators are fully on board. Some students mentioned that there are still teachers at the school who call them out for what they’re wearing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s one thing to change a policy, but it’s another thing to change the hearts and minds of all the administrators and teachers. Here’s principal Neal talking about next steps.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Diedre Neal: \u003c/b>\u003cspan style=\"font-weight: 400\">We’re still working with staff. I now know that I need to check with students and see if people are dress coding them. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Some might call what Principal Neal did intellectual humility. It involves recognizing the limits of what you think you know. When Principal Neal learned more from students, parents and research, she realized the dress codes might be doing more harm than good. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nimah Gobir: \u003c/b>Alice Deal Middle School set out to re-evaluate their dress code and even though they’re still working with teachers on changing their mindsets, it is a step towards better reflecting the needs and identities of their students. It’s important to involve students in the process of creating policies that impact them. While it may not solve every problem, it is an essential step towards finding more equitable and inclusive solutions. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">Thank you to Lawrence Lanahan, Zya Kinney, Leora Tanenbaum, Nia Evans, Debb Zerwitz, Principal Diedre Neal and students at Alice Deal Middle School\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">The MindShift team includes Ki Sung, Kara Newhouse, Marlena Jackson Retondo and me, Nimah Gobir. Our editor is Chris Hambrick, Seth Samuel is our sound designer, Jen Chien is our head of podcasts, and Holly Kernan is KQED’s chief content officer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift’s intellectual humility series is supported by the Greater Good Science Center’s “Expanding Awareness of the Science of Intellectual Humility” project and the Templeton Foundation.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Nimah Gobir: \u003c/b>\u003cspan style=\"font-weight: 400\">MindShift is also supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED. Thank you for listening!\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62163/are-dress-codes-fair-how-one-middle-school-transformed-its-rules-for-what-students-wear","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21445","mindshift_21357","mindshift_21512","mindshift_194","mindshift_21280","mindshift_21130","mindshift_21848","mindshift_21579","mindshift_20874"],"tags":["mindshift_21093","mindshift_20811","mindshift_21250","mindshift_20794","mindshift_21473","mindshift_21660","mindshift_21015","mindshift_21777","mindshift_21278","mindshift_21395","mindshift_219","mindshift_220","mindshift_20779","mindshift_20795"],"featImg":"mindshift_62176","label":"mindshift_21847"},"mindshift_62119":{"type":"posts","id":"mindshift_62119","meta":{"index":"posts_1716263798","site":"mindshift","id":"62119","score":null,"sort":[1690884022000]},"guestAuthors":[],"slug":"how-extroverted-teachers-can-engage-introverted-students","title":"How Extroverted Teachers Can Engage Introverted Students","publishDate":1690884022,"format":"audio","headTitle":"How Extroverted Teachers Can Engage Introverted Students | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Middle school English teacher \u003ca href=\"https://twitter.com/theVogelman\">Brett Vogelsinger\u003c/a> wasn’t always attuned to the needs of introverts. As an extrovert himself, he found it easy to raise his hand and be vocal in school. So when he \u003ca href=\"https://www.kqed.org/mindshift/61361/using-poetry-to-sharpen-students-claims-for-argument-writing\">became a teacher\u003c/a>, he believed those were the hallmarks of a good student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I would even see a student in an honors class who wasn’t super participatory, and I’d think to myself, ‘What are they doing in an honors class?’ They don’t seem that into English class,” he said. “I don’t really like that I thought that, but I did.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62135\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62135\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/brett-vogelsinger-160x222.jpg\" alt=\"\" width=\"250\" height=\"347\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-160x222.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-800x1109.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1020x1414.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-768x1065.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1108x1536.jpg 1108w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1477x2048.jpg 1477w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1920x2663.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-scaled.jpg 1846w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Brett Vogelsinger reads a passage from Shakespeare’s Romeo and Juliet. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger has taught at Central Bucks School District – a large, suburban district outside Philadelphia – for 20 years. In that time, the concepts of introversion and extroversion have become more widely known. As author Susan Cain explained in a \u003c/span>\u003ca href=\"https://www.ted.com/talks/susan_cain_the_power_of_introverts\">\u003cspan style=\"font-weight: 400\">viral Ted Talk in 2012\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “extroverts really crave large amounts of stimulation, whereas introverts feel at their most alive and their most switched-on and their most capable when they’re in quieter, more low-key environments.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an education landscape where speaking up often \u003c/span>\u003ca href=\"https://quietrev.com/class-participation-lets-talk-about-it-2/\">\u003cspan style=\"font-weight: 400\">counts towards grades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and collaboration is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">highly valued\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, today’s classrooms are sometimes noisy and stimulating places to learn. That can be draining for introverted students, who may do their best thinking solo or in calmer settings. Teaching strategies that build in think time, encourage students to listen to each other’s ideas, and include options for written responses can help make space for introverted voices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those kinds of things help to move towards 100% participation without making introverts feel cornered,” said Vogelsinger, who uses all these methods.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While popular understanding of introversion was rising, Vogelsinger was getting a personal education. Because he married an introvert, he began to see the strengths that come from introverts’ propensity for quiet reflection. Just as importantly, he noticed that some of the most powerful writing assignments in his classes came from students who rarely spoke in class. These observations raised questions for how he structured classes in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61848/whats-the-best-way-to-teach-it-depends-on-the-subject\">\u003cspan style=\"font-weight: 400\">a subject where conversation is king\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It took me a while to realize that someone can engage rigorously mentally with what’s going on in the classroom, and you might not hear it as a teacher,” Vogelsinger said. “So then how do we make that learning visible? How do we give them chances to share what they’re learning?”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Summer Reading Series: “Quiet” by \u003ca href=\"https://twitter.com/susancain?ref_src=twsrc%5Etfw\">@SusanCain\u003c/a> \u003ca href=\"https://t.co/tZ8TNdLmU3\">pic.twitter.com/tZ8TNdLmU3\u003c/a>\u003c/p>\n\u003cp>— Mr. John Curtis (@curtiswords) \u003ca href=\"https://twitter.com/curtiswords/status/1676198396736991232?ref_src=twsrc%5Etfw\">July 4, 2023\u003c/a>\u003c/p>\u003c/blockquote>\n\u003ch2>\u003cb>Adding more voices to the conversation with colored index cards\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last spring, Vogelsinger’s English class at Holicong Middle School was discussing whether fate or decision-making played a bigger role in the tragic outcome of Shakespeare’s \u003ci>Romeo and Juliet\u003c/i>. Each student had a white index card and a yellow index card on their desk. At the start, he reminded students that a white card “means a fresh new idea no one’s brought up yet,” and a yellow card means you’re building on someone’s line of thinking, “just like yellow snow means someone’s been there before.” He calls this discussion format “white snow/yellow snow.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students spoke, classmates raised a white or yellow card to be called on, shuffling between cards after hearing peers’ comments. Vogelsinger devised this strategy to create more on-ramps to class discussions for introverted students, who might take a beat (or several) before volunteering, and by the time they do, their more voluble classmates have gone in a different direction.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62136\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-62136\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/white-snow-yellow-snow-160x213.jpg\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-scaled.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">In a “white snow/yellow snow” discussion, students raise a white index card to share a new idea or a yellow index card to build on a classmate’s idea. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">About halfway through the \u003ci>Romeo and Juliet\u003c/i> discussion, a student named Mary tentatively raised a yellow card about halfway. Another classmate took a turn, and Mary raised her card higher. Vogelsinger nodded to her, giving her the floor, and she softly shared a counterpoint to her classmates’ claims about Romeo’s bad choices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger said his introverted students usually speak up more when using the index cards. Plus, his extroverted students are reminded to listen and reflect a little more than usual. “Instead of just raising your hand, which you’re doing all day, now you have this other element and you have to think about how [what you want to say] connects to other things with the white snow/yellow snow.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The index cards also help Vogelsinger monitor the flow of conversation and redirect when things go off track or one idea drags on too long. And they aren’t the only way Vogelsinger invites introverts to participate in class.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discussion boards and think time\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before classroom discussions start, Vogelsinger also builds in opportunities for students to engage with ideas on their own. Online message boards are one of those opportunities. Though some teachers used online discussion boards before the COVID-19 pandemic, their popularity surged during distance learning. Many teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58377/unplanned-lessons-what-pandemic-education-has-taught-teachers\">\u003cspan style=\"font-weight: 400\">heard from new voices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through those forums.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids who had been really quiet were responding really well on discussion boards in that last part of the spring from March to June [2020],” Vogelsinger said of his classes. Now he uses message boards as an introvert-friendly form of participation throughout the semester. Sometimes he highlights comments from the boards in class before moving on to another activity. Other times, the message boards lead into a verbal discussion, like the white snow/yellow snow discussion of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Romeo and Juliet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They’ve already done some thinking about it online. They’ve even interacted with [ChatGPT] and how it wrote about [the play’s themes],” Vogelsinger said. That preparation gives students “roots to the conversation.” Plus, he carved out several minutes before the discussion for students to revisit what they wrote and read each other’s responses. That “think time” is especially helpful for introverted students, who may not want to \u003c/span>\u003ca href=\"https://quietrev.com/encouraging-introverts-to-speak-up-in-school/\">\u003cspan style=\"font-weight: 400\">speak on the spot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as soon as a teacher throws out a question.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Introversion is not about being quiet, shy or reserved,” Vogelsinger said. “It’s about feeling recharged and energized by quiet time, reflective time. … And in English class that’s really valuable. And in learning, that’s really valuable.”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">🕒 Wait time 🕒 between asking a question and calling on someone for an answer — as well as waiting to respond to an answer — is an important strategy to include all learners.\u003c/p>\n\u003cp>Sketchnote via \u003ca href=\"https://twitter.com/ValentinaESL?ref_src=twsrc%5Etfw\">@ValentinaESL\u003c/a> \u003ca href=\"https://t.co/I510pm7x5u\">pic.twitter.com/I510pm7x5u\u003c/a>\u003c/p>\n\u003cp>— MindShift (@MindShiftKQED) \u003ca href=\"https://twitter.com/MindShiftKQED/status/1683090835917664258?ref_src=twsrc%5Etfw\">July 23, 2023\u003c/a>\u003c/p>\u003c/blockquote>\n\u003ch2>\u003cb>Engagement as a continuum\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Vogelsinger, learning about introversion helped him move from deficit thinking to tackling a creative challenge. “I’ve learned not to see an introverted student as someone who’s not engaging as much as I think they should, and rather to see my responsibility as giving a variety of ways to engage,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He uses the word “engage” intentionally. While “participation” when used in grading usually emphasizes talking in class, engagement encompasses a range of learning behaviors. Education researcher Amy Berry developed \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61926/reimagining-student-engagement-as-a-continuum-of-learning-behaviors\">\u003cspan style=\"font-weight: 400\">a continuum of student engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that illustrates this concept.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61940\" class=\"wp-caption aligncenter\" style=\"max-width: 1816px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-61940 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432.png\" alt=\"\" width=\"1816\" height=\"939\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432.png 1816w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-800x414.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-1020x527.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-160x83.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-768x397.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-1536x794.png 1536w\" sizes=\"(max-width: 1816px) 100vw, 1816px\">\u003cfigcaption class=\"wp-caption-text\">A continuum of student engagement, from Reimagining Student Engagement by Amy Berry. \u003ccite>(Courtesy of Corwin Press)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Berry’s continuum, responding to teacher questions is considered a passive form of engagement, whereas more active engagement includes habits such as asking questions, setting goals, and seeking feedback. These behaviors can occur in both extroverted and introverted ways. What’s essential, according to Berry, is to find out from students themselves what these things look like. “That’s when you’re really going to get somewhere when both teacher and student are able to use the continuum as kind of a foundation and anchor for their conversations about engagement,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger showed his students the engagement continuum for the first time last year. But he and the other English teachers at Holicong Middle School were asking students what engaged learning looks like well before that. A few years ago, as part of a rethinking process around grades, Vogelsinger and his colleagues created a quarterly self-reflection for students. Students are encouraged to look at patterns in their homework completion, class participation and assignment feedback before responding to several prompts. One of those prompts is: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ci>\u003cspan style=\"font-weight: 400\">Engagement and participation are vital to success, but can look different to different students. Explain how you participate and engage in class.\u003c/span>\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions like that can help teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">\u003cspan style=\"font-weight: 400\">see strengths in all students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – and spark ideas for how to help them learn. Two decades into his career, it’s not just the idea of an extrovert as the model student that Vogelsinger has shed; it’s the entire concept of a model student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Now I think I’m much better at seeing the individual students,” he said. “I’m looking more for growth.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC6014610124&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Taking a shot\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the same day as the white snow/yellow snow discussions of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Romeo and Juliet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Vogelsinger took a different approach in one of his classes. For third period, he went with a basketball discussion. To kick things off, students ripped a page out of their notebooks and answered one question: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">If you could tell one character one thing that might fix this whole play (apart from how it ends), what would it be?\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After several minutes of scribbling, Vogelsinger instructed students to crumple their page into a ball. The ideas they’d written would be the launching point for the discussion. The paper balls would be launched into a plastic blue crate at the front of the room.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students raised their hands to speak, and three times during the period, Vogelsinger paused the conversation. At those moments, everyone who’d spoken up so far could stand and take a shot with their paper ball. By the end, only three class members hadn’t participated. Vogelsinger collected the crumpled papers from those students before they exited.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the empty classroom, he smoothed the pages, and his eyes tracked over the penciled words. One student wrote: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">I would tell Romeo that Lady Capulet is sending an assassin after him, because she’s going to send someone with poison to Mantua to kill him\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62134\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62134\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/basketball2-160x120.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1920x1440.jpg 1920w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Students in Brett Vogelsinger’s English class at Holicong Middle School shoot paper balls into a basket during a discussion of Romeo and Juliet. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That was a great observation. I kind of wish it would have come up in class, but I can still respond to the student now this way,” Vogelsinger said. That’s key. In the basketball discussion, the chance to shoot the ball may motivate kids who like to move, whether introverted or extroverted. But the written responses ensure that Vogelsinger gets a window into the thinking of students who opt out of speaking.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In just a regular classroom conversation, I wouldn’t have heard anything from them, so I wouldn’t have known they had these thoughts,” he said.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Teacher Brett Vogelsinger said his introverted students speak up more when using colored index cards for different types of responses. Plus, his extroverted students are reminded to listen and reflect a little more than usual.","status":"publish","parent":0,"modified":1718204140,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1944},"headData":{"title":"How Extroverted Teachers Can Engage Introverted Students | KQED","description":"Colored index cards give introverts more ways to speak up in class. Plus, extroverted students are reminded to listen and reflect.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Colored index cards give introverts more ways to speak up in class. Plus, extroverted students are reminded to listen and reflect.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Extroverted Teachers Can Engage Introverted Students","datePublished":"2023-08-01T03:00:22-07:00","dateModified":"2024-06-12T07:55:40-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC6014610124.mp3?updated=1690828652","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Middle school English teacher \u003ca href=\"https://twitter.com/theVogelman\">Brett Vogelsinger\u003c/a> wasn’t always attuned to the needs of introverts. As an extrovert himself, he found it easy to raise his hand and be vocal in school. So when he \u003ca href=\"https://www.kqed.org/mindshift/61361/using-poetry-to-sharpen-students-claims-for-argument-writing\">became a teacher\u003c/a>, he believed those were the hallmarks of a good student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I would even see a student in an honors class who wasn’t super participatory, and I’d think to myself, ‘What are they doing in an honors class?’ They don’t seem that into English class,” he said. “I don’t really like that I thought that, but I did.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62135\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62135\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/brett-vogelsinger-160x222.jpg\" alt=\"\" width=\"250\" height=\"347\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-160x222.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-800x1109.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1020x1414.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-768x1065.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1108x1536.jpg 1108w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1477x2048.jpg 1477w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-1920x2663.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/brett-vogelsinger-scaled.jpg 1846w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Brett Vogelsinger reads a passage from Shakespeare’s Romeo and Juliet. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger has taught at Central Bucks School District – a large, suburban district outside Philadelphia – for 20 years. In that time, the concepts of introversion and extroversion have become more widely known. As author Susan Cain explained in a \u003c/span>\u003ca href=\"https://www.ted.com/talks/susan_cain_the_power_of_introverts\">\u003cspan style=\"font-weight: 400\">viral Ted Talk in 2012\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “extroverts really crave large amounts of stimulation, whereas introverts feel at their most alive and their most switched-on and their most capable when they’re in quieter, more low-key environments.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an education landscape where speaking up often \u003c/span>\u003ca href=\"https://quietrev.com/class-participation-lets-talk-about-it-2/\">\u003cspan style=\"font-weight: 400\">counts towards grades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and collaboration is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400\">highly valued\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, today’s classrooms are sometimes noisy and stimulating places to learn. That can be draining for introverted students, who may do their best thinking solo or in calmer settings. Teaching strategies that build in think time, encourage students to listen to each other’s ideas, and include options for written responses can help make space for introverted voices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those kinds of things help to move towards 100% participation without making introverts feel cornered,” said Vogelsinger, who uses all these methods.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While popular understanding of introversion was rising, Vogelsinger was getting a personal education. Because he married an introvert, he began to see the strengths that come from introverts’ propensity for quiet reflection. Just as importantly, he noticed that some of the most powerful writing assignments in his classes came from students who rarely spoke in class. These observations raised questions for how he structured classes in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61848/whats-the-best-way-to-teach-it-depends-on-the-subject\">\u003cspan style=\"font-weight: 400\">a subject where conversation is king\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It took me a while to realize that someone can engage rigorously mentally with what’s going on in the classroom, and you might not hear it as a teacher,” Vogelsinger said. “So then how do we make that learning visible? How do we give them chances to share what they’re learning?”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Summer Reading Series: “Quiet” by \u003ca href=\"https://twitter.com/susancain?ref_src=twsrc%5Etfw\">@SusanCain\u003c/a> \u003ca href=\"https://t.co/tZ8TNdLmU3\">pic.twitter.com/tZ8TNdLmU3\u003c/a>\u003c/p>\n\u003cp>— Mr. John Curtis (@curtiswords) \u003ca href=\"https://twitter.com/curtiswords/status/1676198396736991232?ref_src=twsrc%5Etfw\">July 4, 2023\u003c/a>\u003c/p>\u003c/blockquote>\n\u003ch2>\u003cb>Adding more voices to the conversation with colored index cards\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last spring, Vogelsinger’s English class at Holicong Middle School was discussing whether fate or decision-making played a bigger role in the tragic outcome of Shakespeare’s \u003ci>Romeo and Juliet\u003c/i>. Each student had a white index card and a yellow index card on their desk. At the start, he reminded students that a white card “means a fresh new idea no one’s brought up yet,” and a yellow card means you’re building on someone’s line of thinking, “just like yellow snow means someone’s been there before.” He calls this discussion format “white snow/yellow snow.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students spoke, classmates raised a white or yellow card to be called on, shuffling between cards after hearing peers’ comments. Vogelsinger devised this strategy to create more on-ramps to class discussions for introverted students, who might take a beat (or several) before volunteering, and by the time they do, their more voluble classmates have gone in a different direction.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62136\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-62136\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/white-snow-yellow-snow-160x213.jpg\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/white-snow-yellow-snow-scaled.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">In a “white snow/yellow snow” discussion, students raise a white index card to share a new idea or a yellow index card to build on a classmate’s idea. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">About halfway through the \u003ci>Romeo and Juliet\u003c/i> discussion, a student named Mary tentatively raised a yellow card about halfway. Another classmate took a turn, and Mary raised her card higher. Vogelsinger nodded to her, giving her the floor, and she softly shared a counterpoint to her classmates’ claims about Romeo’s bad choices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger said his introverted students usually speak up more when using the index cards. Plus, his extroverted students are reminded to listen and reflect a little more than usual. “Instead of just raising your hand, which you’re doing all day, now you have this other element and you have to think about how [what you want to say] connects to other things with the white snow/yellow snow.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The index cards also help Vogelsinger monitor the flow of conversation and redirect when things go off track or one idea drags on too long. And they aren’t the only way Vogelsinger invites introverts to participate in class.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discussion boards and think time\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before classroom discussions start, Vogelsinger also builds in opportunities for students to engage with ideas on their own. Online message boards are one of those opportunities. Though some teachers used online discussion boards before the COVID-19 pandemic, their popularity surged during distance learning. Many teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58377/unplanned-lessons-what-pandemic-education-has-taught-teachers\">\u003cspan style=\"font-weight: 400\">heard from new voices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through those forums.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids who had been really quiet were responding really well on discussion boards in that last part of the spring from March to June [2020],” Vogelsinger said of his classes. Now he uses message boards as an introvert-friendly form of participation throughout the semester. Sometimes he highlights comments from the boards in class before moving on to another activity. Other times, the message boards lead into a verbal discussion, like the white snow/yellow snow discussion of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Romeo and Juliet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They’ve already done some thinking about it online. They’ve even interacted with [ChatGPT] and how it wrote about [the play’s themes],” Vogelsinger said. That preparation gives students “roots to the conversation.” Plus, he carved out several minutes before the discussion for students to revisit what they wrote and read each other’s responses. That “think time” is especially helpful for introverted students, who may not want to \u003c/span>\u003ca href=\"https://quietrev.com/encouraging-introverts-to-speak-up-in-school/\">\u003cspan style=\"font-weight: 400\">speak on the spot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as soon as a teacher throws out a question.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Introversion is not about being quiet, shy or reserved,” Vogelsinger said. “It’s about feeling recharged and energized by quiet time, reflective time. … And in English class that’s really valuable. And in learning, that’s really valuable.”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">🕒 Wait time 🕒 between asking a question and calling on someone for an answer — as well as waiting to respond to an answer — is an important strategy to include all learners.\u003c/p>\n\u003cp>Sketchnote via \u003ca href=\"https://twitter.com/ValentinaESL?ref_src=twsrc%5Etfw\">@ValentinaESL\u003c/a> \u003ca href=\"https://t.co/I510pm7x5u\">pic.twitter.com/I510pm7x5u\u003c/a>\u003c/p>\n\u003cp>— MindShift (@MindShiftKQED) \u003ca href=\"https://twitter.com/MindShiftKQED/status/1683090835917664258?ref_src=twsrc%5Etfw\">July 23, 2023\u003c/a>\u003c/p>\u003c/blockquote>\n\u003ch2>\u003cb>Engagement as a continuum\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Vogelsinger, learning about introversion helped him move from deficit thinking to tackling a creative challenge. “I’ve learned not to see an introverted student as someone who’s not engaging as much as I think they should, and rather to see my responsibility as giving a variety of ways to engage,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He uses the word “engage” intentionally. While “participation” when used in grading usually emphasizes talking in class, engagement encompasses a range of learning behaviors. Education researcher Amy Berry developed \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61926/reimagining-student-engagement-as-a-continuum-of-learning-behaviors\">\u003cspan style=\"font-weight: 400\">a continuum of student engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that illustrates this concept.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61940\" class=\"wp-caption aligncenter\" style=\"max-width: 1816px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-61940 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432.png\" alt=\"\" width=\"1816\" height=\"939\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432.png 1816w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-800x414.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-1020x527.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-160x83.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-768x397.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/06/Figure-1.2-Berry_Reimagining-Student-Engagement-e1688161876432-1536x794.png 1536w\" sizes=\"(max-width: 1816px) 100vw, 1816px\">\u003cfigcaption class=\"wp-caption-text\">A continuum of student engagement, from Reimagining Student Engagement by Amy Berry. \u003ccite>(Courtesy of Corwin Press)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Berry’s continuum, responding to teacher questions is considered a passive form of engagement, whereas more active engagement includes habits such as asking questions, setting goals, and seeking feedback. These behaviors can occur in both extroverted and introverted ways. What’s essential, according to Berry, is to find out from students themselves what these things look like. “That’s when you’re really going to get somewhere when both teacher and student are able to use the continuum as kind of a foundation and anchor for their conversations about engagement,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vogelsinger showed his students the engagement continuum for the first time last year. But he and the other English teachers at Holicong Middle School were asking students what engaged learning looks like well before that. A few years ago, as part of a rethinking process around grades, Vogelsinger and his colleagues created a quarterly self-reflection for students. Students are encouraged to look at patterns in their homework completion, class participation and assignment feedback before responding to several prompts. One of those prompts is: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ci>\u003cspan style=\"font-weight: 400\">Engagement and participation are vital to success, but can look different to different students. Explain how you participate and engage in class.\u003c/span>\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions like that can help teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential\">\u003cspan style=\"font-weight: 400\">see strengths in all students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – and spark ideas for how to help them learn. Two decades into his career, it’s not just the idea of an extrovert as the model student that Vogelsinger has shed; it’s the entire concept of a model student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Now I think I’m much better at seeing the individual students,” he said. “I’m looking more for growth.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC6014610124&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Taking a shot\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">On the same day as the white snow/yellow snow discussions of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Romeo and Juliet\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Vogelsinger took a different approach in one of his classes. For third period, he went with a basketball discussion. To kick things off, students ripped a page out of their notebooks and answered one question: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">If you could tell one character one thing that might fix this whole play (apart from how it ends), what would it be?\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After several minutes of scribbling, Vogelsinger instructed students to crumple their page into a ball. The ideas they’d written would be the launching point for the discussion. The paper balls would be launched into a plastic blue crate at the front of the room.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students raised their hands to speak, and three times during the period, Vogelsinger paused the conversation. At those moments, everyone who’d spoken up so far could stand and take a shot with their paper ball. By the end, only three class members hadn’t participated. Vogelsinger collected the crumpled papers from those students before they exited.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the empty classroom, he smoothed the pages, and his eyes tracked over the penciled words. One student wrote: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">I would tell Romeo that Lady Capulet is sending an assassin after him, because she’s going to send someone with poison to Mantua to kill him\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62134\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62134\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/basketball2-160x120.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/07/basketball2-1920x1440.jpg 1920w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Students in Brett Vogelsinger’s English class at Holicong Middle School shoot paper balls into a basket during a discussion of Romeo and Juliet. \u003ccite>(Kara Newhouse/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That was a great observation. I kind of wish it would have come up in class, but I can still respond to the student now this way,” Vogelsinger said. That’s key. In the basketball discussion, the chance to shoot the ball may motivate kids who like to move, whether introverted or extroverted. But the written responses ensure that Vogelsinger gets a window into the thinking of students who opt out of speaking.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In just a regular classroom conversation, I wouldn’t have heard anything from them, so I wouldn’t have known they had these thoughts,” he said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62119/how-extroverted-teachers-can-engage-introverted-students","authors":["11487"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848","mindshift_193"],"tags":["mindshift_21693","mindshift_21737","mindshift_21741","mindshift_21739","mindshift_20646","mindshift_21736","mindshift_21734","mindshift_21777","mindshift_21735","mindshift_20970","mindshift_21733","mindshift_21132","mindshift_21740","mindshift_21742","mindshift_20616","mindshift_21692","mindshift_20852","mindshift_20971"],"featImg":"mindshift_62130","label":"mindshift_21847"},"mindshift_62011":{"type":"posts","id":"mindshift_62011","meta":{"index":"posts_1716263798","site":"mindshift","id":"62011","score":null,"sort":[1689674445000]},"guestAuthors":[],"slug":"teens-want-to-know-how-to-have-better-relationships-consent-education-can-help","title":"Teens Want to Know How to Have Better Relationships. Consent Education Can Help.","publishDate":1689674445,"format":"audio","headTitle":"Teens Want to Know How to Have Better Relationships. Consent Education Can Help. | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">“Only yes means yes, take nothing more and nothing less.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Your body, your choice, consent gives everyone a voice.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rhymes like these are often used to teach and reinforce the essential definition of consent: that all parties need to fully agree to take part in an activity or behavior. While they’re catchy and memorable — a consent-related song and dance even became \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8W4oKiEQph0\">\u003cspan style=\"font-weight: 400\">a popular TikTok trend\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — these kinds of phrases don’t cover the full extent of what’s needed for kids to understand consent in today’s world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The primary goal of consent education is to foster healthy and respectful relationships rooted in mutual understanding and effective communication. And kids want to learn these skills. Harvard Graduate School of Education’s \u003c/span>\u003ca href=\"https://mcc.gse.harvard.edu/\">\u003cspan style=\"font-weight: 400\">Making Caring Common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (MCC) surveyed over 3,000 young adults and high school students and found that young adults want more guidance about developing caring, long-lasting relationships. “We do almost nothing to prepare young people for the subtle, tender, generous, focused, disciplined, tough, wonderful work of learning how to love somebody else and learning how to be loved,” said Richard Weissbourd, the director of MCC.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, consent education sometimes faces resistance from parents and community members who worry that the topics covered are too mature. As a result, implementing consent education programs in schools can be a challenge. In Utah, for example, when state representative Carol Spackman Moss – a former English teacher – \u003c/span>\u003ca href=\"https://www.sltrib.com/news/2021/02/20/second-try-bill-updating/\">\u003cspan style=\"font-weight: 400\">proposed a bill to mandate consent education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, opposing groups claimed the legislation promoted sexual activity. \u003c/span>\u003ca href=\"https://www.sltrib.com/news/2022/03/08/i-was-just-stunned-bill/\">\u003cspan style=\"font-weight: 400\">The bill failed.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When politicians and activists focus on the “sex” part of consent, they forget that consent can be applied to many non-sexual situations, said health educator \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54805/how-parents-can-talk-with-their-teens-about-sex-and-consent\">\u003cspan style=\"font-weight: 400\">Shafia Zaloom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Kids are navigating complex social landscapes every day, and their brains are primed to seek social acceptance. When young people say “no” to things like vaping or cheating, they’re saying no to the social power and the meaning that that person has in their relationships, according to Zaloom. That’s hard to do.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zaloom teaches health education and consent workshops at schools and nonprofit organizations. Learning to express and respect boundaries are central to her curriculum. In a class she teaches at Urban High School in San Francisco, Zaloom emphasizes that consent is not only about getting a yes or no. The goal is to make sure people leave an experience or relationship feeling respected. “That simply means that both people feel like they were treated like they have value,” she said. Through this work, she has seen that by teaching students about consent, schools can create a lasting culture of empathy and inclusion that benefits the whole community.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Some schools are rethinking sex ed with lessons on consent\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/9lh4XkuG_1A?start=1&feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>From space bubbles to role playing \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Zaloom defines consent with her students, she uses concepts that are suited to their developmental stage. Generally, she said, consent can be boiled down to the idea that your body belongs to you. “You get to choose how you touch and how you get touched,” said Zaloom. When she’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59875/the-case-for-starting-sex-ed-in-kindergarten-hula-hoops-recommended\">\u003cspan style=\"font-weight: 400\">teaching young kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Zaloom prompts them to think about their space bubbles so little ones can easily conceptualize how they interact with each other. Zaloom is sometimes asked to speak at schools where a young child has been hugging and kissing classmates on the playground without their consent. Adults in the school typically respond to the child by saying “no means no” with regard to touching other kids. While well-intended, Zaloom said this response teaches kids that the responsibility is on the recipient to object to something like a hug or a kiss. It’s more helpful, she said, to teach that people must actively seek consent before initiating such actions. And that a “yes” in one moment doesn’t mean “yes” always. “It’s an opportunity then to engage with kids around the reasons for consent and why they’re so important,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With older students, consent definitions are less concrete because consent can be applied to so many different situations. It comes into play when a student needs to borrow a calculator from a peer or when they are asking one another to be their date to prom. Older students are more interested in what consent looks like in action, said Zaloom, who finds that many teens already know the definition of consent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her classes, Zaloom has students role play scenarios that may come up in relationships. For instance, twenty-three year old Alyssa Romo, a graduate from Urban High School,\u003c/span>\u003cspan style=\"font-weight: 400\"> participated in a role play where a classmate said “I love you” when she wasn’t ready to reciprocate those feelings. \u003c/span>\u003cspan style=\"font-weight: 400\">“That’s something I still struggle with,” Romo said. “I remember thinking, ‘Oh, like it’s okay to not say [you’re in love] if you don’t want to.’” By actively participating in these scenarios, students develop skills for navigating complex emotional situations in relationships. Role playing allows students to explore different perspectives, learn effective ways to express their feelings and boundaries, and practice active listening and empathy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really important to meet kids where they are and to find things that translate all of this language and expectation into things that don’t feel so big and overwhelming,” said Zaloom.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC6515570052&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>More than a “moment of legal responsibility” \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sex education is often the closest schools get to teaching about love and relationships, but sex and health education programs can fall short when they only focus on STD and pregnancy prevention. According to \u003c/span>\u003ca href=\"https://siecus.org/wp-content/uploads/2021/09/2022-Sex-Ed-State-Law-and-Policy-Chart.pdf\">\u003cspan style=\"font-weight: 400\">Sex Ed for Social Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 16 states provide abstinence-only sex education. “It’s not about how to have an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50518/how-to-teach-teens-about-love-consent-and-emotional-intelligence\">\u003cspan style=\"font-weight: 400\">ethical, intimate relationship or sexual relationship \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">with somebody else,” said MCC’s Weissbourd. While some \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4882098/\">\u003cspan style=\"font-weight: 400\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> highlight the effectiveness of abstinence-based education, \u003c/span>\u003ca href=\"https://www.jahonline.org/article/S1054-139X(17)30260-4/fulltext\">\u003cspan style=\"font-weight: 400\">a recent analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that abstinence-only programs do not reduce teen pregnancies or STD rates. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s so much more to think about, to take into consideration, to be attuned to, if we’re really talking about promoting healthy sexuality and relationships that are grounded in mutual respect, empathy, care and dignity,” said Zaloom. She teaches students about laws pertaining to sex and consent, but also encourages students to think of consent as a “vibe”, rather than a moment of legal responsibility, meaning that consent isn’t about just checking a box and moving on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, she talks to students about ethical sexuality, which takes into account a person’s wellbeing. So whether it’s a casual relationship or something they’ve been building up to for a long time, both people involved should be consenting and aligned. Zaloom prompts students to think about what good sex means to them. “Because you can have a consensual sexual experience that is boring. That’s embarrassing. That’s disappointing. And not that that isn’t a part of life. It certainly is. But we want to aspire to something a little more than that,” said Zaloom. “So there’s legal, there’s ethical, and then there’s what’s good.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Moving beyond popular culture messages\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">MCC’s survey of teens and young adults indicates that if children do not receive education about love and relationships from their parents or schools, they are likely to seek information from popular culture, including movies and social media. While popular culture representations are not inherently negative, unchecked models of unhealthy relationships can influence young people’s perceptions. “In that way, images of the media are more damaging and dangerous than images of violence in the media,” said Weissbourd. Misconceptions can result in young people staying in unhealthy relationships, alcoholism, or domestic abuse, according to MCC’s survey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To counteract the negative influence of popular entertainment, Zaloom assigns romantic comedies for students to watch and facilitates whole-class discussions about them. During these discussions, students identify and analyze both healthy and unhealthy relationship practices portrayed by the main characters. Romo, Zaloom’s former student, remembered watching the movie “Friends with Benefits,” and identifying the characters’ healthy relationship practices. “Like setting expectations for the relationship or boundaries or telling each other what they wanted,” said Romo. “It’s a silly movie, but that’s kind of a big deal.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When done well, consent education can help young people to navigate relationships, establish boundaries, and build meaningful connections. Romo, who is recently single after ending a five-year-long relationship, said she’s insistent on how people treat her because of what she learned in Zaloom’s class. “We had a lot of conversations about setting boundaries and being conscious of what you want out of a relationship and a partner and the people in your life,” said Romo. “That really stuck with me.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Correction: A previous version of this post misspelled Shafia Zaloom’s last name. We regret the error.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"The primary goal of consent education is to foster healthy and respectful relationships rooted in mutual understanding and effective communication.","status":"publish","parent":0,"modified":1722447757,"stats":{"hasAudio":true,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1572},"headData":{"title":"Teens Want to Know How to Have Better Relationships. Consent Education Can Help. | KQED","description":"The primary goal of consent education is to foster healthy and respectful relationships rooted in mutual understanding and effective communication.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"The primary goal of consent education is to foster healthy and respectful relationships rooted in mutual understanding and effective communication.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Teens Want to Know How to Have Better Relationships. Consent Education Can Help.","datePublished":"2023-07-18T03:00:45-07:00","dateModified":"2024-07-31T10:42:37-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC6515570052.mp3?updated=1689638191","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62011/teens-want-to-know-how-to-have-better-relationships-consent-education-can-help","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“Only yes means yes, take nothing more and nothing less.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Your body, your choice, consent gives everyone a voice.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rhymes like these are often used to teach and reinforce the essential definition of consent: that all parties need to fully agree to take part in an activity or behavior. While they’re catchy and memorable — a consent-related song and dance even became \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8W4oKiEQph0\">\u003cspan style=\"font-weight: 400\">a popular TikTok trend\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — these kinds of phrases don’t cover the full extent of what’s needed for kids to understand consent in today’s world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The primary goal of consent education is to foster healthy and respectful relationships rooted in mutual understanding and effective communication. And kids want to learn these skills. Harvard Graduate School of Education’s \u003c/span>\u003ca href=\"https://mcc.gse.harvard.edu/\">\u003cspan style=\"font-weight: 400\">Making Caring Common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (MCC) surveyed over 3,000 young adults and high school students and found that young adults want more guidance about developing caring, long-lasting relationships. “We do almost nothing to prepare young people for the subtle, tender, generous, focused, disciplined, tough, wonderful work of learning how to love somebody else and learning how to be loved,” said Richard Weissbourd, the director of MCC.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, consent education sometimes faces resistance from parents and community members who worry that the topics covered are too mature. As a result, implementing consent education programs in schools can be a challenge. In Utah, for example, when state representative Carol Spackman Moss – a former English teacher – \u003c/span>\u003ca href=\"https://www.sltrib.com/news/2021/02/20/second-try-bill-updating/\">\u003cspan style=\"font-weight: 400\">proposed a bill to mandate consent education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, opposing groups claimed the legislation promoted sexual activity. \u003c/span>\u003ca href=\"https://www.sltrib.com/news/2022/03/08/i-was-just-stunned-bill/\">\u003cspan style=\"font-weight: 400\">The bill failed.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When politicians and activists focus on the “sex” part of consent, they forget that consent can be applied to many non-sexual situations, said health educator \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54805/how-parents-can-talk-with-their-teens-about-sex-and-consent\">\u003cspan style=\"font-weight: 400\">Shafia Zaloom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Kids are navigating complex social landscapes every day, and their brains are primed to seek social acceptance. When young people say “no” to things like vaping or cheating, they’re saying no to the social power and the meaning that that person has in their relationships, according to Zaloom. That’s hard to do.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zaloom teaches health education and consent workshops at schools and nonprofit organizations. Learning to express and respect boundaries are central to her curriculum. In a class she teaches at Urban High School in San Francisco, Zaloom emphasizes that consent is not only about getting a yes or no. The goal is to make sure people leave an experience or relationship feeling respected. “That simply means that both people feel like they were treated like they have value,” she said. Through this work, she has seen that by teaching students about consent, schools can create a lasting culture of empathy and inclusion that benefits the whole community.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Some schools are rethinking sex ed with lessons on consent\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/9lh4XkuG_1A?start=1&feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>From space bubbles to role playing \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Zaloom defines consent with her students, she uses concepts that are suited to their developmental stage. Generally, she said, consent can be boiled down to the idea that your body belongs to you. “You get to choose how you touch and how you get touched,” said Zaloom. When she’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59875/the-case-for-starting-sex-ed-in-kindergarten-hula-hoops-recommended\">\u003cspan style=\"font-weight: 400\">teaching young kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Zaloom prompts them to think about their space bubbles so little ones can easily conceptualize how they interact with each other. Zaloom is sometimes asked to speak at schools where a young child has been hugging and kissing classmates on the playground without their consent. Adults in the school typically respond to the child by saying “no means no” with regard to touching other kids. While well-intended, Zaloom said this response teaches kids that the responsibility is on the recipient to object to something like a hug or a kiss. It’s more helpful, she said, to teach that people must actively seek consent before initiating such actions. And that a “yes” in one moment doesn’t mean “yes” always. “It’s an opportunity then to engage with kids around the reasons for consent and why they’re so important,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With older students, consent definitions are less concrete because consent can be applied to so many different situations. It comes into play when a student needs to borrow a calculator from a peer or when they are asking one another to be their date to prom. Older students are more interested in what consent looks like in action, said Zaloom, who finds that many teens already know the definition of consent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her classes, Zaloom has students role play scenarios that may come up in relationships. For instance, twenty-three year old Alyssa Romo, a graduate from Urban High School,\u003c/span>\u003cspan style=\"font-weight: 400\"> participated in a role play where a classmate said “I love you” when she wasn’t ready to reciprocate those feelings. \u003c/span>\u003cspan style=\"font-weight: 400\">“That’s something I still struggle with,” Romo said. “I remember thinking, ‘Oh, like it’s okay to not say [you’re in love] if you don’t want to.’” By actively participating in these scenarios, students develop skills for navigating complex emotional situations in relationships. Role playing allows students to explore different perspectives, learn effective ways to express their feelings and boundaries, and practice active listening and empathy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really important to meet kids where they are and to find things that translate all of this language and expectation into things that don’t feel so big and overwhelming,” said Zaloom.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC6515570052&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>More than a “moment of legal responsibility” \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sex education is often the closest schools get to teaching about love and relationships, but sex and health education programs can fall short when they only focus on STD and pregnancy prevention. According to \u003c/span>\u003ca href=\"https://siecus.org/wp-content/uploads/2021/09/2022-Sex-Ed-State-Law-and-Policy-Chart.pdf\">\u003cspan style=\"font-weight: 400\">Sex Ed for Social Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 16 states provide abstinence-only sex education. “It’s not about how to have an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50518/how-to-teach-teens-about-love-consent-and-emotional-intelligence\">\u003cspan style=\"font-weight: 400\">ethical, intimate relationship or sexual relationship \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">with somebody else,” said MCC’s Weissbourd. While some \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4882098/\">\u003cspan style=\"font-weight: 400\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> highlight the effectiveness of abstinence-based education, \u003c/span>\u003ca href=\"https://www.jahonline.org/article/S1054-139X(17)30260-4/fulltext\">\u003cspan style=\"font-weight: 400\">a recent analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that abstinence-only programs do not reduce teen pregnancies or STD rates. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s so much more to think about, to take into consideration, to be attuned to, if we’re really talking about promoting healthy sexuality and relationships that are grounded in mutual respect, empathy, care and dignity,” said Zaloom. She teaches students about laws pertaining to sex and consent, but also encourages students to think of consent as a “vibe”, rather than a moment of legal responsibility, meaning that consent isn’t about just checking a box and moving on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, she talks to students about ethical sexuality, which takes into account a person’s wellbeing. So whether it’s a casual relationship or something they’ve been building up to for a long time, both people involved should be consenting and aligned. Zaloom prompts students to think about what good sex means to them. “Because you can have a consensual sexual experience that is boring. That’s embarrassing. That’s disappointing. And not that that isn’t a part of life. It certainly is. But we want to aspire to something a little more than that,” said Zaloom. “So there’s legal, there’s ethical, and then there’s what’s good.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Moving beyond popular culture messages\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">MCC’s survey of teens and young adults indicates that if children do not receive education about love and relationships from their parents or schools, they are likely to seek information from popular culture, including movies and social media. While popular culture representations are not inherently negative, unchecked models of unhealthy relationships can influence young people’s perceptions. “In that way, images of the media are more damaging and dangerous than images of violence in the media,” said Weissbourd. Misconceptions can result in young people staying in unhealthy relationships, alcoholism, or domestic abuse, according to MCC’s survey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To counteract the negative influence of popular entertainment, Zaloom assigns romantic comedies for students to watch and facilitates whole-class discussions about them. During these discussions, students identify and analyze both healthy and unhealthy relationship practices portrayed by the main characters. Romo, Zaloom’s former student, remembered watching the movie “Friends with Benefits,” and identifying the characters’ healthy relationship practices. “Like setting expectations for the relationship or boundaries or telling each other what they wanted,” said Romo. “It’s a silly movie, but that’s kind of a big deal.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When done well, consent education can help young people to navigate relationships, establish boundaries, and build meaningful connections. Romo, who is recently single after ending a five-year-long relationship, said she’s insistent on how people treat her because of what she learned in Zaloom’s class. “We had a lot of conversations about setting boundaries and being conscious of what you want out of a relationship and a partner and the people in your life,” said Romo. “That really stuck with me.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Correction: A previous version of this post misspelled Shafia Zaloom’s last name. We regret the error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62011/teens-want-to-know-how-to-have-better-relationships-consent-education-can-help","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21445","mindshift_21512","mindshift_21504","mindshift_21280","mindshift_21130","mindshift_21848","mindshift_193"],"tags":["mindshift_21250","mindshift_21036","mindshift_21231","mindshift_21268","mindshift_268","mindshift_21067","mindshift_21213","mindshift_944","mindshift_20963","mindshift_943","mindshift_30"],"featImg":"mindshift_62012","label":"mindshift_21847"},"mindshift_61018":{"type":"posts","id":"mindshift_61018","meta":{"index":"posts_1716263798","site":"mindshift","id":"61018","score":null,"sort":[1676977219000]},"guestAuthors":[],"slug":"want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books","title":"Want Kids to Love Reading? Authors Grace Lin and Kate Messner Share How to Find Wonder in Books","publishDate":1676977219,"format":"audio","headTitle":"Want Kids to Love Reading? Authors Grace Lin and Kate Messner Share How to Find Wonder in Books | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Where have all the bookworms gone? Recreational reading has been shown to \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/07448481.2020.1728280\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reduce stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://beckman.illinois.edu/about/news/article/2022/12/05/reading-for-pleasure-can-strengthen-memory-in-older-adults-beckman-researchers-find#:~:text=The%20results%20were%20incontrovertible%3A%20in,strengthened%20older%20adults'%20memory%20skills\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">improve working memory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but fewer children are reading for fun than ever before. In recent \u003ca style=\"font-weight: 400\" href=\"https://www.pewresearch.org/fact-tank/2021/11/12/among-many-u-s-children-reading-for-fun-has-become-less-common-federal-data-shows/\" target=\"_blank\" rel=\"noopener\">surveys\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> by the National Assessment of Educational Progress, 16% of 9-year-olds said they never or hardly ever read for fun, compared to 11% in 2012 and 9% in 1984. Among 13-year-olds, that number was 29% in 2020, compared with 22% in 2012 and 8% in 1984.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Authors \u003c/span>\u003ca href=\"https://twitter.com/pacylin\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Grace Lin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/KateMessner\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Kate Messner\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> believe books give readers the ability to experience new worlds and empathize with others. Together they wrote \u003c/span>\u003ca href=\"https://www.lbyr.com/titles/grace-lin/once-upon-a-book/9780316541077/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“Once Upon A Book,”\u003c/span>\u003c/a> a children’s picture book where the main character Alice is swept away on an adventure through the magic of reading.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is a perfect book for everyone,” said Lin. “You just have to find it.” However, there is an art to matching kids with the right book. For parents and teachers who want children to cultivate a love of reading, Messner and Lin provided tips on how to help kids find wonder through books. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61020\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-61020\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-800x526.jpg\" alt=\"\" width=\"800\" height=\"526\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-800x526.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-1020x670.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-160x105.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-768x505.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-1536x1010.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children’s book ” Once Upon A Book” by Grace Lin and Kate Messner. (Courtesy of Little, Brown and Company)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Let kids pick their own books \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adults sometimes seek out award-winning children’s books only to find that their kid has no interest in reading them. As a parent, Lin had to reconsider her lofty expectations. “[My daughter] wanted her ‘My Little Pony’ book and she wanted Curious George stories – not even the original Curious George books, but the cheap, knock off Curious George books,” said Lin. “Letting go of this idea that I needed her to read ‘good books’ is what I think really has made her love and enjoy reading.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids have room to gravitate to the books that spark their interest, it helps them cultivate their identities as readers. Letting kids choose their own books \u003c/span>\u003ca href=\"http://teacher.scholastic.com/education/classroom-library/pdfs/The-Power-of-Reading-Choice.pdf?esp=TSO/ib/202104////label/card/classroom/reading/////\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">leads to more motivation to read and ownership over the reading process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whereas imposing a book on a child can make the child feel like reading is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51693/why-stepping-back-can-empower-kids-in-an-anxious-world\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a chore instead of a treat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What makes a great book is just the simple fact that a child loves it,” said Lin. “The fact that they’re reading is great.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just because a kid rebuffs esteemed literature, it doesn’t mean those books should be thrown out or given away. Messner recommends putting them in kids’ vicinity. When her son only wanted to read Tonka truck books from the grocery store, she still kept other books around the house.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They were always on the bookshelf and in the baskets and on the table and by the bed and all over the place,” said Messner. “When you live immersed in words like that, you eventually find your way to the other stories. And I think that’s a really powerful way to introduce kids to ideas.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC8621075589&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Give everyone access to windows, mirrors and sliding glass doors\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an author/illustrator known for bringing her Taiwanese heritage\u003c/span>\u003ca href=\"https://gracelin.com/books/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> to her work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">one of Lin’s biggest fears is that after Lunar New Year, students won’t read another book with an Asian character until the following year. When teachers only bring books about different cultures into the classroom during holidays, they’re participating in cultural tourism, Lin said. “It’s like Asians only exist during the Lunar New Year and Black people only exist in February.” She invites teachers to make sure that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">diverse books surround children every single day of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lin encourages teachers and parents to see books as windows, mirrors and sliding glass doors, a framework developed by scholar \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Books that are windows show readers new worlds, mirrors show readers themselves, and sliding glass doors allow readers to fully immerse themselves in a story. “Books as mirrors are very important because that is what gives a child a sense of self-worth,” Lin said. “It tells them that they can be the hero in a book. They can be a changemaker. They are the ones who have control in their world. And that’s something that a lot of people from marginalized groups have not had for a long time.” \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Windows and Mirrors of Your Child's Bookshelf | Grace Lin | TEDxNatick\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/_wQ8wiV3FVo?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers and parents to be tactful about how they make books as mirrors available to children of color. “My mother tried to get me to read Asian books. I wouldn’t touch them because I just didn’t want to be reminded of how different I was from my classmates,” she said. Educators and parents can make it clear that kids of any identity can and should explore diverse books. “Push the book with the Black character onto the Asian child. Push the book with the Asian character onto the white child,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Recommend books in stacks \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What Kate Messner misses most about her 15 years as a middle school English teacher is putting the perfect book into a reader’s eager hands. If a teacher has a book they think will benefit a student, she encourages them to recommend a stack of books rather than one book at a time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Instead of saying, ‘This book has an Asian character and you’re Asian, so you should read this book,’ which is awkward and uncomfortable, what we can do is say, ‘Oh, here are four books I think you might love,’” Messner explained. The four books might actually focus on another topic the student is interested in and feature at least one Asian character. “Recommending books in stacks is a really great way to introduce kids to stories, but also let them feel the ownership of choice.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61021\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-61021\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-800x528.jpg\" alt=\"\" width=\"800\" height=\"528\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-800x528.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1020x673.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-768x506.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1536x1013.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-2048x1350.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1920x1266.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children’s book ” Once Upon A Book” by Grace Lin and Kate Messner. (Courtesy of Little, Brown and Company)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stacks are particularly helpful when students are going through something difficult and a teacher wants to give them a book that helps them through a tough time. “I would have kids who I knew were dealing with various tough situations outside of the classroom. Maybe I knew they were struggling with a relative with addiction or maybe I knew that they had some history that was difficult,” Messner said. With these students she’d find and suggest a few books where the main characters overcame a variety of challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’d just present the stack to them and then go away, so that kid who might really need that one book can choose it themselves without me standing over their shoulder,” she said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books have the power to spark children’s interest, broaden their understanding, reflect their experiences and affirm their identities. Every time young readers feel empowered to choose a book for themselves is an opportunity to create a lasting relationship with reading.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"For parents and teachers who want to support kids’ love of reading, “Once Upon A Book” authors Grace Lin and Kate Messner’s share how to be a good book matchmaker and boost kids' motivation to read.","status":"publish","parent":0,"modified":1718667291,"stats":{"hasAudio":true,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1216},"headData":{"title":"Want Kids to Love Reading? Authors Grace Lin and Kate Messner Share How to Find Wonder in Books | KQED","description":"“Once Upon A Book” authors Grace Lin and Kate Messner’s share strategies for how to be a good book matchmaker and support kids’ love of reading.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"“Once Upon A Book” authors Grace Lin and Kate Messner’s share strategies for how to be a good book matchmaker and support kids’ love of reading.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Want Kids to Love Reading? Authors Grace Lin and Kate Messner Share How to Find Wonder in Books","datePublished":"2023-02-21T03:00:19-08:00","dateModified":"2024-06-17T16:34:51-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC8621075589.mp3?updated=1676920349","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Where have all the bookworms gone? Recreational reading has been shown to \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/07448481.2020.1728280\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reduce stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://beckman.illinois.edu/about/news/article/2022/12/05/reading-for-pleasure-can-strengthen-memory-in-older-adults-beckman-researchers-find#:~:text=The%20results%20were%20incontrovertible%3A%20in,strengthened%20older%20adults'%20memory%20skills\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">improve working memory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but fewer children are reading for fun than ever before. In recent \u003ca style=\"font-weight: 400\" href=\"https://www.pewresearch.org/fact-tank/2021/11/12/among-many-u-s-children-reading-for-fun-has-become-less-common-federal-data-shows/\" target=\"_blank\" rel=\"noopener\">surveys\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> by the National Assessment of Educational Progress, 16% of 9-year-olds said they never or hardly ever read for fun, compared to 11% in 2012 and 9% in 1984. Among 13-year-olds, that number was 29% in 2020, compared with 22% in 2012 and 8% in 1984.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Authors \u003c/span>\u003ca href=\"https://twitter.com/pacylin\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Grace Lin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/KateMessner\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Kate Messner\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> believe books give readers the ability to experience new worlds and empathize with others. Together they wrote \u003c/span>\u003ca href=\"https://www.lbyr.com/titles/grace-lin/once-upon-a-book/9780316541077/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“Once Upon A Book,”\u003c/span>\u003c/a> a children’s picture book where the main character Alice is swept away on an adventure through the magic of reading.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is a perfect book for everyone,” said Lin. “You just have to find it.” However, there is an art to matching kids with the right book. For parents and teachers who want children to cultivate a love of reading, Messner and Lin provided tips on how to help kids find wonder through books. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61020\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-61020\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-800x526.jpg\" alt=\"\" width=\"800\" height=\"526\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-800x526.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-1020x670.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-160x105.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-768x505.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590-1536x1010.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_1-scaled-e1676572691590.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children’s book ” Once Upon A Book” by Grace Lin and Kate Messner. (Courtesy of Little, Brown and Company)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Let kids pick their own books \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adults sometimes seek out award-winning children’s books only to find that their kid has no interest in reading them. As a parent, Lin had to reconsider her lofty expectations. “[My daughter] wanted her ‘My Little Pony’ book and she wanted Curious George stories – not even the original Curious George books, but the cheap, knock off Curious George books,” said Lin. “Letting go of this idea that I needed her to read ‘good books’ is what I think really has made her love and enjoy reading.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids have room to gravitate to the books that spark their interest, it helps them cultivate their identities as readers. Letting kids choose their own books \u003c/span>\u003ca href=\"http://teacher.scholastic.com/education/classroom-library/pdfs/The-Power-of-Reading-Choice.pdf?esp=TSO/ib/202104////label/card/classroom/reading/////\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">leads to more motivation to read and ownership over the reading process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whereas imposing a book on a child can make the child feel like reading is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51693/why-stepping-back-can-empower-kids-in-an-anxious-world\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a chore instead of a treat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What makes a great book is just the simple fact that a child loves it,” said Lin. “The fact that they’re reading is great.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just because a kid rebuffs esteemed literature, it doesn’t mean those books should be thrown out or given away. Messner recommends putting them in kids’ vicinity. When her son only wanted to read Tonka truck books from the grocery store, she still kept other books around the house.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They were always on the bookshelf and in the baskets and on the table and by the bed and all over the place,” said Messner. “When you live immersed in words like that, you eventually find your way to the other stories. And I think that’s a really powerful way to introduce kids to ideas.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC8621075589&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Give everyone access to windows, mirrors and sliding glass doors\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an author/illustrator known for bringing her Taiwanese heritage\u003c/span>\u003ca href=\"https://gracelin.com/books/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> to her work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003cspan style=\"font-weight: 400\">one of Lin’s biggest fears is that after Lunar New Year, students won’t read another book with an Asian character until the following year. When teachers only bring books about different cultures into the classroom during holidays, they’re participating in cultural tourism, Lin said. “It’s like Asians only exist during the Lunar New Year and Black people only exist in February.” She invites teachers to make sure that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">diverse books surround children every single day of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lin encourages teachers and parents to see books as windows, mirrors and sliding glass doors, a framework developed by scholar \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/23813377211028256\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Rudine Sims Bishop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Books that are windows show readers new worlds, mirrors show readers themselves, and sliding glass doors allow readers to fully immerse themselves in a story. “Books as mirrors are very important because that is what gives a child a sense of self-worth,” Lin said. “It tells them that they can be the hero in a book. They can be a changemaker. They are the ones who have control in their world. And that’s something that a lot of people from marginalized groups have not had for a long time.” \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Windows and Mirrors of Your Child's Bookshelf | Grace Lin | TEDxNatick\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/_wQ8wiV3FVo?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She advises teachers and parents to be tactful about how they make books as mirrors available to children of color. “My mother tried to get me to read Asian books. I wouldn’t touch them because I just didn’t want to be reminded of how different I was from my classmates,” she said. Educators and parents can make it clear that kids of any identity can and should explore diverse books. “Push the book with the Black character onto the Asian child. Push the book with the Asian character onto the white child,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Recommend books in stacks \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What Kate Messner misses most about her 15 years as a middle school English teacher is putting the perfect book into a reader’s eager hands. If a teacher has a book they think will benefit a student, she encourages them to recommend a stack of books rather than one book at a time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Instead of saying, ‘This book has an Asian character and you’re Asian, so you should read this book,’ which is awkward and uncomfortable, what we can do is say, ‘Oh, here are four books I think you might love,’” Messner explained. The four books might actually focus on another topic the student is interested in and feature at least one Asian character. “Recommending books in stacks is a really great way to introduce kids to stories, but also let them feel the ownership of choice.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61021\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-61021\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-800x528.jpg\" alt=\"\" width=\"800\" height=\"528\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-800x528.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1020x673.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-768x506.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1536x1013.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-2048x1350.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/02/Mindshift-Spreads_Page_2-1920x1266.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A page from the children’s book ” Once Upon A Book” by Grace Lin and Kate Messner. (Courtesy of Little, Brown and Company)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stacks are particularly helpful when students are going through something difficult and a teacher wants to give them a book that helps them through a tough time. “I would have kids who I knew were dealing with various tough situations outside of the classroom. Maybe I knew they were struggling with a relative with addiction or maybe I knew that they had some history that was difficult,” Messner said. With these students she’d find and suggest a few books where the main characters overcame a variety of challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’d just present the stack to them and then go away, so that kid who might really need that one book can choose it themselves without me standing over their shoulder,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Books have the power to spark children’s interest, broaden their understanding, reflect their experiences and affirm their identities. Every time young readers feel empowered to choose a book for themselves is an opportunity to create a lasting relationship with reading.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61018/want-kids-to-love-reading-authors-grace-lin-and-kate-messner-share-how-to-find-wonder-in-books","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21517","mindshift_21130","mindshift_21385","mindshift_21848","mindshift_193"],"tags":["mindshift_21319","mindshift_20997","mindshift_20646","mindshift_895","mindshift_470","mindshift_20568","mindshift_21423","mindshift_550","mindshift_21128","mindshift_21465","mindshift_21259","mindshift_21397"],"featImg":"mindshift_61075","label":"mindshift_21847"},"mindshift_60885":{"type":"posts","id":"mindshift_60885","meta":{"index":"posts_1716263798","site":"mindshift","id":"60885","score":null,"sort":[1674558024000]},"parent":0,"labelTerm":{"site":"mindshift","term":21847},"blocks":[],"publishDate":1674558024,"format":"audio","title":"How To Create a STEM Dream Culture for All Students","headTitle":"How To Create a STEM Dream Culture for All Students | KQED","content":"\u003cp>\u003cspan style=\"font-weight: 400\">Can you imagine a class where students have uninterrupted time to play, dream and create with their peers? Giving students the room to be curious and imaginative is fundamental to building what former math and science teacher \u003c/span>\u003ca href=\"https://twitter.com/chrisemdin\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Christopher Emdin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> calls a dream culture. “If you give young people the space and time to play and dream, something is activated within them that supports them in every facet of their lives,” said Emdin, who is an education professor at the University of Southern California. He’s a firm believer that a dream culture is key to deepening students’ engagement and sense of belonging in science, technology, engineering and math (STEM) disciplines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students who are girls, Black and Latinx are likely to experience doubts about their STEM abilities due to the lack of diversity in these fields. \u003c/span>\u003ca href=\"https://www.pewresearch.org/science/2021/04/01/stem-jobs-see-uneven-progress-in-increasing-gender-racial-and-ethnic-diversity/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Black and Latinx people are underrepresented in STEM jobs. And while women make up half of the STEM workforce, they remain underrepresented in various professions, including computer and engineering jobs. Emdin’s book \u003c/span>\u003ca href=\"https://leadered.com/publications/stemsteammakedream/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“STEM, STEAM, Make, Dream”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> outlines how teachers can make STEM education more inclusive, support students in reimagining their relationship to STEM subjects and help their learners become better dreamers. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Show that STEM is subjective\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">STEM, a concept popularized in the early 2000s, merges together four powerful areas of study, and schools have increasingly sought to prepare students to pursue careers in these fields. Teachers may see objectivity and cold hard facts as the best way to promote rigor in STEM learning, but Emdin thinks this perspective is limiting because it does not acknowledge that life experiences and perspectives shape scientific inquiry. “To be objective is to be at a place of detachment from the human experience,” writes Emdin in his book. “It’s being at a place where one is not connected to how people feel or experience this world.” \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC2735658390&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recognizing subjectivity in STEM can make it more culturally relevant to students. Teachers who want to embrace STEM’s subjectivity can acknowledge that many cultures have STEM traditions that may not be included in textbooks. Additionally, women’s contributions to STEM \u003c/span>\u003ca href=\"https://www.pbs.org/video/the-secret-of-life-1633038089/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have been largely erased\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Emdin told MindShift that centering diverse people’s scientific and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54983/10-nonfiction-childrens-books-that-humanize-mathematics\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">mathematical discoveries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reveals how bias has long been a part of the discipline and invites students to connect to a more robust picture of STEM.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Subjectivity means knowing who you are, where you are, where you’ve been within [STEM], and then bringing that to the discipline to help the discipline heal from its missteps historically,” said Emdin. In his book, he spotlights \u003c/span>\u003ca href=\"https://mariobenabe.com/bio/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">math educator Mario Benabe\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who teaches high school students about \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SEiTHJdNAg4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">indigenous methods for measurement and calculation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and ethnomathematician Ron Eglash, who \u003c/span>\u003ca href=\"https://csdt.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">created lesson plans about the math principles involved in cornrow hair braiding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Indigenous Mathematics\" width=\"640\" height=\"480\" src=\"https://www.youtube.com/embed/SEiTHJdNAg4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Embrace emotions in the scientific process\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emotions might not be the first things that come to mind when one thinks about STEM education. However, putting emphasis on feelings over facts can give students permission to bring their authentic selves to STEM classes. “For teachers with the goal to connect learners to STEM, the emotions that either exist or do not exist are essential to understand,” Emdin writes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if a student feels frustrated because they’re struggling to balance an equation, teachers can reassure them that big feelings are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">natural when solving tough problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers may say that being frustrated doesn’t mean that they are not smart enough or that STEM is too hard for them. It could mean that they identified an area where they need more support, information or practice. \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2007.00004.x\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">emotions can lead to deeper learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and enable students to access their passion for academic subjects. If a student is feeling apathetic, they may be communicating that they need more culturally relevant examples to stoke their interest and help them feel more invested.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not demeaning or anti-rigorous for you to begin conversations around STEM with emotion,” said Emdin. “We can teach that way and still get our intellectual rigor and academic heft.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>See students as scientists \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students remember their bad experiences with learning STEM, which can lead to \u003ca href=\"https://www.kqed.org/mindshift/59420/why-students-say-stem-is-hard-and-what-educators-can-do-about-it\" target=\"_blank\" rel=\"noopener\">feelings of disconnection or fear\u003c/a>. “I’ve seen children in sixth grade who, when introduced to a scientific algebraic formula, will literally shrink in their seats and break out in sweats,” Emdin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help young people develop a positive STEM identity, he recommends that teachers point out students’ science-mindedness, which is “the skills, traits, attributes and dispositions of the most prolific and brilliant scientists and mathematicians of our time.” Instead of focusing on a student’s content knowledge or rote memorization, teachers can uplift skills that students are using all the time in social interactions and hobbies. For instance, a teacher might notice and compliment a child’s keen observation skills, analytical nature or the questions they pose. Then, teachers can note how well-known experts in STEM have these same traits. For example, they might mention that the way a student asks questions reminds them of Nobel Prize-winning physicist \u003ca href=\"https://www.nobelprize.org/prizes/physics/1922/bohr/biographical/\" target=\"_blank\" rel=\"noopener\">Niels Bohr\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You start attaching their inherent characteristics that they’ve used to form their identity with STEM. And slowly you build upon those inherent strengths, and then you introduce more in-depth scientific skills,” said Emdin. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5969448/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that adding an arts component to STEM education, also known as STEAM, can provide another avenue for students to find their identities within these subjects. “The arts are the essence of our collective humanity that awakens us to our best selves,” said Emdin, who also serves as the \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SyDaOJuCb3I\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">scholar/griot in residence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the Lincoln Center for Performing Arts and is the creator of \u003c/span>\u003ca href=\"https://hiphoped.com/science-genius/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Science Genius\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a program that explores hip hop and science.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He also encourages educators to expand the “A” in STEAM to include two more words: ancestry, which invites students to consider cultural contributions to science, and authenticity, which examines how students can bring their full selves to scientific inquiry. “It’s essential for us to be able to deconstruct [STEAM] and then reconstruct it in ways that are more inclusive, more diverse, and more honoring of indigenous knowledge, of traditional knowledges and localized knowledges,” he said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dreaming can be powerful and transformative. When students have a strong STEM identity, they’re able to dream about themselves and the world in ways that weren’t possible before. “I think we need to offer that luxury to young people. Time should not just be an affordance of those who are privileged,” Emdin said. “Poor folks, Black and brown folks, and marginalized folks need to have the luxury of time to play and time to dream.”\u003c/span>\u003c/p>\n\n","stats":{"hasVideo":true,"hasChartOrMap":false,"hasAudio":true,"hasPolis":false,"wordCount":1173,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":18},"modified":1715625790,"excerpt":"Christopher Emdin’s book “STEM, STEAM, Make, Dream” explores how teachers can make STEM education more inclusive and support students in reimagining their relationship to STEM subjects. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Christopher Emdin’s book “STEM, STEAM, Make, Dream” explores how teachers can make science, technology, engineering and mathematics (STEM) education more inclusive.","socialDescription":"Christopher Emdin’s book “STEM, STEAM, Make, Dream” explores how teachers can make science, technology, engineering and mathematics (STEM) education more inclusive.","title":"How To Create a STEM Dream Culture for All Students | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How To Create a STEM Dream Culture for All Students","datePublished":"2023-01-24T03:00:24-08:00","dateModified":"2024-05-13T11:43:10-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"how-to-create-a-stem-dream-culture-for-all-students","status":"publish","audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC2735658390.mp3?updated=1674508083","excludeFromSiteSearch":"Include","sticky":false,"articleAge":"0","nprStoryId":"kqed-60885","path":"/mindshift/60885/how-to-create-a-stem-dream-culture-for-all-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Can you imagine a class where students have uninterrupted time to play, dream and create with their peers? Giving students the room to be curious and imaginative is fundamental to building what former math and science teacher \u003c/span>\u003ca href=\"https://twitter.com/chrisemdin\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Christopher Emdin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> calls a dream culture. “If you give young people the space and time to play and dream, something is activated within them that supports them in every facet of their lives,” said Emdin, who is an education professor at the University of Southern California. He’s a firm believer that a dream culture is key to deepening students’ engagement and sense of belonging in science, technology, engineering and math (STEM) disciplines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students who are girls, Black and Latinx are likely to experience doubts about their STEM abilities due to the lack of diversity in these fields. \u003c/span>\u003ca href=\"https://www.pewresearch.org/science/2021/04/01/stem-jobs-see-uneven-progress-in-increasing-gender-racial-and-ethnic-diversity/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Black and Latinx people are underrepresented in STEM jobs. And while women make up half of the STEM workforce, they remain underrepresented in various professions, including computer and engineering jobs. Emdin’s book \u003c/span>\u003ca href=\"https://leadered.com/publications/stemsteammakedream/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“STEM, STEAM, Make, Dream”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> outlines how teachers can make STEM education more inclusive, support students in reimagining their relationship to STEM subjects and help their learners become better dreamers. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Show that STEM is subjective\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">STEM, a concept popularized in the early 2000s, merges together four powerful areas of study, and schools have increasingly sought to prepare students to pursue careers in these fields. Teachers may see objectivity and cold hard facts as the best way to promote rigor in STEM learning, but Emdin thinks this perspective is limiting because it does not acknowledge that life experiences and perspectives shape scientific inquiry. “To be objective is to be at a place of detachment from the human experience,” writes Emdin in his book. “It’s being at a place where one is not connected to how people feel or experience this world.” \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC2735658390&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recognizing subjectivity in STEM can make it more culturally relevant to students. Teachers who want to embrace STEM’s subjectivity can acknowledge that many cultures have STEM traditions that may not be included in textbooks. Additionally, women’s contributions to STEM \u003c/span>\u003ca href=\"https://www.pbs.org/video/the-secret-of-life-1633038089/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have been largely erased\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Emdin told MindShift that centering diverse people’s scientific and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54983/10-nonfiction-childrens-books-that-humanize-mathematics\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">mathematical discoveries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reveals how bias has long been a part of the discipline and invites students to connect to a more robust picture of STEM.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Subjectivity means knowing who you are, where you are, where you’ve been within [STEM], and then bringing that to the discipline to help the discipline heal from its missteps historically,” said Emdin. In his book, he spotlights \u003c/span>\u003ca href=\"https://mariobenabe.com/bio/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">math educator Mario Benabe\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who teaches high school students about \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SEiTHJdNAg4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">indigenous methods for measurement and calculation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and ethnomathematician Ron Eglash, who \u003c/span>\u003ca href=\"https://csdt.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">created lesson plans about the math principles involved in cornrow hair braiding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Indigenous Mathematics\" width=\"640\" height=\"480\" src=\"https://www.youtube.com/embed/SEiTHJdNAg4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Embrace emotions in the scientific process\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emotions might not be the first things that come to mind when one thinks about STEM education. However, putting emphasis on feelings over facts can give students permission to bring their authentic selves to STEM classes. “For teachers with the goal to connect learners to STEM, the emotions that either exist or do not exist are essential to understand,” Emdin writes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if a student feels frustrated because they’re struggling to balance an equation, teachers can reassure them that big feelings are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">natural when solving tough problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers may say that being frustrated doesn’t mean that they are not smart enough or that STEM is too hard for them. It could mean that they identified an area where they need more support, information or practice. \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2007.00004.x\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">emotions can lead to deeper learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and enable students to access their passion for academic subjects. If a student is feeling apathetic, they may be communicating that they need more culturally relevant examples to stoke their interest and help them feel more invested.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not demeaning or anti-rigorous for you to begin conversations around STEM with emotion,” said Emdin. “We can teach that way and still get our intellectual rigor and academic heft.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>See students as scientists \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students remember their bad experiences with learning STEM, which can lead to \u003ca href=\"https://www.kqed.org/mindshift/59420/why-students-say-stem-is-hard-and-what-educators-can-do-about-it\" target=\"_blank\" rel=\"noopener\">feelings of disconnection or fear\u003c/a>. “I’ve seen children in sixth grade who, when introduced to a scientific algebraic formula, will literally shrink in their seats and break out in sweats,” Emdin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help young people develop a positive STEM identity, he recommends that teachers point out students’ science-mindedness, which is “the skills, traits, attributes and dispositions of the most prolific and brilliant scientists and mathematicians of our time.” Instead of focusing on a student’s content knowledge or rote memorization, teachers can uplift skills that students are using all the time in social interactions and hobbies. For instance, a teacher might notice and compliment a child’s keen observation skills, analytical nature or the questions they pose. Then, teachers can note how well-known experts in STEM have these same traits. For example, they might mention that the way a student asks questions reminds them of Nobel Prize-winning physicist \u003ca href=\"https://www.nobelprize.org/prizes/physics/1922/bohr/biographical/\" target=\"_blank\" rel=\"noopener\">Niels Bohr\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You start attaching their inherent characteristics that they’ve used to form their identity with STEM. And slowly you build upon those inherent strengths, and then you introduce more in-depth scientific skills,” said Emdin. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5969448/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that adding an arts component to STEM education, also known as STEAM, can provide another avenue for students to find their identities within these subjects. “The arts are the essence of our collective humanity that awakens us to our best selves,” said Emdin, who also serves as the \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SyDaOJuCb3I\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">scholar/griot in residence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the Lincoln Center for Performing Arts and is the creator of \u003c/span>\u003ca href=\"https://hiphoped.com/science-genius/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Science Genius\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a program that explores hip hop and science.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He also encourages educators to expand the “A” in STEAM to include two more words: ancestry, which invites students to consider cultural contributions to science, and authenticity, which examines how students can bring their full selves to scientific inquiry. “It’s essential for us to be able to deconstruct [STEAM] and then reconstruct it in ways that are more inclusive, more diverse, and more honoring of indigenous knowledge, of traditional knowledges and localized knowledges,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dreaming can be powerful and transformative. When students have a strong STEM identity, they’re able to dream about themselves and the world in ways that weren’t possible before. “I think we need to offer that luxury to young people. Time should not just be an affordance of those who are privileged,” Emdin said. “Poor folks, Black and brown folks, and marginalized folks need to have the luxury of time to play and time to dream.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60885/how-to-create-a-stem-dream-culture-for-all-students","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_21250","mindshift_20684","mindshift_20980","mindshift_20967","mindshift_21223","mindshift_392","mindshift_551","mindshift_20683","mindshift_47","mindshift_21138","mindshift_391","mindshift_20759"],"featImg":"mindshift_60887","label":"mindshift_21847"},"mindshift_60868":{"type":"posts","id":"mindshift_60868","meta":{"index":"posts_1716263798","site":"mindshift","id":"60868","score":null,"sort":[1674471657000]},"parent":0,"labelTerm":{"site":"mindshift","term":21847},"blocks":[],"publishDate":1674471657,"format":"audio","title":"Many students are using study strategies that don't work — and better options exist","headTitle":"Many students are using study strategies that don’t work — and better options exist | KQED","content":"\u003cp>Daniel Willingham is a University of Virginia psychologist who frequently engages in pop culture battles armed with academic research. He has made it a personal crusade to persuade teachers that the idea of \u003ca href=\"http://www.danielwillingham.com/learning-styles-faq.html\" target=\"_blank\" rel=\"noopener noreferrer\">learning styles is a myth\u003c/a>. (Research evidence shows that we all learn through a variety of ways: visually, aurally and kinesthetically.) For years, he has complained that teachers aren’t heeding research about reading instruction, and that many educators are misguided when it comes to teaching \u003ca href=\"https://hechingerreport.org/scientific-research-on-how-to-teach-critical-thinking-contradicts-education-trends/\" target=\"_blank\" rel=\"noopener noreferrer\">critical thinking\u003c/a>. Now, Willingham has shifted his focus from teachers to students. In his new book, “\u003ca href=\"https://www.simonandschuster.com/books/Outsmart-Your-Brain/Daniel-T-Willingham/9781982167172\" target=\"_blank\" rel=\"noopener noreferrer\">Outsmart Your Brain: Why Learning is Hard and How You Can Make it Easy\u003c/a>,” he points out all the wrong ways that students do homework, take notes in class or study for tests. (This interview has been edited and condensed for clarity.)\u003c/p>\n\u003cp>\u003cstrong>Q: You have almost 100 research-based tips on how to be a better student and almost all of them are just the opposite of what I did when I was in school. Don’t read over your notes to study for a test. Don’t use a highlighter when reading class assignments. Don’t combat procrastination through to-do lists. I’ve been studying wrong my whole life. Why is effective studying so counterintuitive? \u003c/strong>\u003c/p>\n\u003cp>A: Students are doing things that feel really effective at the moment. It’s not like these strategies are completely fruitless. They’ve made it to college with them. But they don’t know the counterfactual; they don’t know what would happen if they engaged in other strategies.\u003c/p>\n\u003cp>\u003cstrong>Q: It’s interesting that students may feel something is working even when it isn’t.\u003c/strong>\u003c/p>\n\u003cp>A: Right! The most dramatic example, which I write about in the book, is reading over your notes. It’s the most common study strategy and it’s bad in two ways. It’s not very good for memory. But it also increases this feeling of familiarity. And to me, probably the most surprising idea in the book is that you can think you know things. A strong feeling of familiarity leads people to judge that they know something. But it’s not the kind of knowing that’s going to be expected in the classroom. On a test, you need to connect information; you need to be able to explain it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5796443433&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>One of the best ways to study is to probe your memory. Create your own practice tests. Flashcards, I think, get a bad rap because there’s this idea that it’s just rote and it’s only going to be appropriate for learning vocabulary or something. But doing flashcards is essentially testing yourself so I think it’s a great idea. There’s no reason you can’t pose and answer conceptual questions in a flashcard format, including essay questions. This is getting you thinking about themes and connecting big ideas, and that’s going to be useful for studying.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=-t5pr11Vj2E]\u003cbr>\n\u003cstrong>Q: A decade ago, you wrote the book, “When Can You Trust the Experts?” In it, you showed readers how to evaluate whether a claim or an educational practice is based on evidence. If you were to apply the skeptical approach to your current book on study tips, what would you say? Why should we trust your reading of the research here?\u003c/strong>\u003c/p>\n\u003cp>A: That’s a great question. Initially I thought about trying to be super clear about the evidentiary status of each of these tips. They vary. I thought I would do a grading system, like a number of ducks between one and five, to show how much research evidence there is behind each one. But I decided that would bog things down too much.\u003c/p>\n\u003cp>There is a bibliography that describes the citations. You could ferret out the evidence for any particular tip based on what’s there. Candidly, I don’t make it super easy for the reader. The bottom line is that I’m kind of asking people to “trust the expert.” Sorry.\u003c/p>\n\u003cp>\u003cstrong>Q: What’s a tip that has a lot of evidence and what’s a tip that doesn’t?\u003c/strong>\u003c/p>\n\u003cp>A: The idea that probing memory is an effective way to help cement things into memory seems to be a fundamental attribute of learning. That’s been very, very broadly tested across different subjects and different ages.\u003c/p>\n\u003cp>A tip that doesn’t have much evidence behind it is tip number four, where I say to be thoughtful about when to read. To my knowledge, there have been no experiments done on this at all. Instructors will almost always say come to class having done the reading. And that makes perfect sense. If they are lecturing in a way that assumes that you have done the reading and have to a certain extent mastered it, they are going to go beyond it. But sometimes it’s really not true at all. It’s frequently easier to listen than it is to read. If things aren’t perfectly clear, you can ask the instructor questions. You can’t query the author in the same way. So that’s the sort of thinking behind why I give this tip. It may make sense to do the reading after the lecture instead of before. But I don’t know of any direct evidence that it will be more effective.\u003c/p>\n\u003cp>\u003cstrong>Q: I love that the cognitive scientist is giving us permission to procrastinate our assigned reading.\u003c/strong>\u003c/p>\n\u003cp>A: Hold on, Jill. Let’s call this being strategic about deploying our time.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=JmhYnvm0kPg]\u003c/p>\n\u003cp>\u003cstrong>Q: And for students who don’t want to read your book, you’ve made several \u003c/strong>\u003ca href=\"https://www.youtube.com/channel/UCOxkrOhWjOgIEJDaNqHlrVQ\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>TikTok videos on some of your study tips\u003c/strong>\u003c/a>\u003cstrong>! More seriously, you’ve written two books that explain research on reading, “The Reading Mind” and “Raising Kids Who Read.” What was your reaction to “\u003c/strong>\u003ca href=\"https://features.apmreports.org/sold-a-story/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>Sold A Story\u003c/strong>\u003c/a>\u003cstrong>,” Emily Hanford’s podcast about why schools aren’t teaching reading properly despite decades of research?\u003c/strong>\u003c/p>\n\u003cp>A: As someone who’s been writing about the science of reading for a long time, I can’t help but be excited and grateful to Emily Hanford for this reporting.\u003c/p>\n\u003cp>I think she basically got the research right. The idea that I think didn’t come across as clearly as it might have is that the importance of phonics instruction varies depending on what else the child brings to the table. Children who come to school with very strong phonemic awareness and very strong oral language skills frequently need less explicit reading instruction and phonics. Children who do not have those tools usually need more. The reason I think it’s so important is that it helps us understand how you could be an educator and downplay the importance of phonics.\u003c/p>\n\u003cp>I also saw complaints that “Sold A Story” didn’t talk about other important aspects of reading, like background knowledge. When something’s really complex, you don’t tackle the whole thing. But what does concern me is that it may lead to the impression that people like Emily think that all you need to do is fix phonics, and then you’re home free. So people who are not very receptive to this message now, may eventually say, “Well see, reading hasn’t been fixed. So therefore, you were wrong all along.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5796443433&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-one-expert-on-what-students-do-wrong/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Daniel Willingham\u003c/em>\u003c/a>\u003cem> was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","stats":{"hasVideo":true,"hasChartOrMap":false,"hasAudio":true,"hasPolis":false,"wordCount":1334,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":24},"modified":1700528855,"excerpt":"In his new book, “Outsmart Your Brain,” University of Virginia psychologist Daniel Willingham points out all the wrong ways that students do homework, take notes in class or study for tests, and he offers almost 100 research-based tips on how to be a better student.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"In his new book UVA psychologist Daniel Willingham offers almost 100-research-based tips on how to be a better student.","socialDescription":"In his new book UVA psychologist Daniel Willingham offers almost 100-research-based tips on how to be a better student.","title":"Many students are using study strategies that don't work — and better options exist | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Many students are using study strategies that don't work — and better options exist","datePublished":"2023-01-23T03:00:57-08:00","dateModified":"2023-11-20T17:07:35-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"many-students-are-using-study-strategies-that-dont-work-and-better-options-exist","status":"publish","audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC5796443433.mp3?updated=1684894148","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Daniel Willingham is a University of Virginia psychologist who frequently engages in pop culture battles armed with academic research. He has made it a personal crusade to persuade teachers that the idea of \u003ca href=\"http://www.danielwillingham.com/learning-styles-faq.html\" target=\"_blank\" rel=\"noopener noreferrer\">learning styles is a myth\u003c/a>. (Research evidence shows that we all learn through a variety of ways: visually, aurally and kinesthetically.) For years, he has complained that teachers aren’t heeding research about reading instruction, and that many educators are misguided when it comes to teaching \u003ca href=\"https://hechingerreport.org/scientific-research-on-how-to-teach-critical-thinking-contradicts-education-trends/\" target=\"_blank\" rel=\"noopener noreferrer\">critical thinking\u003c/a>. Now, Willingham has shifted his focus from teachers to students. In his new book, “\u003ca href=\"https://www.simonandschuster.com/books/Outsmart-Your-Brain/Daniel-T-Willingham/9781982167172\" target=\"_blank\" rel=\"noopener noreferrer\">Outsmart Your Brain: Why Learning is Hard and How You Can Make it Easy\u003c/a>,” he points out all the wrong ways that students do homework, take notes in class or study for tests. (This interview has been edited and condensed for clarity.)\u003c/p>\n\u003cp>\u003cstrong>Q: You have almost 100 research-based tips on how to be a better student and almost all of them are just the opposite of what I did when I was in school. Don’t read over your notes to study for a test. Don’t use a highlighter when reading class assignments. Don’t combat procrastination through to-do lists. I’ve been studying wrong my whole life. Why is effective studying so counterintuitive? \u003c/strong>\u003c/p>\n\u003cp>A: Students are doing things that feel really effective at the moment. It’s not like these strategies are completely fruitless. They’ve made it to college with them. But they don’t know the counterfactual; they don’t know what would happen if they engaged in other strategies.\u003c/p>\n\u003cp>\u003cstrong>Q: It’s interesting that students may feel something is working even when it isn’t.\u003c/strong>\u003c/p>\n\u003cp>A: Right! The most dramatic example, which I write about in the book, is reading over your notes. It’s the most common study strategy and it’s bad in two ways. It’s not very good for memory. But it also increases this feeling of familiarity. And to me, probably the most surprising idea in the book is that you can think you know things. A strong feeling of familiarity leads people to judge that they know something. But it’s not the kind of knowing that’s going to be expected in the classroom. On a test, you need to connect information; you need to be able to explain it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5796443433&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>One of the best ways to study is to probe your memory. Create your own practice tests. Flashcards, I think, get a bad rap because there’s this idea that it’s just rote and it’s only going to be appropriate for learning vocabulary or something. But doing flashcards is essentially testing yourself so I think it’s a great idea. There’s no reason you can’t pose and answer conceptual questions in a flashcard format, including essay questions. This is getting you thinking about themes and connecting big ideas, and that’s going to be useful for studying.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/-t5pr11Vj2E'\n title='//www.youtube.com/embed/-t5pr11Vj2E'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cbr>\n\u003cstrong>Q: A decade ago, you wrote the book, “When Can You Trust the Experts?” In it, you showed readers how to evaluate whether a claim or an educational practice is based on evidence. If you were to apply the skeptical approach to your current book on study tips, what would you say? Why should we trust your reading of the research here?\u003c/strong>\u003c/p>\n\u003cp>A: That’s a great question. Initially I thought about trying to be super clear about the evidentiary status of each of these tips. They vary. I thought I would do a grading system, like a number of ducks between one and five, to show how much research evidence there is behind each one. But I decided that would bog things down too much.\u003c/p>\n\u003cp>There is a bibliography that describes the citations. You could ferret out the evidence for any particular tip based on what’s there. Candidly, I don’t make it super easy for the reader. The bottom line is that I’m kind of asking people to “trust the expert.” Sorry.\u003c/p>\n\u003cp>\u003cstrong>Q: What’s a tip that has a lot of evidence and what’s a tip that doesn’t?\u003c/strong>\u003c/p>\n\u003cp>A: The idea that probing memory is an effective way to help cement things into memory seems to be a fundamental attribute of learning. That’s been very, very broadly tested across different subjects and different ages.\u003c/p>\n\u003cp>A tip that doesn’t have much evidence behind it is tip number four, where I say to be thoughtful about when to read. To my knowledge, there have been no experiments done on this at all. Instructors will almost always say come to class having done the reading. And that makes perfect sense. If they are lecturing in a way that assumes that you have done the reading and have to a certain extent mastered it, they are going to go beyond it. But sometimes it’s really not true at all. It’s frequently easier to listen than it is to read. If things aren’t perfectly clear, you can ask the instructor questions. You can’t query the author in the same way. So that’s the sort of thinking behind why I give this tip. It may make sense to do the reading after the lecture instead of before. But I don’t know of any direct evidence that it will be more effective.\u003c/p>\n\u003cp>\u003cstrong>Q: I love that the cognitive scientist is giving us permission to procrastinate our assigned reading.\u003c/strong>\u003c/p>\n\u003cp>A: Hold on, Jill. Let’s call this being strategic about deploying our time.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/JmhYnvm0kPg'\n title='//www.youtube.com/embed/JmhYnvm0kPg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Q: And for students who don’t want to read your book, you’ve made several \u003c/strong>\u003ca href=\"https://www.youtube.com/channel/UCOxkrOhWjOgIEJDaNqHlrVQ\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>TikTok videos on some of your study tips\u003c/strong>\u003c/a>\u003cstrong>! More seriously, you’ve written two books that explain research on reading, “The Reading Mind” and “Raising Kids Who Read.” What was your reaction to “\u003c/strong>\u003ca href=\"https://features.apmreports.org/sold-a-story/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>Sold A Story\u003c/strong>\u003c/a>\u003cstrong>,” Emily Hanford’s podcast about why schools aren’t teaching reading properly despite decades of research?\u003c/strong>\u003c/p>\n\u003cp>A: As someone who’s been writing about the science of reading for a long time, I can’t help but be excited and grateful to Emily Hanford for this reporting.\u003c/p>\n\u003cp>I think she basically got the research right. The idea that I think didn’t come across as clearly as it might have is that the importance of phonics instruction varies depending on what else the child brings to the table. Children who come to school with very strong phonemic awareness and very strong oral language skills frequently need less explicit reading instruction and phonics. Children who do not have those tools usually need more. The reason I think it’s so important is that it helps us understand how you could be an educator and downplay the importance of phonics.\u003c/p>\n\u003cp>I also saw complaints that “Sold A Story” didn’t talk about other important aspects of reading, like background knowledge. When something’s really complex, you don’t tackle the whole thing. But what does concern me is that it may lead to the impression that people like Emily think that all you need to do is fix phonics, and then you’re home free. So people who are not very receptive to this message now, may eventually say, “Well see, reading hasn’t been fixed. So therefore, you were wrong all along.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5796443433&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-one-expert-on-what-students-do-wrong/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Daniel Willingham\u003c/em>\u003c/a>\u003cem> was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist","authors":["byline_mindshift_60868"],"programs":["mindshift_21847"],"categories":["mindshift_21504","mindshift_21130","mindshift_21848"],"tags":["mindshift_20552","mindshift_20556","mindshift_46","mindshift_20725","mindshift_20823","mindshift_21421","mindshift_20736"],"featImg":"mindshift_60872","label":"mindshift_21847"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. 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