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"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",
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"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>",
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"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>",
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"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>",
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"slug": "how-to-create-a-stem-dream-culture-for-all-students",
"title": "How To Create a STEM Dream Culture for All Students",
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"headTitle": "How To Create a STEM Dream Culture for All Students | KQED",
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"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\" referrerpolicy=\"strict-origin-when-cross-origin\" 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",
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"headline": "How To Create a STEM Dream Culture for All Students",
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"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>",
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"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\" referrerpolicy=\"strict-origin-when-cross-origin\" 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>",
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"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>",
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"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",
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"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>",
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"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>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/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>",
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"content": "\u003cp>Jennifer Founds had an eighth grade student who was always hanging out in the hallways when he was supposed to be in class at Martin Luther King Jr. Academic Middle School (MLK) in San Francisco. She considered him to be one of her more challenging students, but when the class started a unit to see which student could build the most supportive bridge for a competition, he willingly showed up. “So we were like, ‘OK, this is something we really need to build on,’” Founds said. “They [came] to class when they felt that the work was hands-on, meaningful and interesting.”\u003c/p>\n\u003cp>Many teachers know that these kinds of project-based learning (PBL) activities engage their students, but don’t have the time needed to effectively start doing it in their classrooms. “Instead of kids completing a worksheet that gets put in the grade book and maybe recycled, they’re creating stuff that’s meaningful in the real world,” said Founds about the extra involvement that goes into teaching through PBL.\u003c/p>\n\u003cp>Conditions like class sizes, instruction time and schoolwide culture have to work in tandem to support teachers trying to implement PBL, according to \u003ca href=\"https://www.pblworks.org/\">PBLWorks\u003c/a> CEO Bob Lenz. “They’re going to be planning a project and assessing it,” he said. “It’s a lot.”\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=KQINC8896503720&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Six years ago, this kind of instruction would have been impossible at MLK.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The suspension rate was high. MLK unfortunately had the highest rate of disciplinary referrals in the entire district,” said Leslie Hu, MLK’s community school coordinator who added that standardized test scores were really low. The principal wanted to incorporate PBL, but knew students were distracted by a lack of basic needs that could not be met at home. Shifting to a community school model helped students with needs like food and medical care, and teachers like Founds were able invest more time in developing their teaching practice.\u003c/p>\n\u003cp>Schools aren’t typically designed to offer more than instruction, but \u003ca href=\"https://www.google.com/url?q=https://shanesafir.com/2020/12/before-maslows-hierarchy-the-whitewashing-of-indigenous-knowledge/&sa=D&source=docs&ust=1664236127182579&usg=AOvVaw1OVvN4mLgoTuG-zpMxZoyD\">by addressing basic needs\u003c/a>, they’re finding that students can learn better. \u003ca href=\"https://www.cps-k12.org/Page/1\">Cincinnati Public School\u003c/a> Learning Centers, \u003ca href=\"https://www.ousd.org/Page/13989\">Oakland Unified School District\u003c/a> and even Lebron James’\u003ca href=\"https://www.nytimes.com/2019/04/12/education/lebron-james-school-ohio.html\"> I Promise School\u003c/a> in Akron, Ohio, are community schools that lend a helpful framework for closing achievement gaps and improving student outcomes.\u003c/p>\n\u003cp>“The community school approach is where you take the resources that you think children and families need to really be successful. And you bring all those resources within the school building,” said Dr. Angela Diaz, the director of the Mount Sinai Adolescent Health Center.\u003c/p>\n\u003cp>For example, a community school can help families access health and safety needs by having a medical clinic, dental services, food programs and counselor services on campus.\u003c/p>\n\u003cp>Some schools, like Buena Vista Horace Mann (BVHM) in San Francisco, have gone so far as to create shelters for unhoused families on campus. Other schools that provide shelter include the \u003ca href=\"https://www.sugarhillmuseum.org/story\">Sugar Hill Project in New York\u003c/a> and \u003ca href=\"https://www.ksbw.com/article/monterey-school-district-creates-first-of-its-kind-emergency-housing-program/39841075#\">Monterey Peninsula Unified School District\u003c/a>.\u003c/p>\n\u003cp>Community school coordinators find organizations that offer what their families need and partner with them to get access to professionals and funding. At MLK, the school started with food.\u003c/p>\n\u003ch2>Food and nutrition services\u003c/h2>\n\u003cp>Before MLK became a community school, teachers stretched themselves thin trying to help students struggling with trauma or food insecurity. “As a teacher, you’re really positioned to recognize a lot of needs of your students,” said Founds. “You read assignments where it reveals the student is really struggling with their mental health or you know that kid is always coming in hungry.” Founds used to go to Costco and buy granola bars so she would have them on hand for hungry students. When it’s on teachers to fill in the gaps for students, it leads to burnout and takes focus away from academics.\u003c/p>\n\u003cp>Free and reduced price lunch programs have been around since the 1940s to help families and nearly\u003ca href=\"https://www.ers.usda.gov/topics/food-nutrition-assistance/child-nutrition-programs/national-school-lunch-program/\"> 30 million children nationwide\u003c/a> rely on these programs. Food insecurity continues to affect 10% of kids in the US, leading to lower academic performance and a higher likelihood of behavior issues. When MLK transitioned to a community school model, they expanded student and family support beyond free and low-cost lunch to include a breakfast at school program and meals throughout the day.\u003c/p>\n\u003cp>Over the past six years, MLK has developed more than 50 partnerships, including organizations like \u003ca href=\"https://www.huckleberryyouth.org/\">Huckleberry Youth\u003c/a> which provide case workers that help families get access to affordable food. “Our teachers don’t need to be as much of a social worker anymore. They don’t need to have their own stash of socks in their closet to give to young people because we have programs for that,” school coordinator Hu told me.\u003c/p>\n\u003ch2>Health and wellness services\u003c/h2>\n\u003cp>MLK distributed a comprehensive health assessment survey with questions about how much students slept and how often they exercise. The survey revealed that many of their students were stressed. “We knew that their health impacts their learning, their ability to stay focused [and] retain information,” said Hu.\u003c/p>\n\u003cp>The results from the assessments were shared schoolwide and led MLK to partner with the Beacon organization to support student mental health and wellness. Beacon organized community days to celebrate students’ achievements. They also provided \u003ca href=\"https://www.google.com/url?q=https://www.kqed.org/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior&sa=D&source=docs&ust=1664236273009030&usg=AOvVaw1asgFlUoEqgEKv-E8Ewl4X\">push-in services.\u003c/a> “If a student’s getting escalated in the class instead of kicking them out of the class or instead of letting them continue to get escalated and disrupt the learning, you make a call and then a support member comes into the classroom to help de-escalate that student,” said Founds, so she’s able to continue teaching the class and other students can learn.\u003c/p>\n\u003cp>“Students are getting better services,” said Founds. “It’s freeing up time and mental capacity for me to think about, ‘OK, what are the best projects that are going to engage the students and how can I provide differentiated curriculum to support a wide range of learners?’” During an election year, she tasked students with researching a local representative or ballot measure to increase voter engagement for a school wide event. “We were able to invite local candidates, local supervisors and a lot of them actually showed up to that election night. And so then it goes from just being like, ‘Oh, you did your report’ to, ‘Oh, you’re actually meeting people who could be your future representative.’”\u003c/p>\n\u003cfigure id=\"attachment_59904\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-59904\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-800x600.jpg\" alt='Student sits at a desk with multicolored pamphlets next to a sign that says \"Yes on Prop D.\" Two adults stand in front of the table.' width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/09/IMG_3757-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/09/IMG_3757-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/09/IMG_3757-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/09/IMG_3757-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/09/IMG_3757-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/09/IMG_3757-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/09/IMG_3757-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">An MLK student distributes “Yes on Proposition D” pamphlets (Courtesy of Jennifer Founds)\u003c/figcaption>\u003c/figure>\n\u003cp>Using the community school model went hand-in-hand with PBL, said Founds. “One supports the other.” Students had better academic performance with their Math and English Language Arts test scores, which improved by nine percent and outpaced the rest of the district. And MLK’s teacher turnover, which in previous years had been as high as 61%, has improved.\u003c/p>\n\u003ch2>Housing and shelter\u003c/h2>\n\u003cp>Each community school is different because the services they offer depend on the needs in the community. Buena Vista Horace Mann is a K-8 Spanish immersion school community in San Francisco. With a large population of recent immigrants and low income students, BVHM used the community school model to get them essential food, health care and mental health services. They already had partnerships with community mental health agencies and the local food bank, but they noticed that housing was an issue for many students’ families.\u003c/p>\n\u003cp>“We were seeing a ton of our families in shelters or homeless or in cars,” said community school coordinator Nick Chandler, who recalled one family asking him, “Can we just stay here tonight in your building?”\u003c/p>\n\u003cp>\u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Students_Experiencing_Homelessness_BRIEF.pdf\">1 in 5 students in California have experienced homelessness\u003c/a> with numbers growing due to unemployment in the wake of the pandemic. Latino immigrants experience\u003ca href=\"https://www.macfound.org/media/files/hhm_-_homelessness_and_child_development.pdf\"> a higher risk of housing instability\u003c/a> and more barriers to getting help, including language barriers, according to a MacArthur Foundation report. There were not enough beds for families at local shelters and many Latino caregivers didn’t feel comfortable going to the shelter.\u003c/p>\n\u003cp>Students experiencing homelessness are \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Students_Experiencing_Homelessness_BRIEF.pdf\">more likely to be chronically absent and less likely to complete high school\u003c/a>. “The brain is not going to absorb the best teacher in the world’s information if we’re not addressing these underlying challenges,” said Chandler. So Chandler and school leaders proposed turning their school gym into an emergency shelter for families.\u003c/p>\n\u003cp>They had schoolwide meetings to discuss the possibilities before they opened up this service four years ago. Latino and low-income families, who previously hadn’t spoken up much, supported the shelter, while affluent families, who were often white, were against it. “That power dynamic that existed in the community reflects the national power dynamic,” said Chandler about the community meeting. “Folks with privilege tend to have the control and influence and steer. This upset that balance.”\u003c/p>\n\u003cp>“There was stigma about who homeless people are. When you think of a homeless person, you think about addiction or violence. We didn’t want that near our kids,” said Maria Rodriguez in Spanish. She has three kids who go to BVHM.\u003c/p>\n\u003cp>To address concerns, \u003ca href=\"https://sites.google.com/sfusd.edu/bvhm/proposalpropuesta\">BVHM made a website listing every question\u003c/a> asked at the meeting and how they were answered. Around 200 questions were shared and answered in English and Spanish. In response to questions about sanitation, BVHM assured families that the gym would be cleaned each morning. Those who were worried about safety were told that there would be a security guard on duty during the hours the shelter was open. Parents were also assured that running the space would not cost the school additional money.\u003c/p>\n\u003cp>“As more meetings were held, we found out more about the rules for the space and how the shelter would be supporting families. I felt more calm after they said they’d be cleaning it up after families stayed the night and that kids would be able to use the gym again during the day,” said Rodriguez in Spanish.\u003c/p>\n\u003cp>BVHM decided to convert their gym into a shelter that operates from 7 p.m. to 7 a.m. and operates in partnership with a local housing organization. “Our families have a place to be so that they can rest so that when [students] come to school, we know they have a place to sleep,” said Chandler. Up to 20 families are able to stay in the shelter at once. Families must have a student enrolled in the San Francisco Unified School District. This is the third year of their “stay over” shelter program.\u003c/p>\n\u003cp>After the shelter opened, some families left the school. “We did have a shift in our population, so we have less white students now than we did five years ago. And yet our enrollment has maintained and increased,” said Chandler.\u003c/p>\n\u003cp>For the parents that stayed, this process of discussing the shelter built trust between the families and the school. Parents felt that BVHM was committed to filling in the gaps and becoming a safety net when families navigated hard times.\u003c/p>\n\u003cp>“When I think about what a community school is, I don’t think every community school needs a homeless shelter,” said Chandler. “I think that willingness to open that space and to let families dictate the needs of the community and use that information to advocate for resources is what a community school is.”\u003c/p>\n\u003cp>From free and reduced price lunches to after school programs to buses, schools have always evolved to give assistance to families who need extra support. Community schools and their focus on the whole child are the next step in schools expanding to meet families needs. Kids are required to attend schools, making them an accessible place to provide resources for caregivers with crammed schedules while continuing to get students what they need to learn.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>KQED’s Carlos Cabrera-Lomelí contributed to this report. \u003c/em>\u003c/p>\n\n",
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"headline": "When Students' Basic Needs Are Met by Community schools, Learning Can Flourish",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Jennifer Founds had an eighth grade student who was always hanging out in the hallways when he was supposed to be in class at Martin Luther King Jr. Academic Middle School (MLK) in San Francisco. She considered him to be one of her more challenging students, but when the class started a unit to see which student could build the most supportive bridge for a competition, he willingly showed up. “So we were like, ‘OK, this is something we really need to build on,’” Founds said. “They [came] to class when they felt that the work was hands-on, meaningful and interesting.”\u003c/p>\n\u003cp>Many teachers know that these kinds of project-based learning (PBL) activities engage their students, but don’t have the time needed to effectively start doing it in their classrooms. “Instead of kids completing a worksheet that gets put in the grade book and maybe recycled, they’re creating stuff that’s meaningful in the real world,” said Founds about the extra involvement that goes into teaching through PBL.\u003c/p>\n\u003cp>Conditions like class sizes, instruction time and schoolwide culture have to work in tandem to support teachers trying to implement PBL, according to \u003ca href=\"https://www.pblworks.org/\">PBLWorks\u003c/a> CEO Bob Lenz. “They’re going to be planning a project and assessing it,” he said. “It’s a lot.”\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=KQINC8896503720&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Six years ago, this kind of instruction would have been impossible at MLK.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The suspension rate was high. MLK unfortunately had the highest rate of disciplinary referrals in the entire district,” said Leslie Hu, MLK’s community school coordinator who added that standardized test scores were really low. The principal wanted to incorporate PBL, but knew students were distracted by a lack of basic needs that could not be met at home. Shifting to a community school model helped students with needs like food and medical care, and teachers like Founds were able invest more time in developing their teaching practice.\u003c/p>\n\u003cp>Schools aren’t typically designed to offer more than instruction, but \u003ca href=\"https://www.google.com/url?q=https://shanesafir.com/2020/12/before-maslows-hierarchy-the-whitewashing-of-indigenous-knowledge/&sa=D&source=docs&ust=1664236127182579&usg=AOvVaw1OVvN4mLgoTuG-zpMxZoyD\">by addressing basic needs\u003c/a>, they’re finding that students can learn better. \u003ca href=\"https://www.cps-k12.org/Page/1\">Cincinnati Public School\u003c/a> Learning Centers, \u003ca href=\"https://www.ousd.org/Page/13989\">Oakland Unified School District\u003c/a> and even Lebron James’\u003ca href=\"https://www.nytimes.com/2019/04/12/education/lebron-james-school-ohio.html\"> I Promise School\u003c/a> in Akron, Ohio, are community schools that lend a helpful framework for closing achievement gaps and improving student outcomes.\u003c/p>\n\u003cp>“The community school approach is where you take the resources that you think children and families need to really be successful. And you bring all those resources within the school building,” said Dr. Angela Diaz, the director of the Mount Sinai Adolescent Health Center.\u003c/p>\n\u003cp>For example, a community school can help families access health and safety needs by having a medical clinic, dental services, food programs and counselor services on campus.\u003c/p>\n\u003cp>Some schools, like Buena Vista Horace Mann (BVHM) in San Francisco, have gone so far as to create shelters for unhoused families on campus. Other schools that provide shelter include the \u003ca href=\"https://www.sugarhillmuseum.org/story\">Sugar Hill Project in New York\u003c/a> and \u003ca href=\"https://www.ksbw.com/article/monterey-school-district-creates-first-of-its-kind-emergency-housing-program/39841075#\">Monterey Peninsula Unified School District\u003c/a>.\u003c/p>\n\u003cp>Community school coordinators find organizations that offer what their families need and partner with them to get access to professionals and funding. At MLK, the school started with food.\u003c/p>\n\u003ch2>Food and nutrition services\u003c/h2>\n\u003cp>Before MLK became a community school, teachers stretched themselves thin trying to help students struggling with trauma or food insecurity. “As a teacher, you’re really positioned to recognize a lot of needs of your students,” said Founds. “You read assignments where it reveals the student is really struggling with their mental health or you know that kid is always coming in hungry.” Founds used to go to Costco and buy granola bars so she would have them on hand for hungry students. When it’s on teachers to fill in the gaps for students, it leads to burnout and takes focus away from academics.\u003c/p>\n\u003cp>Free and reduced price lunch programs have been around since the 1940s to help families and nearly\u003ca href=\"https://www.ers.usda.gov/topics/food-nutrition-assistance/child-nutrition-programs/national-school-lunch-program/\"> 30 million children nationwide\u003c/a> rely on these programs. Food insecurity continues to affect 10% of kids in the US, leading to lower academic performance and a higher likelihood of behavior issues. When MLK transitioned to a community school model, they expanded student and family support beyond free and low-cost lunch to include a breakfast at school program and meals throughout the day.\u003c/p>\n\u003cp>Over the past six years, MLK has developed more than 50 partnerships, including organizations like \u003ca href=\"https://www.huckleberryyouth.org/\">Huckleberry Youth\u003c/a> which provide case workers that help families get access to affordable food. “Our teachers don’t need to be as much of a social worker anymore. They don’t need to have their own stash of socks in their closet to give to young people because we have programs for that,” school coordinator Hu told me.\u003c/p>\n\u003ch2>Health and wellness services\u003c/h2>\n\u003cp>MLK distributed a comprehensive health assessment survey with questions about how much students slept and how often they exercise. The survey revealed that many of their students were stressed. “We knew that their health impacts their learning, their ability to stay focused [and] retain information,” said Hu.\u003c/p>\n\u003cp>The results from the assessments were shared schoolwide and led MLK to partner with the Beacon organization to support student mental health and wellness. Beacon organized community days to celebrate students’ achievements. They also provided \u003ca href=\"https://www.google.com/url?q=https://www.kqed.org/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior&sa=D&source=docs&ust=1664236273009030&usg=AOvVaw1asgFlUoEqgEKv-E8Ewl4X\">push-in services.\u003c/a> “If a student’s getting escalated in the class instead of kicking them out of the class or instead of letting them continue to get escalated and disrupt the learning, you make a call and then a support member comes into the classroom to help de-escalate that student,” said Founds, so she’s able to continue teaching the class and other students can learn.\u003c/p>\n\u003cp>“Students are getting better services,” said Founds. “It’s freeing up time and mental capacity for me to think about, ‘OK, what are the best projects that are going to engage the students and how can I provide differentiated curriculum to support a wide range of learners?’” During an election year, she tasked students with researching a local representative or ballot measure to increase voter engagement for a school wide event. “We were able to invite local candidates, local supervisors and a lot of them actually showed up to that election night. And so then it goes from just being like, ‘Oh, you did your report’ to, ‘Oh, you’re actually meeting people who could be your future representative.’”\u003c/p>\n\u003cfigure id=\"attachment_59904\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-59904\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-800x600.jpg\" alt='Student sits at a desk with multicolored pamphlets next to a sign that says \"Yes on Prop D.\" Two adults stand in front of the table.' width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/09/IMG_3757-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/09/IMG_3757-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/09/IMG_3757-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/09/IMG_3757-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/09/IMG_3757-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/09/IMG_3757-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/09/IMG_3757-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">An MLK student distributes “Yes on Proposition D” pamphlets (Courtesy of Jennifer Founds)\u003c/figcaption>\u003c/figure>\n\u003cp>Using the community school model went hand-in-hand with PBL, said Founds. “One supports the other.” Students had better academic performance with their Math and English Language Arts test scores, which improved by nine percent and outpaced the rest of the district. And MLK’s teacher turnover, which in previous years had been as high as 61%, has improved.\u003c/p>\n\u003ch2>Housing and shelter\u003c/h2>\n\u003cp>Each community school is different because the services they offer depend on the needs in the community. Buena Vista Horace Mann is a K-8 Spanish immersion school community in San Francisco. With a large population of recent immigrants and low income students, BVHM used the community school model to get them essential food, health care and mental health services. They already had partnerships with community mental health agencies and the local food bank, but they noticed that housing was an issue for many students’ families.\u003c/p>\n\u003cp>“We were seeing a ton of our families in shelters or homeless or in cars,” said community school coordinator Nick Chandler, who recalled one family asking him, “Can we just stay here tonight in your building?”\u003c/p>\n\u003cp>\u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Students_Experiencing_Homelessness_BRIEF.pdf\">1 in 5 students in California have experienced homelessness\u003c/a> with numbers growing due to unemployment in the wake of the pandemic. Latino immigrants experience\u003ca href=\"https://www.macfound.org/media/files/hhm_-_homelessness_and_child_development.pdf\"> a higher risk of housing instability\u003c/a> and more barriers to getting help, including language barriers, according to a MacArthur Foundation report. There were not enough beds for families at local shelters and many Latino caregivers didn’t feel comfortable going to the shelter.\u003c/p>\n\u003cp>Students experiencing homelessness are \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Students_Experiencing_Homelessness_BRIEF.pdf\">more likely to be chronically absent and less likely to complete high school\u003c/a>. “The brain is not going to absorb the best teacher in the world’s information if we’re not addressing these underlying challenges,” said Chandler. So Chandler and school leaders proposed turning their school gym into an emergency shelter for families.\u003c/p>\n\u003cp>They had schoolwide meetings to discuss the possibilities before they opened up this service four years ago. Latino and low-income families, who previously hadn’t spoken up much, supported the shelter, while affluent families, who were often white, were against it. “That power dynamic that existed in the community reflects the national power dynamic,” said Chandler about the community meeting. “Folks with privilege tend to have the control and influence and steer. This upset that balance.”\u003c/p>\n\u003cp>“There was stigma about who homeless people are. When you think of a homeless person, you think about addiction or violence. We didn’t want that near our kids,” said Maria Rodriguez in Spanish. She has three kids who go to BVHM.\u003c/p>\n\u003cp>To address concerns, \u003ca href=\"https://sites.google.com/sfusd.edu/bvhm/proposalpropuesta\">BVHM made a website listing every question\u003c/a> asked at the meeting and how they were answered. Around 200 questions were shared and answered in English and Spanish. In response to questions about sanitation, BVHM assured families that the gym would be cleaned each morning. Those who were worried about safety were told that there would be a security guard on duty during the hours the shelter was open. Parents were also assured that running the space would not cost the school additional money.\u003c/p>\n\u003cp>“As more meetings were held, we found out more about the rules for the space and how the shelter would be supporting families. I felt more calm after they said they’d be cleaning it up after families stayed the night and that kids would be able to use the gym again during the day,” said Rodriguez in Spanish.\u003c/p>\n\u003cp>BVHM decided to convert their gym into a shelter that operates from 7 p.m. to 7 a.m. and operates in partnership with a local housing organization. “Our families have a place to be so that they can rest so that when [students] come to school, we know they have a place to sleep,” said Chandler. Up to 20 families are able to stay in the shelter at once. Families must have a student enrolled in the San Francisco Unified School District. This is the third year of their “stay over” shelter program.\u003c/p>\n\u003cp>After the shelter opened, some families left the school. “We did have a shift in our population, so we have less white students now than we did five years ago. And yet our enrollment has maintained and increased,” said Chandler.\u003c/p>\n\u003cp>For the parents that stayed, this process of discussing the shelter built trust between the families and the school. Parents felt that BVHM was committed to filling in the gaps and becoming a safety net when families navigated hard times.\u003c/p>\n\u003cp>“When I think about what a community school is, I don’t think every community school needs a homeless shelter,” said Chandler. “I think that willingness to open that space and to let families dictate the needs of the community and use that information to advocate for resources is what a community school is.”\u003c/p>\n\u003cp>From free and reduced price lunches to after school programs to buses, schools have always evolved to give assistance to families who need extra support. Community schools and their focus on the whole child are the next step in schools expanding to meet families needs. Kids are required to attend schools, making them an accessible place to provide resources for caregivers with crammed schedules while continuing to get students what they need to learn.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "heritage-languages-in-schools-a-story-of-identify-belonging-and-loss",
"title": "Heritage Languages in Schools: A Story of Identity, Belonging and Loss",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Two days after finding out her mother had cancer, journalist Melissa Hung took a walk in San Francisco’s Chinatown. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I didn’t grow up in a Chinatown. It is not my home,” Hung writes. “Yet when I think of my mother in Texas, I feel pulled towards Chinatown’s tightly packed stores and no-frills restaurants.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her piece, “\u003c/span>\u003ca href=\"https://longreads.com/2019/08/05/towards-chinatown/\">\u003cspan style=\"font-weight: 400\">Towards Chinatown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Hung describes her experiences on a bus ride, walking through the streets and seeing people shop, eat and move throughout their day. She moves around the city feeling a sense of loss. The journey is meant to take her closer to her mother, and it inevitably has her reflecting on her mother tongue: Cantonese. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">“Some words come easily. Others I grasp for,” she writes. “They exist just beyond my reach the way the details of a dream tease the waking mind.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hung’s parents immigrated from Hong Kong, and she and her brother were born and raised in the U.S. They grew up speaking Cantonese in the house and English in school – Hung was placed in English as a Second Language classes as a kid – and when she was about eight years old, her parents made a conscious decision to switch to English-only. “My Cantonese freezes in time,” she writes, and English takes over. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Today, Hung’s Cantonese is just enough to get by, but she’s not able to have nuanced conversations – to follow a newscast, or talk art and politics, as she says. And she wonders what has been lost as a result of not being fluent in Cantonese. “I fear that some fundamental part of me has been displaced, that my inability to speak fluently renders me incomplete,” she writes. And beyond that, her connection to her family, “By losing my relationship to Cantonese, what have I lost in my relationship with my parents?” \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>WHAT’S LOST WHEN YOU LOSE A HERITAGE LANGUAGE?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to 2019 data, there are nearly \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgf/english-learners\">\u003cspan style=\"font-weight: 400\">5.1 million English learners\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> enrolled in public schools in this country, and that number has steadily increased in the past two decades. Similar to Hung’s school experience, many students are taken out of class and placed in separate ESL learning rooms. Often parents are faced with a choice that involves investing more in English language learning than their heritage language. It’s a common experience for recent immigrants to the U.S. or children of immigrants. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The decision is usually made out of necessity. English is often viewed as a requirement of successful assimilation into this country. But it does not come without a cost, and in the case of many people who haven’t been able to keep up with their heritage language, or who never learned their family language in the first place, it can have a significant impact on identity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Language shapes you. It shapes how you think,” Hung says, referring to language structure and the way we form thoughts. “So if language shapes how we’re thinking, and I’m not able to think primarily in my native language, does that make me less of a Cantonese person and less Chinese?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The loss of a heritage language can also affect how people learn because fluency in your first language greatly increases your ability to learn a second language; not having that first language as a solid foundation to learn from can be a barrier to fluency in all language learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, one’s heritage language is greatly connected to a sense of self, and can determine the way one moves throughout the world and the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cb>WHEN WE BELONG, WE LEARN BETTER\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.hewlett.org/wp-content/uploads/2016/08/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\">\u003cspan style=\"font-weight: 400\">sense of belonging — being seen, valued and feeling connected in school — can go a long way for students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It can be a profound motivator, and impact education success for students inside the classroom and in the greater community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of fostering that sense of belonging relies on a school’s approach to language learning and its embrace of non-English speaking students, as well as a diverse set of cultural heritages and backgrounds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You’re not going to be able to center the voices and identities of students in your classroom if you don’t see those voices and those identities as precious and important to you,” says \u003c/span>\u003ca href=\"https://davidbowles.us/\">\u003cspan style=\"font-weight: 400\">David Bowles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, author and professor at the University of Texas, Rio Grande Valley, where he teaches the next generation of educators. \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=KQINC8896503720&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bowles is dedicated to teaching his preservice teachers about the value of embracing student’s cultural identity and heritage, particularly by embracing languages beyond English in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think that schools ought to be preserving heritage language and that they ought to be using students’ home language as the primary vehicle for literacy instruction in those early years,” says Bowles. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While language immersion schools have recently gained popularity, it wasn’t always that way. In the 1980s and 1990s, California banned all bilingual education programs as they were deemed a “threat to English,” and it took nearly \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/california-voters-repeal-ban-on-bilingual-education/2016/11\">\u003cspan style=\"font-weight: 400\">two decades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to bring it back. \u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=f0ZsIr1D5ro\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, establishing bilingual education programs often require a lot of work and determination by educators, advocates and community members pushing for more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was told in order for me to finish the essays on time I had to stop thinking in Arabic,” says Nour Bouhassoun, the youth coordinator with the Arab Resource and Organizing Center (AROC), about her time in U.S. schools supporting the idea that in order to succeed, it needed to be in English. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not just a language, it’s my being, my culture. It’s the language I grew up speaking,” she says of Arabic. “So that language wasn’t validated. And I was feeling that I was not being my full self, not able to be my full self at school or in the school system.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bouhassoun’s school experience helped motivate her to step into community organizing and working with AROC to impact change, including bringing an Arabic language pathways program to San Francisco.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s important, she says to “reclaim that sense of identity and sense of belonging, and feel that I am able to be proud of who I am, my family history and my language.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Language is essential to identity. It can determine the way people live in the world, and in turn, it shapes world views. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As student populations in the U.S. become more diverse, so does the call for better bilingual education – which includes acknowledging the role of a heritage language in all learning processes. “Teachers have to get to know their students,” Bowles says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research will continue to show \u003c/span>\u003ca href=\"https://digitalcommons.wayne.edu/cgi/viewcontent.cgi?article=1021&context=honorstheses\">\u003cspan style=\"font-weight: 400\">maintaining a heritage language has profound benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but a big challenge lies in creating the kind of bilingual learning environments needed for students to really thrive in, especially because students require a lot of one-on-one time with teachers and they’re in a system that’s already really taxing on teachers. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s worth it, says Bowles. “We need to learn about each one of them and the particularities of their heritage language situation so that we can best support them in both the acquisition of English and the preservation of their heritage language, which I would argue should be the responsibility of U.S. schools.”\u003c/span>\u003c/p>\n\n",
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"excerpt": "Cultivating the heritage language of English language learners can have a positive impact on English mastery and student belonging, but finding a school that can offer immersive, bilingual education still has a ways to go after overcoming decades of criticism. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Two days after finding out her mother had cancer, journalist Melissa Hung took a walk in San Francisco’s Chinatown. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I didn’t grow up in a Chinatown. It is not my home,” Hung writes. “Yet when I think of my mother in Texas, I feel pulled towards Chinatown’s tightly packed stores and no-frills restaurants.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her piece, “\u003c/span>\u003ca href=\"https://longreads.com/2019/08/05/towards-chinatown/\">\u003cspan style=\"font-weight: 400\">Towards Chinatown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Hung describes her experiences on a bus ride, walking through the streets and seeing people shop, eat and move throughout their day. She moves around the city feeling a sense of loss. The journey is meant to take her closer to her mother, and it inevitably has her reflecting on her mother tongue: Cantonese. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">“Some words come easily. Others I grasp for,” she writes. “They exist just beyond my reach the way the details of a dream tease the waking mind.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hung’s parents immigrated from Hong Kong, and she and her brother were born and raised in the U.S. They grew up speaking Cantonese in the house and English in school – Hung was placed in English as a Second Language classes as a kid – and when she was about eight years old, her parents made a conscious decision to switch to English-only. “My Cantonese freezes in time,” she writes, and English takes over. \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Today, Hung’s Cantonese is just enough to get by, but she’s not able to have nuanced conversations – to follow a newscast, or talk art and politics, as she says. And she wonders what has been lost as a result of not being fluent in Cantonese. “I fear that some fundamental part of me has been displaced, that my inability to speak fluently renders me incomplete,” she writes. And beyond that, her connection to her family, “By losing my relationship to Cantonese, what have I lost in my relationship with my parents?” \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>WHAT’S LOST WHEN YOU LOSE A HERITAGE LANGUAGE?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to 2019 data, there are nearly \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cgf/english-learners\">\u003cspan style=\"font-weight: 400\">5.1 million English learners\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> enrolled in public schools in this country, and that number has steadily increased in the past two decades. Similar to Hung’s school experience, many students are taken out of class and placed in separate ESL learning rooms. Often parents are faced with a choice that involves investing more in English language learning than their heritage language. It’s a common experience for recent immigrants to the U.S. or children of immigrants. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The decision is usually made out of necessity. English is often viewed as a requirement of successful assimilation into this country. But it does not come without a cost, and in the case of many people who haven’t been able to keep up with their heritage language, or who never learned their family language in the first place, it can have a significant impact on identity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Language shapes you. It shapes how you think,” Hung says, referring to language structure and the way we form thoughts. “So if language shapes how we’re thinking, and I’m not able to think primarily in my native language, does that make me less of a Cantonese person and less Chinese?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The loss of a heritage language can also affect how people learn because fluency in your first language greatly increases your ability to learn a second language; not having that first language as a solid foundation to learn from can be a barrier to fluency in all language learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, one’s heritage language is greatly connected to a sense of self, and can determine the way one moves throughout the world and the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cb>WHEN WE BELONG, WE LEARN BETTER\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.hewlett.org/wp-content/uploads/2016/08/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\">\u003cspan style=\"font-weight: 400\">sense of belonging — being seen, valued and feeling connected in school — can go a long way for students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It can be a profound motivator, and impact education success for students inside the classroom and in the greater community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of fostering that sense of belonging relies on a school’s approach to language learning and its embrace of non-English speaking students, as well as a diverse set of cultural heritages and backgrounds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You’re not going to be able to center the voices and identities of students in your classroom if you don’t see those voices and those identities as precious and important to you,” says \u003c/span>\u003ca href=\"https://davidbowles.us/\">\u003cspan style=\"font-weight: 400\">David Bowles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, author and professor at the University of Texas, Rio Grande Valley, where he teaches the next generation of educators. \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=KQINC8896503720&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bowles is dedicated to teaching his preservice teachers about the value of embracing student’s cultural identity and heritage, particularly by embracing languages beyond English in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think that schools ought to be preserving heritage language and that they ought to be using students’ home language as the primary vehicle for literacy instruction in those early years,” says Bowles. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While language immersion schools have recently gained popularity, it wasn’t always that way. In the 1980s and 1990s, California banned all bilingual education programs as they were deemed a “threat to English,” and it took nearly \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/california-voters-repeal-ban-on-bilingual-education/2016/11\">\u003cspan style=\"font-weight: 400\">two decades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to bring it back. \u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/f0ZsIr1D5ro'\n title='//www.youtube.com/embed/f0ZsIr1D5ro'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">However, establishing bilingual education programs often require a lot of work and determination by educators, advocates and community members pushing for more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was told in order for me to finish the essays on time I had to stop thinking in Arabic,” says Nour Bouhassoun, the youth coordinator with the Arab Resource and Organizing Center (AROC), about her time in U.S. schools supporting the idea that in order to succeed, it needed to be in English. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not just a language, it’s my being, my culture. It’s the language I grew up speaking,” she says of Arabic. “So that language wasn’t validated. And I was feeling that I was not being my full self, not able to be my full self at school or in the school system.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bouhassoun’s school experience helped motivate her to step into community organizing and working with AROC to impact change, including bringing an Arabic language pathways program to San Francisco.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s important, she says to “reclaim that sense of identity and sense of belonging, and feel that I am able to be proud of who I am, my family history and my language.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Language is essential to identity. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s worth it, says Bowles. “We need to learn about each one of them and the particularities of their heritage language situation so that we can best support them in both the acquisition of English and the preservation of their heritage language, which I would argue should be the responsibility of U.S. schools.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How youth sports became a feast or famine world — and what parents can do about it",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">There’s a story that didn’t make it into \u003c/span>\u003ca href=\"https://twitter.com/LindaFlanagan2\">\u003cspan style=\"font-weight: 400\">Linda Flanagan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s book, but it’s so appalling she has to tell me about it. It’s about a family in her town whose son was on the “A” team at the local soccer club one year but placed on the “B” team the next. He was humiliated; his parents were livid. So livid that the father, who worked in a higher position at the same firm as the coach, had the coach transferred overseas.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It sounds outlandish enough to be fiction, and yet for those familiar with the excesses of youth sports today, it may not be surprising. Flanagan’s book, “\u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/653840/take-back-the-game-by-linda-flanagan/\">\u003cspan style=\"font-weight: 400\">Take Back the Game: How Money and Mania are Ruining Kids’ Sports — and Why It Matters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” is filled with anecdotes and statistics about the state of youth sports and how it got this way. She covers not just the misbehaviors but also the more mundane way sports can skew families’ priorities. And she doesn’t spare herself from the critique. She cringes, for example, over memories of times when she noticed her own ego swelling from her son Paul’s basketball success. And she laments \u003c/span>\u003ca href=\"https://www.theatlantic.com/family/archive/2022/08/kids-youth-competitive-sports-programs/671034/\">\u003cspan style=\"font-weight: 400\">time and money\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> wasted on camps and tournaments that Paul himself didn’t care about.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I couldn’t figure out why Paul’s athleticism seemed to matter so much to me, and why kids’ sports animated everyone in my orbit. But I felt that pull from his earliest days,” writes Flanagan. “While no one was looking, when we grown-ups were busy building our own lives and tending our own families, kids’ sports took a turn. These shifts became apparent to me while watching my son play, and became unavoidable the longer I coached.”\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=KQINC9998082401&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Flanagan said there are three broad sociological developments since the 1970s that led to this situation. First is money. As public investment in community recreation programs declined, commercial ventures filled in the void — and then some. Thanks to elite clubs, private trainers, state-of-the-art tournament facilities and all the companies selling the latest gear, youth sports is now a multibillion-dollar, “fabulously profitable industry,” as Flanagan put it.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then there are broader changes in American \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57944/four-steps-to-coax-young-adults-and-their-parents-to-greater-independence\">\u003cspan style=\"font-weight: 400\">cultural views about childhood\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and increasing trends toward individualism. Both have placed mounting pressure on parents to fixate on their children and on preparing them for a competitive adult world. Third, as admission to elite colleges and universities have become more competitive, families have looked to sports for an entry point.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These trends haven’t just harmed the kids of middle- and upper-class families who dominate the high-stakes world of contemporary youth sports. They’ve also made athletic opportunities increasingly \u003c/span>\u003ca href=\"https://www.romper.com/parenting/youth-recreational-sports-programs-dwindling-access\">\u003cspan style=\"font-weight: 400\">out of reach for kids from low-income families\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s what I would call a feast or famine,” Flanagan said. For parents seeking a more steady diet, she advised letting children’s interests lead, keeping the family whole, putting sports in perspective and modeling the behavior you want your children to learn.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Look at your child\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many parents now see their kids’ athletic achievements as a reflection on themselves. How can you tell if you’re in that camp? Pay attention to how you feel about the outcome of the game, Flanagan said. It’s not bad to feel proud of your child’s performance, but there’s a limit. Even more indicative is when a loss or poor performance puts a parent in a bad mood.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To shift the focus back to kids, Flanagan said, “Let them \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59342/how-can-high-school-sports-better-serve-students\">\u003cspan style=\"font-weight: 400\">take the lead\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They should be the ones deciding what to play, when to play, if to play an organized sport.” She acknowledged that when given a blank canvas, many kids may choose screen time, which doesn’t yield the physical or mental benefits of sports. In that scenario, parents can nudge with suggestions, but she recommended giving a lot of options if possible, not just pushing them toward one specific sport.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once they’re on the team, observe and listen to their experiences. Even if they’re naturally gifted in a sport, they might not actually enjoy it for one reason or another. Create offramps — opportunities for them to keep deciding whether they’re into a sport as they age. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keep your family whole\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to money, the time and relationship sacrifices some families make for a young athlete’s sport can be tremendous. Two basic measures parents can take to avoid fragmenting their families in the process is to start organized sports later and to stay in local leagues as long as possible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond that, Flanagan recommends occasionally saying no to a coach’s request or a club expectation. Groupthink can make that hard, but sometimes speaking up can give other parents permission to set boundaries, too. In her book, Flanagan gives an example she heard from the mom of a soccer player. When the first opponent in an upcoming soccer tournament forfeited, the coach scheduled a replacement exhibition match. Families would have to drive more than an hour early in the morning and wait hours there until the next game. Other parents confirmed that they’d be there — until this mom replied that maybe playing only one game was enough. Soon after, other parents agreed and the exhibition was canceled.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Parents have a perception that they don’t have any power here,” Flanagan said. “And I’m like, no, you guys are writing the checks. You work together to set the terms.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keep youth sports in perspective\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Don’t be confused. Flanagan loves and values sports. She played softball as a teenager, she encouraged her kids’ athletic interests and she coached girls running teams for 17 years. She knows about the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59353/six-ways-schools-improved-p-e-to-prioritize-student-interests-and-motivation\">\u003cspan style=\"font-weight: 400\">health benefits of physical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the satisfaction that comes from training hard. She also knows not to sweat the small stuff. “It seems so important. Many things do with raising kids. But it really doesn’t matter very much whether they make varsity or become captain. They’re going to be who they are,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To keep that perspective, Flanagan recommended befriending older parents, not attending every game and developing your own interests separate from children. That last item was particularly important for teaching her kids to respect her as a full human being, she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Model the behavior you want your child to learn\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having her own interests also helped model a “rich and satisfying adulthood” to her kids. When parents don’t do that, Flanagan said it sends a message that children should avoid growing up “because it’s really no fun.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other behaviors to model include treating coaches with respect and thanking them for their commitment. (Though not to the exclusion of watching for signs of abuse.) Coping with disappointments is another one. When parents’ react to something like making the B team as a crisis, it signals to their child to feel grievously wounded. “They take their cues from the parents,” Flanagan said. Instead, parents can “ratchet down the language” and help kids recognize these moments as part of life’s ups and downs. \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=KQINC9998082401&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For parents who want to make bigger changes, Flanagan suggested joining leadership in sports leagues. She said that while coaching she worked with many great families with values in the right place. They’re out there. But their voices may need to get louder to be heard.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">There’s a story that didn’t make it into \u003c/span>\u003ca href=\"https://twitter.com/LindaFlanagan2\">\u003cspan style=\"font-weight: 400\">Linda Flanagan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s book, but it’s so appalling she has to tell me about it. It’s about a family in her town whose son was on the “A” team at the local soccer club one year but placed on the “B” team the next. He was humiliated; his parents were livid. So livid that the father, who worked in a higher position at the same firm as the coach, had the coach transferred overseas.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It sounds outlandish enough to be fiction, and yet for those familiar with the excesses of youth sports today, it may not be surprising. Flanagan’s book, “\u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/653840/take-back-the-game-by-linda-flanagan/\">\u003cspan style=\"font-weight: 400\">Take Back the Game: How Money and Mania are Ruining Kids’ Sports — and Why It Matters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” is filled with anecdotes and statistics about the state of youth sports and how it got this way. She covers not just the misbehaviors but also the more mundane way sports can skew families’ priorities. And she doesn’t spare herself from the critique. She cringes, for example, over memories of times when she noticed her own ego swelling from her son Paul’s basketball success. And she laments \u003c/span>\u003ca href=\"https://www.theatlantic.com/family/archive/2022/08/kids-youth-competitive-sports-programs/671034/\">\u003cspan style=\"font-weight: 400\">time and money\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> wasted on camps and tournaments that Paul himself didn’t care about.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I couldn’t figure out why Paul’s athleticism seemed to matter so much to me, and why kids’ sports animated everyone in my orbit. But I felt that pull from his earliest days,” writes Flanagan. “While no one was looking, when we grown-ups were busy building our own lives and tending our own families, kids’ sports took a turn. These shifts became apparent to me while watching my son play, and became unavoidable the longer I coached.”\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=KQINC9998082401&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Flanagan said there are three broad sociological developments since the 1970s that led to this situation. First is money. As public investment in community recreation programs declined, commercial ventures filled in the void — and then some. Thanks to elite clubs, private trainers, state-of-the-art tournament facilities and all the companies selling the latest gear, youth sports is now a multibillion-dollar, “fabulously profitable industry,” as Flanagan put it.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then there are broader changes in American \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57944/four-steps-to-coax-young-adults-and-their-parents-to-greater-independence\">\u003cspan style=\"font-weight: 400\">cultural views about childhood\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and increasing trends toward individualism. Both have placed mounting pressure on parents to fixate on their children and on preparing them for a competitive adult world. Third, as admission to elite colleges and universities have become more competitive, families have looked to sports for an entry point.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These trends haven’t just harmed the kids of middle- and upper-class families who dominate the high-stakes world of contemporary youth sports. They’ve also made athletic opportunities increasingly \u003c/span>\u003ca href=\"https://www.romper.com/parenting/youth-recreational-sports-programs-dwindling-access\">\u003cspan style=\"font-weight: 400\">out of reach for kids from low-income families\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s what I would call a feast or famine,” Flanagan said. For parents seeking a more steady diet, she advised letting children’s interests lead, keeping the family whole, putting sports in perspective and modeling the behavior you want your children to learn.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Look at your child\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many parents now see their kids’ athletic achievements as a reflection on themselves. How can you tell if you’re in that camp? Pay attention to how you feel about the outcome of the game, Flanagan said. It’s not bad to feel proud of your child’s performance, but there’s a limit. Even more indicative is when a loss or poor performance puts a parent in a bad mood.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To shift the focus back to kids, Flanagan said, “Let them \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59342/how-can-high-school-sports-better-serve-students\">\u003cspan style=\"font-weight: 400\">take the lead\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They should be the ones deciding what to play, when to play, if to play an organized sport.” She acknowledged that when given a blank canvas, many kids may choose screen time, which doesn’t yield the physical or mental benefits of sports. In that scenario, parents can nudge with suggestions, but she recommended giving a lot of options if possible, not just pushing them toward one specific sport.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once they’re on the team, observe and listen to their experiences. Even if they’re naturally gifted in a sport, they might not actually enjoy it for one reason or another. Create offramps — opportunities for them to keep deciding whether they’re into a sport as they age. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keep your family whole\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to money, the time and relationship sacrifices some families make for a young athlete’s sport can be tremendous. Two basic measures parents can take to avoid fragmenting their families in the process is to start organized sports later and to stay in local leagues as long as possible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond that, Flanagan recommends occasionally saying no to a coach’s request or a club expectation. Groupthink can make that hard, but sometimes speaking up can give other parents permission to set boundaries, too. In her book, Flanagan gives an example she heard from the mom of a soccer player. When the first opponent in an upcoming soccer tournament forfeited, the coach scheduled a replacement exhibition match. Families would have to drive more than an hour early in the morning and wait hours there until the next game. Other parents confirmed that they’d be there — until this mom replied that maybe playing only one game was enough. Soon after, other parents agreed and the exhibition was canceled.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Parents have a perception that they don’t have any power here,” Flanagan said. “And I’m like, no, you guys are writing the checks. You work together to set the terms.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Keep youth sports in perspective\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Don’t be confused. Flanagan loves and values sports. She played softball as a teenager, she encouraged her kids’ athletic interests and she coached girls running teams for 17 years. She knows about the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59353/six-ways-schools-improved-p-e-to-prioritize-student-interests-and-motivation\">\u003cspan style=\"font-weight: 400\">health benefits of physical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the satisfaction that comes from training hard. She also knows not to sweat the small stuff. “It seems so important. Many things do with raising kids. But it really doesn’t matter very much whether they make varsity or become captain. They’re going to be who they are,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To keep that perspective, Flanagan recommended befriending older parents, not attending every game and developing your own interests separate from children. That last item was particularly important for teaching her kids to respect her as a full human being, she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Model the behavior you want your child to learn\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having her own interests also helped model a “rich and satisfying adulthood” to her kids. When parents don’t do that, Flanagan said it sends a message that children should avoid growing up “because it’s really no fun.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other behaviors to model include treating coaches with respect and thanking them for their commitment. (Though not to the exclusion of watching for signs of abuse.) Coping with disappointments is another one. When parents’ react to something like making the B team as a crisis, it signals to their child to feel grievously wounded. “They take their cues from the parents,” Flanagan said. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For parents who want to make bigger changes, Flanagan suggested joining leadership in sports leagues. She said that while coaching she worked with many great families with values in the right place. They’re out there. But their voices may need to get louder to be heard.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">When it was time to return to school in person for her junior year, Kimberly Higareda was resistant. She had gotten used to being at home, multitasking while attending her Zoom classes and having time to cook for herself in the middle of the day. On top of all of that, the masks they had to wear at school gave her acne.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When it was time to come back and do it all over again, I wanted to quit school,” she says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Higareda was a freshman at Fremont High School in Oakland when the pandemic closed her school building. She felt isolated during distance learning and, like so many people, was struggling with her relationships with peers and family. But she found help through online restorative justice (RJ) circles offered through school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I brought my all to circles. It was so powerful because I didn’t have any other space to express it in,” says Higareda.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Providing outlets through school was especially needed at the start of the 2021 school year because the pandemic had deepened inequities and led to more poverty in Oakland. “There have been challenges where violence in the community will make its way into the school,” says David Yusem, the RJ coordinator for Higareda’s district. “There’s been an increase in behavioral issues in the schools. There have been challenges with attendance.”\u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">Solutions for behavior issues\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Disrupted routines and trouble connecting to peers or teachers during the coronavirus lockdown and its aftermath has led to frayed relationships with school for many students.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Studies show there have been \u003c/span>\u003ca href=\"https://www.npr.org/2022/03/17/1087137571/school-violence-teachers-covid\">\u003cspan style=\"font-weight: 400;\">more incidents of violence against teachers.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> An American Psychological Association (APA) survey of nearly 15,000 school staff shows almost 60% of teachers feel victimized in some way at work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Experts on the APA task force that conducted the study recommended improving teacher education programs so that there is more focus on managing student behavior, in addition to providing social emotional learning training for all school staff. The task force also backed the \u003c/span>\u003ca href=\"https://www.congress.gov/bill/117th-congress/house-bill/3549/text?r=4&s=1\">\u003cspan style=\"font-weight: 400;\">Comprehensive Mental Health In Schools Pilot Program Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> which supports restorative justice as a social emotional learning technique to strengthen relationships between students, teachers and school leaders. But as can often be the case with recommendations – whether through lack of funding, will or support, for example – schools fall short. \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=KQINC4064440725\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We have seen behaviors at a level that we’ve never experienced before at my high school,” Marta Schaffer, an English teacher in Oroville, California, told me earlier this year. “There’s been fighting pretty much every week, aggression towards staff and teachers and fighting happening in classrooms.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Schaffer says there are four social workers to meet with students at the three schools in her district and \u003ca href=\"https://oag.ca.gov/system/files/attachments/press-docs/OUHSD%20File-Stamped%20Complaint.pdf\">no restorative justice programs\u003c/a>. With limited mental health resources, student behavior during the first year in person after pandemic distance learning had been erratic and unpredictable. \u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">What is restorative justice? \u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Restorative justice (RJ) programs are small talking groups called circles – because of how people are seated around one another – used to build community and respond to conflict. One person speaks at a time and everybody gets a chance to speak or pass. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ousd.org/domain/134\">\u003cspan style=\"font-weight: 400;\">RJ circles are composed of three tiers:\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> Tier one circles focus on building and maintaining community; they are meant to build relationships, so that conflict is less likely to happen. When a conflict arises, a tier two circle is done to address and repair harm. Tier three circles provide individualized support for someone coming back into the community. “It could be a student, teacher, or someone coming \u003c/span>in from being incarcerated. We want to identify what they need to be successful and help them get that,” says Yusem.\u003c/p>\n\u003cfigure id=\"attachment_59758\" class=\"wp-caption alignnone\" style=\"max-width: 258px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-59758\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/rjtiers2.png\" alt=\"\" width=\"258\" height=\"239\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/rjtiers2.png 500w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/rjtiers2-160x148.png 160w\" sizes=\"(max-width: 258px) 100vw, 258px\">\u003cfigcaption class=\"wp-caption-text\">The three tiers of restorative justice (Courtesy of OUSD)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://eastbayexpress.com/changing-culture-in-the-ousd-restorative-justice-can-reduce-harm-before-it-happens/\">\u003cspan style=\"font-weight: 400;\">OUSD has had RJ since 2007\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and in \u003c/span>\u003ca href=\"https://www.ousd.org/Page/17570\">\u003cspan style=\"font-weight: 400;\">2017, they invested $2.5 million in their RJ programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Yusem works with facilitators based in middle schools and high schools across the district. He says the facilitator’s goal is to “create an environment where teaching and learning can happen, where it feels safe, welcoming, where social and emotional learning can take place and students can begin to access the part of their brain they need to learn.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">OUSD had built a strong foundation with restorative justice practices when the pandemic forced students and teachers into lockdown. They continued to do RJ circles online to support students. “We would do circles for people impacted by COVID,” says Yusem. “They were for people who either got sick themselves or had to take care of a loved one or lost a loved one.”\u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">Restorative justice in the classroom\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When students returned in person, Tatiana Chaterji, the RJ facilitator at Kimberly Higareda’s school, had to do a lot of work to help students feel comfortable around each other again. In OUSD, all ninth graders are required to take her RJ leadership class at least once. “RJ is all about relationships, and I think relationships have been weaker,” says Chaterji about her students. Because students haven’t seen each other in a while, some conflicts have been festering for years and may have gotten worse because of social media. \u003c/span>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_59759\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-59759\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/RJ-at-Fremont-HS-800x613.jpg\" alt=\"\" width=\"800\" height=\"613\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-800x613.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-1020x782.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-160x123.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-768x589.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-1536x1178.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-2048x1571.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-1920x1472.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A restorative justice explainer in Tatiana Chaterji’s’ classroom.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“My day-to-day looks like a lot of training, teaching and introducing empathy,” says Chaterji. “Trauma, neglect, youth, social media, ego and all the sort of negative forces that encourage us to be so self-centered take us away from caring about others.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">RJ helped Higareda keep in touch with her peers during distance learning. While her online classes were “dead silent,” people talked during online RJ circles even if they kept their videos off. “I definitely think it helped me because I knew names and I knew voices. Without that, I wouldn’t have known anyone,” says Higareda. Even though she kept in contact with some peers through online RJ circles, Higareda says her in-person relationships with classmates were strained. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For instance, in her RJ leadership class, there was tension between upperclassmen and underclassmen. Higareda and other juniors felt the younger students were not pulling their weight on projects and activities. “We were friends with each other and not them,” says Higareda. “At moments we yelled at each other. I saw a couple of people yelling at each other really bad words and comments,” she says. The class did a tier two circle to deal with the conflict.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_59760\" class=\"wp-caption alignright\" style=\"max-width: 283px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-59760\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-800x1067.jpg\" alt=\"\" width=\"283\" height=\"378\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-scaled.jpg 1920w\" sizes=\"(max-width: 283px) 100vw, 283px\">\u003cfigcaption class=\"wp-caption-text\">A soccer ball used to help students choose questions for tier one circles.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Higareda is the oldest in her household, so when it was her turn to speak she told her classmates that she was tired of being a leader all the time; she wanted others to take initiative and contribute to the class community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That circle opened up this space for us to talk and voice our opinions and it was great after. We all learned something new,” says Higareda. After the circle cleared things up, students who weren’t on speaking terms earlier in the year were following each other on social media and hanging out outside of class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We’re all going through so much,” says Kimberly. “I’ve done so many circles where people actually get more vulnerable and I see them for something more than they express to be.”\u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">An ecosystem of care\u003c/span>\u003c/h3>\n\u003cp>\u003ca href=\"https://sites.google.com/sausdlearns.net/restorative-practices/home?authuser=0\">\u003cspan style=\"font-weight: 400;\">School districts in Santa Ana\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.sandiegounified.org/about/restorative_justice_practices\">\u003cspan style=\"font-weight: 400;\">San Diego\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://achieve.lausd.net/cms/lib08/CA01000043/Centricity/Domain/293/Restorative%20Justice%20Statement.pdf\">\u003cspan style=\"font-weight: 400;\">Los Angeles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> have invested in RJ programs. “There’s still a huge movement to adopt these practices in schools,” says Andrew Martinez, another member of the APA task force on violence against teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Martinez studied the \u003c/span>\u003ca href=\"https://www.courtinnovation.org/publications/RJ-schools\">\u003cspan style=\"font-weight: 400;\">effect of RJ programs in New York schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. The research spanned two years and set out to see whether RJ could reduce suspensions. Based on his interviews with over 80 students, he found that RJ programs strengthened students’ relationships with the school, but did not reduce suspensions. That could be because suspensions have \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;\">as much to do with adult decisions as they do with student behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The science behind restorative justice practices within school settings has kind of lagged,” says Martinez. Without research and numbers to back up RJ’s success, it’s hard to push for funding RJ programs at schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even still, Martinez sees similarities between how teachers used RJ circles to navigate the community violence in New York public schools and how RJ is being used to address poverty, \u003ca href=\"https://www.kqed.org/mindshift/57511/why-helping-grieving-students-heal-matters-so-much\">loss\u003c/a> and inequity after the pandemic. “It created a space to hear about a lot of concerning things happening in the lives of children,” says Martinez. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He recommends that RJ is part of an ecosystem of care at a school. Once caring adults know what students are going through, they can give them referrals to additional support like psychologists, social workers and counselors.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“RJ is not the cure. It’s not going to fully address trauma, but it’s the space to begin to start to listen,” says Martinez. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">When it was time to return to school in person for her junior year, Kimberly Higareda was resistant. She had gotten used to being at home, multitasking while attending her Zoom classes and having time to cook for herself in the middle of the day. On top of all of that, the masks they had to wear at school gave her acne.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When it was time to come back and do it all over again, I wanted to quit school,” she says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Higareda was a freshman at Fremont High School in Oakland when the pandemic closed her school building. She felt isolated during distance learning and, like so many people, was struggling with her relationships with peers and family. But she found help through online restorative justice (RJ) circles offered through school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I brought my all to circles. It was so powerful because I didn’t have any other space to express it in,” says Higareda.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Providing outlets through school was especially needed at the start of the 2021 school year because the pandemic had deepened inequities and led to more poverty in Oakland. “There have been challenges where violence in the community will make its way into the school,” says David Yusem, the RJ coordinator for Higareda’s district. “There’s been an increase in behavioral issues in the schools. There have been challenges with attendance.”\u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">Solutions for behavior issues\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Disrupted routines and trouble connecting to peers or teachers during the coronavirus lockdown and its aftermath has led to frayed relationships with school for many students.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Studies show there have been \u003c/span>\u003ca href=\"https://www.npr.org/2022/03/17/1087137571/school-violence-teachers-covid\">\u003cspan style=\"font-weight: 400;\">more incidents of violence against teachers.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> An American Psychological Association (APA) survey of nearly 15,000 school staff shows almost 60% of teachers feel victimized in some way at work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Experts on the APA task force that conducted the study recommended improving teacher education programs so that there is more focus on managing student behavior, in addition to providing social emotional learning training for all school staff. The task force also backed the \u003c/span>\u003ca href=\"https://www.congress.gov/bill/117th-congress/house-bill/3549/text?r=4&s=1\">\u003cspan style=\"font-weight: 400;\">Comprehensive Mental Health In Schools Pilot Program Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> which supports restorative justice as a social emotional learning technique to strengthen relationships between students, teachers and school leaders. But as can often be the case with recommendations – whether through lack of funding, will or support, for example – schools fall short. \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=KQINC4064440725\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We have seen behaviors at a level that we’ve never experienced before at my high school,” Marta Schaffer, an English teacher in Oroville, California, told me earlier this year. “There’s been fighting pretty much every week, aggression towards staff and teachers and fighting happening in classrooms.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Schaffer says there are four social workers to meet with students at the three schools in her district and \u003ca href=\"https://oag.ca.gov/system/files/attachments/press-docs/OUHSD%20File-Stamped%20Complaint.pdf\">no restorative justice programs\u003c/a>. With limited mental health resources, student behavior during the first year in person after pandemic distance learning had been erratic and unpredictable. \u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">What is restorative justice? \u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Restorative justice (RJ) programs are small talking groups called circles – because of how people are seated around one another – used to build community and respond to conflict. One person speaks at a time and everybody gets a chance to speak or pass. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ousd.org/domain/134\">\u003cspan style=\"font-weight: 400;\">RJ circles are composed of three tiers:\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> Tier one circles focus on building and maintaining community; they are meant to build relationships, so that conflict is less likely to happen. When a conflict arises, a tier two circle is done to address and repair harm. Tier three circles provide individualized support for someone coming back into the community. “It could be a student, teacher, or someone coming \u003c/span>in from being incarcerated. We want to identify what they need to be successful and help them get that,” says Yusem.\u003c/p>\n\u003cfigure id=\"attachment_59758\" class=\"wp-caption alignnone\" style=\"max-width: 258px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-59758\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/rjtiers2.png\" alt=\"\" width=\"258\" height=\"239\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/rjtiers2.png 500w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/rjtiers2-160x148.png 160w\" sizes=\"(max-width: 258px) 100vw, 258px\">\u003cfigcaption class=\"wp-caption-text\">The three tiers of restorative justice (Courtesy of OUSD)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://eastbayexpress.com/changing-culture-in-the-ousd-restorative-justice-can-reduce-harm-before-it-happens/\">\u003cspan style=\"font-weight: 400;\">OUSD has had RJ since 2007\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and in \u003c/span>\u003ca href=\"https://www.ousd.org/Page/17570\">\u003cspan style=\"font-weight: 400;\">2017, they invested $2.5 million in their RJ programs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Yusem works with facilitators based in middle schools and high schools across the district. He says the facilitator’s goal is to “create an environment where teaching and learning can happen, where it feels safe, welcoming, where social and emotional learning can take place and students can begin to access the part of their brain they need to learn.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">OUSD had built a strong foundation with restorative justice practices when the pandemic forced students and teachers into lockdown. They continued to do RJ circles online to support students. “We would do circles for people impacted by COVID,” says Yusem. “They were for people who either got sick themselves or had to take care of a loved one or lost a loved one.”\u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">Restorative justice in the classroom\u003c/span>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When students returned in person, Tatiana Chaterji, the RJ facilitator at Kimberly Higareda’s school, had to do a lot of work to help students feel comfortable around each other again. In OUSD, all ninth graders are required to take her RJ leadership class at least once. “RJ is all about relationships, and I think relationships have been weaker,” says Chaterji about her students. Because students haven’t seen each other in a while, some conflicts have been festering for years and may have gotten worse because of social media. \u003c/span>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_59759\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-59759\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/RJ-at-Fremont-HS-800x613.jpg\" alt=\"\" width=\"800\" height=\"613\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-800x613.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-1020x782.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-160x123.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-768x589.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-1536x1178.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-2048x1571.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/RJ-at-Fremont-HS-1920x1472.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A restorative justice explainer in Tatiana Chaterji’s’ classroom.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“My day-to-day looks like a lot of training, teaching and introducing empathy,” says Chaterji. “Trauma, neglect, youth, social media, ego and all the sort of negative forces that encourage us to be so self-centered take us away from caring about others.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">RJ helped Higareda keep in touch with her peers during distance learning. While her online classes were “dead silent,” people talked during online RJ circles even if they kept their videos off. “I definitely think it helped me because I knew names and I knew voices. Without that, I wouldn’t have known anyone,” says Higareda. Even though she kept in contact with some peers through online RJ circles, Higareda says her in-person relationships with classmates were strained. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For instance, in her RJ leadership class, there was tension between upperclassmen and underclassmen. Higareda and other juniors felt the younger students were not pulling their weight on projects and activities. “We were friends with each other and not them,” says Higareda. “At moments we yelled at each other. I saw a couple of people yelling at each other really bad words and comments,” she says. The class did a tier two circle to deal with the conflict.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_59760\" class=\"wp-caption alignright\" style=\"max-width: 283px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-59760\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-800x1067.jpg\" alt=\"\" width=\"283\" height=\"378\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/tier-one-restorative-justice-soccer-ball-scaled.jpg 1920w\" sizes=\"(max-width: 283px) 100vw, 283px\">\u003cfigcaption class=\"wp-caption-text\">A soccer ball used to help students choose questions for tier one circles.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Higareda is the oldest in her household, so when it was her turn to speak she told her classmates that she was tired of being a leader all the time; she wanted others to take initiative and contribute to the class community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That circle opened up this space for us to talk and voice our opinions and it was great after. We all learned something new,” says Higareda. After the circle cleared things up, students who weren’t on speaking terms earlier in the year were following each other on social media and hanging out outside of class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We’re all going through so much,” says Kimberly. “I’ve done so many circles where people actually get more vulnerable and I see them for something more than they express to be.”\u003c/span>\u003c/p>\n\u003ch3>\u003cspan style=\"font-weight: 400;\">An ecosystem of care\u003c/span>\u003c/h3>\n\u003cp>\u003ca href=\"https://sites.google.com/sausdlearns.net/restorative-practices/home?authuser=0\">\u003cspan style=\"font-weight: 400;\">School districts in Santa Ana\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.sandiegounified.org/about/restorative_justice_practices\">\u003cspan style=\"font-weight: 400;\">San Diego\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://achieve.lausd.net/cms/lib08/CA01000043/Centricity/Domain/293/Restorative%20Justice%20Statement.pdf\">\u003cspan style=\"font-weight: 400;\">Los Angeles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> have invested in RJ programs. “There’s still a huge movement to adopt these practices in schools,” says Andrew Martinez, another member of the APA task force on violence against teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Martinez studied the \u003c/span>\u003ca href=\"https://www.courtinnovation.org/publications/RJ-schools\">\u003cspan style=\"font-weight: 400;\">effect of RJ programs in New York schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. The research spanned two years and set out to see whether RJ could reduce suspensions. Based on his interviews with over 80 students, he found that RJ programs strengthened students’ relationships with the school, but did not reduce suspensions. That could be because suspensions have \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;\">as much to do with adult decisions as they do with student behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The science behind restorative justice practices within school settings has kind of lagged,” says Martinez. Without research and numbers to back up RJ’s success, it’s hard to push for funding RJ programs at schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even still, Martinez sees similarities between how teachers used RJ circles to navigate the community violence in New York public schools and how RJ is being used to address poverty, \u003ca href=\"https://www.kqed.org/mindshift/57511/why-helping-grieving-students-heal-matters-so-much\">loss\u003c/a> and inequity after the pandemic. “It created a space to hear about a lot of concerning things happening in the lives of children,” says Martinez. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He recommends that RJ is part of an ecosystem of care at a school. Once caring adults know what students are going through, they can give them referrals to additional support like psychologists, social workers and counselors.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“RJ is not the cure. It’s not going to fully address trauma, but it’s the space to begin to start to listen,” says Martinez. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">The first days of school usually include going over ground rules for the classroom as students return from nearly three months of summer break. All teachers approach this process differently, from posting rules on the board to co-creating norms as a class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s nothing inherently wrong with coming up with all the rules by yourself or deciding all the rules as a class, said Detroit-based educator Carla Shalaby, author of the book \u003c/span>\u003ca href=\"https://thenewpress.com/books/troublemakers\">\u003cspan style=\"font-weight: 400\">“Troublemakers: Lessons in Freedom.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> But she also encourages teachers to consider how norms are carried out and what they communicate to students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Classroom management in itself is a curriculum,” said Shalaby about how teachers – often without knowing – are teaching young people through rules. “We think we’re teaching math; they’re paying attention to how we’re teaching power, authority, use of control, definitions of safety, who gets to belong and who’s good or bad.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A former public school teacher, Shalaby now trains educators at the University of Michigan’s School of Education. She helped open a \u003c/span>\u003ca href=\"https://soe.umich.edu/p20\">\u003cspan style=\"font-weight: 400\">partnership school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with the Detroit Public Schools Community District where she’ll be working with novice teachers who work with kids from infancy to graduation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she trains teachers, Shalaby provides a list of eight questions they can ask themselves to guide how they think about classroom management.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Do I use power to manage people in a space or do I use it to hold and make space?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children are not born knowing how to talk through what to do when someone breaks a rule or causes harm. So they’re looking to teachers as models for how power is used. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[These skills] are hard to teach and learn at home because home is not a democratic community. It’s a private space,” said Shalaby. “School is kids’ first exposure to the problems of the community.” \u003c/span>\u003cbr>\n[aside postID=’mindshift_58616′]\u003cbr>\n\u003cspan style=\"font-weight: 400\">Shalaby encourages teachers to try out new models of power that feel fair and democratic. For example, teachers can opt to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior\">\u003cspan style=\"font-weight: 400\">not kick kids out\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of class when they misbehave.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Give kids practice in the problems that come up when you really try to take care of every single person without removing people from your space,” said Shalaby. Kids who violate rules will also develop the skills needed to take accountability. “We’re all human beings in this project together and in this space together, and we’ve got to figure out how to do it for 180 days.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Am I serving kids by having a comprehensive set of rules that eliminates all potential conflict, harm and drama?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes rules are used to get ahead of any possible issue that might come up in the classroom. But disagreement and conflict can be generative for children and in the future when they’re adults.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Solving all problems takes away kids’ opportunities to practice how to solve problems,” said Shalaby. When teachers eliminate the possibility of conflict, kids don’t learn essential basics, she said. For example, students might have a hard time working well in small groups without an adult because they don’t have the skills to find solutions on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids grow to understand that the person in power gets to do that,” said Shalaby.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it may seem like more work to deal with problems collaboratively than it is to decide and enforce rules, Shalaby said it takes more time in the long run to constantly redirect kids when they fail to comply.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. If a student asks ‘Why?,’ will your reason for having the policy stand up to the uniquely smart and relentless scrutiny of 30+ young people collectively seeking freedom? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saying “because I said so” can lead to the “nightmare of an un-winnable power struggle” against students, said Shalaby. And it’s not worth it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The main way that time gets wasted in classrooms is power struggle,” she said. “It’s exhausting. It’s driving teachers out of our profession. It’s pushing kids out of school.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\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=KQINC9096356573&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Does this classroom rule exist only because I happen to have a personal pet peeve?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can tell students that a rule is based on a personal pet peeve, but they have to be prepared to accommodate everyone’s pet peeves because teachers are just another member of the classroom community, said Shalaby. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s difficult for students and teachers alike to make space for each person’s unique quirks when everyone is used to deferring to a teacher. Students discover how to deal with the tensions and questions that come up when they are trying to make everyone feel like they belong.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s the space and the time to skill build around harm, how we treat each other, how and whether we take care of each other and what the real challenges are in balancing what I need against what a group needs,” said Shalaby. “Those are really hard democratic problems that kids need many years of practice with.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Are my actions grounded in cultivating safety or control?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A common misunderstanding is that more rules make classrooms safer, according to Shalaby. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those are efforts to try to avoid bad things happening by exerting more control over human beings, constraining their rights more and more so that they can be trustworthy,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shalaby admits that safety and control are tricky subjects these days in light of recent school shootings. In response, schools \u003c/span>\u003ca href=\"https://theintercept.com/2018/05/30/face-recognition-schools-school-shootings/\">\u003cspan style=\"font-weight: 400\">monitor students’ movements\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> around campus, limit \u003c/span>\u003ca href=\"https://www.npr.org/2022/07/19/1112211589/dallas-schools-clear-backpacks\">\u003cspan style=\"font-weight: 400\">what they are allowed to bring into school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and even restrict \u003c/span>\u003ca href=\"https://www.theatlantic.com/education/archive/2016/04/dress-codes-after-columbine/624407/\">\u003cspan style=\"font-weight: 400\">what they’re allowed to wear\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an alternative to counting on increased security to keep students safe, Shalaby points to \u003c/span>\u003ca href=\"https://jyd.pitt.edu/ojs/jyd/article/view/19-14-04-PA-3\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> saying that young people are less likely to commit community violence when they join pro-social activities such as mentorships, arts programs and after school sports. Providing access to practices and activities that foster belonging increases safety without relying on rules to control students’ bodies and behavior.\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">The first question comes from this artwork by Molly Costello, recently reprinted in Lessons in Liberation: An Abolitionist Toolkit for Educators (AK Press, 2021). “Are my actions grounded in cultivating safety or control?” \u003ca href=\"https://t.co/vSEDtZJP2h\">pic.twitter.com/vSEDtZJP2h\u003c/a>\u003c/p>\n\u003cp>— Carla Shalaby (@CarlaShalaby) \u003ca href=\"https://twitter.com/CarlaShalaby/status/1556306636934979588?ref_src=twsrc%5Etfw\">August 7, 2022\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp> \u003c/p>\n\u003ch2>\u003cb>6. Am I defining safety in a way that requires control or freedom?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When schools use restrictive regulations, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59560/how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer\">\u003cspan style=\"font-weight: 400\">security and surveillance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to make schools safer, they operate on the idea that taking away students’ autonomy will lead to safety. According to Shalaby, freedom is an essential part of safety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Safety is the practice of freedom responsibly,” she said. “In order to learn how to do that, students need to practice being accountable to others.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If rules are too constraining, students don’t have the opportunity to make decisions to keep each other safe. Instead of relying on restrictions as a means to safety, Shalaby recommends a “We keep us safe” mentality. “We mind our actions in terms of how they affect and impact other people. We learn to take accountability for the harm that we cause and set things right. Those are the things that increase our safety.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>7. Does enforcing this rule require me to behave like a police officer or an educator?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a student is on their phone during class, a teacher might tell the student to put the phone away or even confiscate the phone. And they’ll likely have to do this several times a week. “It’s the one policy that no matter how hard they enforce it, kids break the rule,” said Shalaby\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recent studies show that the temptation to look at \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400\">cell phone screens is powerful for young people\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who can get \u003c/span>\u003ca href=\"https://www.kiro7.com/news/trending/teacher-records-800-phone-alerts-her-students-course-day/BHHOS5SFVNH5PNU2QNOCZ4S4ZI/\">\u003cspan style=\"font-weight: 400\">hundreds of notifications during the course of a school day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Instead of getting mixed up in a power struggle with her students over policing their phone use, she turns it into a conversation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Nobody tells me when or how I’m allowed to use my phone,” said Shalaby about the complex decisions she has to make around using her phone as an adult outside of school. “What’s the real and genuine and authentic opportunity to teach and learn something about freedom?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She shifts away from trying to get rid of phones completely to helping students make safe and healthy decisions about screen time and responsible phone use. They can discuss how to change settings to receive less notifications, understand the addictive nature of phones and how their phone use may impact other learners.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>8. Why do I teach?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers make decisions that align with why they teach. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If the reason I teach is to deliver instruction in a content area, then nothing else is going to matter,” said Shalaby. “If the reason I teach is because I want a safer, freer and more beautiful world than the one that we have now and I believe in young people as stewards of that possible future, then I’m going to make different moves in my every day as a teacher.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Historically, educators have played an important role in freedom movements and at the forefront of struggles. They registered people to vote, promoted literacy campaigns and organized students to \u003ca href=\"https://news.yahoo.com/oral-histories-nearly-300-civil-135332641.html?guccounter=1\">advocate for civil rights\u003c/a>. Teachers today can continue the work of teachers who came before and give students the opportunities and skills to practice and build a better world, said Shalaby.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, it’s hard to be a teacher right now. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teachers are abused, mistreated, disrespected and disinvested in, so asking people why they teach now is such a hard and painful question,” said Shalaby.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Envisioning a new world with students keeps her from feeling demoralized because she’s actively working towards a future where everyone, including teachers, are valued. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teaching is not for everyone and I think anybody who has the privilege of doing it ought to ask themselves every day, ‘Why do I do this?’ And, ‘Are my actions aligning with my purpose?’”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The first days of school usually include going over ground rules for the classroom as students return from nearly three months of summer break. All teachers approach this process differently, from posting rules on the board to co-creating norms as a class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s nothing inherently wrong with coming up with all the rules by yourself or deciding all the rules as a class, said Detroit-based educator Carla Shalaby, author of the book \u003c/span>\u003ca href=\"https://thenewpress.com/books/troublemakers\">\u003cspan style=\"font-weight: 400\">“Troublemakers: Lessons in Freedom.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> But she also encourages teachers to consider how norms are carried out and what they communicate to students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Classroom management in itself is a curriculum,” said Shalaby about how teachers – often without knowing – are teaching young people through rules. “We think we’re teaching math; they’re paying attention to how we’re teaching power, authority, use of control, definitions of safety, who gets to belong and who’s good or bad.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A former public school teacher, Shalaby now trains educators at the University of Michigan’s School of Education. She helped open a \u003c/span>\u003ca href=\"https://soe.umich.edu/p20\">\u003cspan style=\"font-weight: 400\">partnership school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with the Detroit Public Schools Community District where she’ll be working with novice teachers who work with kids from infancy to graduation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she trains teachers, Shalaby provides a list of eight questions they can ask themselves to guide how they think about classroom management.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. Do I use power to manage people in a space or do I use it to hold and make space?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Children are not born knowing how to talk through what to do when someone breaks a rule or causes harm. So they’re looking to teachers as models for how power is used. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[These skills] are hard to teach and learn at home because home is not a democratic community. It’s a private space,” said Shalaby. “School is kids’ first exposure to the problems of the community.” \u003c/span>\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Shalaby encourages teachers to try out new models of power that feel fair and democratic. For example, teachers can opt to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior\">\u003cspan style=\"font-weight: 400\">not kick kids out\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of class when they misbehave.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Give kids practice in the problems that come up when you really try to take care of every single person without removing people from your space,” said Shalaby. Kids who violate rules will also develop the skills needed to take accountability. “We’re all human beings in this project together and in this space together, and we’ve got to figure out how to do it for 180 days.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Am I serving kids by having a comprehensive set of rules that eliminates all potential conflict, harm and drama?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes rules are used to get ahead of any possible issue that might come up in the classroom. But disagreement and conflict can be generative for children and in the future when they’re adults.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Solving all problems takes away kids’ opportunities to practice how to solve problems,” said Shalaby. When teachers eliminate the possibility of conflict, kids don’t learn essential basics, she said. For example, students might have a hard time working well in small groups without an adult because they don’t have the skills to find solutions on their own. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids grow to understand that the person in power gets to do that,” said Shalaby.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it may seem like more work to deal with problems collaboratively than it is to decide and enforce rules, Shalaby said it takes more time in the long run to constantly redirect kids when they fail to comply.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. If a student asks ‘Why?,’ will your reason for having the policy stand up to the uniquely smart and relentless scrutiny of 30+ young people collectively seeking freedom? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Saying “because I said so” can lead to the “nightmare of an un-winnable power struggle” against students, said Shalaby. And it’s not worth it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The main way that time gets wasted in classrooms is power struggle,” she said. “It’s exhausting. It’s driving teachers out of our profession. It’s pushing kids out of school.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\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=KQINC9096356573&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Does this classroom rule exist only because I happen to have a personal pet peeve?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can tell students that a rule is based on a personal pet peeve, but they have to be prepared to accommodate everyone’s pet peeves because teachers are just another member of the classroom community, said Shalaby. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s difficult for students and teachers alike to make space for each person’s unique quirks when everyone is used to deferring to a teacher. Students discover how to deal with the tensions and questions that come up when they are trying to make everyone feel like they belong.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s the space and the time to skill build around harm, how we treat each other, how and whether we take care of each other and what the real challenges are in balancing what I need against what a group needs,” said Shalaby. “Those are really hard democratic problems that kids need many years of practice with.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Are my actions grounded in cultivating safety or control?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A common misunderstanding is that more rules make classrooms safer, according to Shalaby. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those are efforts to try to avoid bad things happening by exerting more control over human beings, constraining their rights more and more so that they can be trustworthy,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shalaby admits that safety and control are tricky subjects these days in light of recent school shootings. In response, schools \u003c/span>\u003ca href=\"https://theintercept.com/2018/05/30/face-recognition-schools-school-shootings/\">\u003cspan style=\"font-weight: 400\">monitor students’ movements\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> around campus, limit \u003c/span>\u003ca href=\"https://www.npr.org/2022/07/19/1112211589/dallas-schools-clear-backpacks\">\u003cspan style=\"font-weight: 400\">what they are allowed to bring into school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and even restrict \u003c/span>\u003ca href=\"https://www.theatlantic.com/education/archive/2016/04/dress-codes-after-columbine/624407/\">\u003cspan style=\"font-weight: 400\">what they’re allowed to wear\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an alternative to counting on increased security to keep students safe, Shalaby points to \u003c/span>\u003ca href=\"https://jyd.pitt.edu/ojs/jyd/article/view/19-14-04-PA-3\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> saying that young people are less likely to commit community violence when they join pro-social activities such as mentorships, arts programs and after school sports. Providing access to practices and activities that foster belonging increases safety without relying on rules to control students’ bodies and behavior.\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">The first question comes from this artwork by Molly Costello, recently reprinted in Lessons in Liberation: An Abolitionist Toolkit for Educators (AK Press, 2021). “Are my actions grounded in cultivating safety or control?” \u003ca href=\"https://t.co/vSEDtZJP2h\">pic.twitter.com/vSEDtZJP2h\u003c/a>\u003c/p>\n\u003cp>— Carla Shalaby (@CarlaShalaby) \u003ca href=\"https://twitter.com/CarlaShalaby/status/1556306636934979588?ref_src=twsrc%5Etfw\">August 7, 2022\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp> \u003c/p>\n\u003ch2>\u003cb>6. Am I defining safety in a way that requires control or freedom?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When schools use restrictive regulations, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59560/how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer\">\u003cspan style=\"font-weight: 400\">security and surveillance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to make schools safer, they operate on the idea that taking away students’ autonomy will lead to safety. According to Shalaby, freedom is an essential part of safety.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Safety is the practice of freedom responsibly,” she said. “In order to learn how to do that, students need to practice being accountable to others.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If rules are too constraining, students don’t have the opportunity to make decisions to keep each other safe. Instead of relying on restrictions as a means to safety, Shalaby recommends a “We keep us safe” mentality. “We mind our actions in terms of how they affect and impact other people. We learn to take accountability for the harm that we cause and set things right. Those are the things that increase our safety.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>7. Does enforcing this rule require me to behave like a police officer or an educator?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a student is on their phone during class, a teacher might tell the student to put the phone away or even confiscate the phone. And they’ll likely have to do this several times a week. “It’s the one policy that no matter how hard they enforce it, kids break the rule,” said Shalaby\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recent studies show that the temptation to look at \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400\">cell phone screens is powerful for young people\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who can get \u003c/span>\u003ca href=\"https://www.kiro7.com/news/trending/teacher-records-800-phone-alerts-her-students-course-day/BHHOS5SFVNH5PNU2QNOCZ4S4ZI/\">\u003cspan style=\"font-weight: 400\">hundreds of notifications during the course of a school day\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Instead of getting mixed up in a power struggle with her students over policing their phone use, she turns it into a conversation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Nobody tells me when or how I’m allowed to use my phone,” said Shalaby about the complex decisions she has to make around using her phone as an adult outside of school. “What’s the real and genuine and authentic opportunity to teach and learn something about freedom?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She shifts away from trying to get rid of phones completely to helping students make safe and healthy decisions about screen time and responsible phone use. They can discuss how to change settings to receive less notifications, understand the addictive nature of phones and how their phone use may impact other learners.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>8. Why do I teach?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers make decisions that align with why they teach. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If the reason I teach is to deliver instruction in a content area, then nothing else is going to matter,” said Shalaby. “If the reason I teach is because I want a safer, freer and more beautiful world than the one that we have now and I believe in young people as stewards of that possible future, then I’m going to make different moves in my every day as a teacher.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Historically, educators have played an important role in freedom movements and at the forefront of struggles. They registered people to vote, promoted literacy campaigns and organized students to \u003ca href=\"https://news.yahoo.com/oral-histories-nearly-300-civil-135332641.html?guccounter=1\">advocate for civil rights\u003c/a>. Teachers today can continue the work of teachers who came before and give students the opportunities and skills to practice and build a better world, said Shalaby.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, it’s hard to be a teacher right now. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teachers are abused, mistreated, disrespected and disinvested in, so asking people why they teach now is such a hard and painful question,” said Shalaby.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Envisioning a new world with students keeps her from feeling demoralized because she’s actively working towards a future where everyone, including teachers, are valued. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teaching is not for everyone and I think anybody who has the privilege of doing it ought to ask themselves every day, ‘Why do I do this?’ And, ‘Are my actions aligning with my purpose?’”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "middle-schoolers-are-social-what-opportunity-does-that-create-for-learning",
"title": "Middle schoolers are social. What opportunity does that create for learning? ",
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"headTitle": "Middle schoolers are social. What opportunity does that create for learning? | KQED",
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"content": "\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/grades-have-huge-impact-but-are-they-effective/id1078765985?i=1000529450475\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGY0NWJhN2UtZThkMy0xMWViLWEzZmEtN2JiZjVmNDk4NGNi?sa=X&ved=0CAUQkfYCahgKEwigsp2Qp__yAhUAAAAAHQAAAAAQiwE&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/75ukPmBPTOHv517Ta8ajEa?si=9dnOsP22QsenEAIo_GGI5Q&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85542758&af_web_dp=https://www.stitcher.com/episode/85542758\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Adults who look back at their middle school years can very clearly identify experiencing hard times, such as embarrassment, conflicts, changing friendships and getting made fun of. We remember the way we felt in that period of our lives in part because of all the changes occurring in the body as we enter puberty. Plus, changes in the brain’s limbic system trigger tweens to feel every emotion more strongly. It’s also why there’s so much clarity about our memories of this time, for better or worse. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This period of brain development is also a time when trauma and bad habits can become deeply wired. It’s well established that the younger people are when they start engaging in substance abuse, the harder it is to quit. It’s also the age during which mental health issues begin to become more visible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While every parent should be cautious about these worst case scenarios, the flip side of having such an emotionally charged brain is that it’s also very receptive to positive experiences, like developing a deep interest in a hobby, the feeling of accomplishing something meaningful to you, the joy of friendships, the influence of a mentor or the thrill of performing in a band. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400;\">“\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">Ignited passions is really a key part of this window of time,” said Ron Dahl, a UC Berkeley professor and founder of the \u003c/span>\u003ca href=\"https://developingadolescent.semel.ucla.edu/\">\u003cspan style=\"font-weight: 400;\">Center for Developing Adolescent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> at UCLA. “It’s a time of learning exploration, acquiring new knowledge and skills, habits, really the shape of an individual, identity development, intrinsic motivations,” he said. \u003c/span>\u003cspan style=\"font-weight: 400;\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While many passion-igniting endeavors happen outside of the classroom, Dahl said that applications in the classroom can make learning much more exciting and meaningful for tweens whose hunger for relationships can richly influence their learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In middle schools, that means the shift in learning after elementary should be about more than having a homeroom and six periods with different subject-matter teachers. The way curriculum is taught must also address the social needs of middle schoolers, according to 8th grade humanities teacher Sarah LeDuff, who was teaching at Downtown College Prep Alum Rock Middle School in San Jose when I visited her class in the spring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Their hunger for relationships is not only with each other, but they’re hungry for adult mentorship and adult connections as well,” said LeDuff, who is also a California middle school teacher of the year. “They’re just these vessels of emotion in every way that is \u003c/span>\u003cspan style=\"font-weight: 400;\">beautiful and complicated.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_59693\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-59693\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/DCP-Alum-Rock-2-scaled.jpg\" alt=\"Students in class working through a problme\" width=\"2560\" height=\"1920\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/DCP-Alum-Rock-2-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/DCP-Alum-Rock-2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/DCP-Alum-Rock-2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/DCP-Alum-Rock-2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/DCP-Alum-Rock-2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/DCP-Alum-Rock-2-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/DCP-Alum-Rock-2-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/DCP-Alum-Rock-2-1920x1440.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Students sit in groups as they work through a quiz together while their teacher Sarah LeDuff looks on. \u003ccite>(Vanessa Arroyo Chavez)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In order to align curriculum with middle schoolers’ emotional and social needs, LeDuff makes sure her classroom is welcoming in climate, design and instruction. Students enter class to music, like Pharell’s “Just a Cloud Away,” which has lyrics that can create a soundtrack to a kid’s day. The partially lit overhead fluorescent lights in her bungalow are balanced by a string of soft outdoor bulbs. Students sit in pods of four desks – they’re not lined up into rows – and there’s a small potted plant in the middle of each pod. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Her class is very homey,” said student Brianna Gonzalez. “Once you walk into her room, it’s very relaxed and there are bean bags and couches and everything. It feels like a safe place to be.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Listen to the \u003ca href=\"https://playlist.megaphone.fm/?e=KQINC6723985934\">MindShift\u003c/a> podcast to hear a day in the life of Sarah LeDuff’s class\u003c/span>\u003c/h2>\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=KQINC6723985934\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>LeDuff wants students to let down their guards in order to let learning in. After remote learning, which was followed by returning back to school buildings, students had a lot of anxiety, which can get in the way of learning. She wanted to make room for well-being, and that included shutting down mistreatment of one another.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I do want my students to take risks academically, be that working on their public speaking, getting up and performing a poem that they wrote, participating in a debate,” said LeDuff. “These are very vulnerable things. If I don’t make them feel safe out the gates, it’s extremely difficult to tap into any of that creativity they need for authentic learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students like Ivan Martinez noticed these differences with LeDuff. He said other classes feel “plain” and joyless and that “once you walk in, the vibe is different. It’s like you walk in and you just sit there for more than an hour or just listening to what the teacher is saying.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Gaining Autonomy\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One aspect of adolescence is that the call for autonomy gets louder on the part of the child. At home, this might appear as conflict or wanting to be left alone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They want freedom,” said Dahl of kids in this period of early adolescence. He said parents can be proactive in how kids get freedom by asking them to demonstrate their good judgment to prove that they’re ready for more independence. And while this transition to greater independence might be confusing for parents who are wondering about their role in their child’s life – especially as friends gain more prominence – Dahl says adults still matter. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s a myth that parents become irrelevant and it’s all about peers,” he said, adding that there’s always room for warm supportive environments with high standards and boundaries. “Combining that with caring that feels like it’s honoring their values and desire to be independent is really, really important. It’s extra important in early adolescence, not less important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When it comes to school work, middle school students are expected to be self-sufficient as they receive less adult attention than in their elementary school years as class sizes get larger and students go from class to class with different teachers. But there’s also a way to scaffold the lessons of autonomy for students. For Sarah LeDuff, it comes in the form of teaching students how to self-advocate and self-reflect. And in order to scaffold student autonomy, the curriculum must be designed for those opportunities. One area she changed was how she grades. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I have really reworked my grading system to value student input so that grades are not just something that happens to you; your teacher is not just your evaluator deciding if you did your work right or did your work wrong, but that grades are something that we co-create together,” LeDuff said. At the end of every quarter, she does self-reflection rubrics with each student and they have teacher-student conferences to discuss priorities like classroom contributions, collaboration or reading skills. One rubric is self-advocacy, so the student will reflect on their own work and grade themselves and present why they feel like they earned that grade – with evidence. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They will think about things such as, ‘Do they come to me and ask for feedback? Do they ask for help when they need it from both me and their peers?’” said LeDuff. “And they’ll reflect on their ability to do those things and they will give themselves a score.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">LeDuff knows she also has areas of improvement so she’ll survey the class to ask what they think could be improved and then share them back to the students and look for ways to implement those changes. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I think it’s a very important part about making sure that they understand that their voices are being heard,” said LeDuff. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/grades-have-huge-impact-but-are-they-effective/id1078765985?i=1000529450475\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGY0NWJhN2UtZThkMy0xMWViLWEzZmEtN2JiZjVmNDk4NGNi?sa=X&ved=0CAUQkfYCahgKEwigsp2Qp__yAhUAAAAAHQAAAAAQiwE&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/75ukPmBPTOHv517Ta8ajEa?si=9dnOsP22QsenEAIo_GGI5Q&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85542758&af_web_dp=https://www.stitcher.com/episode/85542758\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Adults who look back at their middle school years can very clearly identify experiencing hard times, such as embarrassment, conflicts, changing friendships and getting made fun of. We remember the way we felt in that period of our lives in part because of all the changes occurring in the body as we enter puberty. Plus, changes in the brain’s limbic system trigger tweens to feel every emotion more strongly. It’s also why there’s so much clarity about our memories of this time, for better or worse. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This period of brain development is also a time when trauma and bad habits can become deeply wired. It’s well established that the younger people are when they start engaging in substance abuse, the harder it is to quit. It’s also the age during which mental health issues begin to become more visible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While every parent should be cautious about these worst case scenarios, the flip side of having such an emotionally charged brain is that it’s also very receptive to positive experiences, like developing a deep interest in a hobby, the feeling of accomplishing something meaningful to you, the joy of friendships, the influence of a mentor or the thrill of performing in a band. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400;\">“\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">Ignited passions is really a key part of this window of time,” said Ron Dahl, a UC Berkeley professor and founder of the \u003c/span>\u003ca href=\"https://developingadolescent.semel.ucla.edu/\">\u003cspan style=\"font-weight: 400;\">Center for Developing Adolescent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> at UCLA. “It’s a time of learning exploration, acquiring new knowledge and skills, habits, really the shape of an individual, identity development, intrinsic motivations,” he said. \u003c/span>\u003cspan style=\"font-weight: 400;\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While many passion-igniting endeavors happen outside of the classroom, Dahl said that applications in the classroom can make learning much more exciting and meaningful for tweens whose hunger for relationships can richly influence their learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In middle schools, that means the shift in learning after elementary should be about more than having a homeroom and six periods with different subject-matter teachers. The way curriculum is taught must also address the social needs of middle schoolers, according to 8th grade humanities teacher Sarah LeDuff, who was teaching at Downtown College Prep Alum Rock Middle School in San Jose when I visited her class in the spring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Their hunger for relationships is not only with each other, but they’re hungry for adult mentorship and adult connections as well,” said LeDuff, who is also a California middle school teacher of the year. “They’re just these vessels of emotion in every way that is \u003c/span>\u003cspan style=\"font-weight: 400;\">beautiful and complicated.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_59693\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-59693\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/DCP-Alum-Rock-2-scaled.jpg\" alt=\"Students in class working through a problme\" width=\"2560\" height=\"1920\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/DCP-Alum-Rock-2-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/DCP-Alum-Rock-2-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/DCP-Alum-Rock-2-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/DCP-Alum-Rock-2-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/DCP-Alum-Rock-2-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/DCP-Alum-Rock-2-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/DCP-Alum-Rock-2-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/08/DCP-Alum-Rock-2-1920x1440.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Students sit in groups as they work through a quiz together while their teacher Sarah LeDuff looks on. \u003ccite>(Vanessa Arroyo Chavez)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In order to align curriculum with middle schoolers’ emotional and social needs, LeDuff makes sure her classroom is welcoming in climate, design and instruction. Students enter class to music, like Pharell’s “Just a Cloud Away,” which has lyrics that can create a soundtrack to a kid’s day. The partially lit overhead fluorescent lights in her bungalow are balanced by a string of soft outdoor bulbs. Students sit in pods of four desks – they’re not lined up into rows – and there’s a small potted plant in the middle of each pod. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Her class is very homey,” said student Brianna Gonzalez. “Once you walk into her room, it’s very relaxed and there are bean bags and couches and everything. It feels like a safe place to be.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Listen to the \u003ca href=\"https://playlist.megaphone.fm/?e=KQINC6723985934\">MindShift\u003c/a> podcast to hear a day in the life of Sarah LeDuff’s class\u003c/span>\u003c/h2>\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=KQINC6723985934\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>LeDuff wants students to let down their guards in order to let learning in. After remote learning, which was followed by returning back to school buildings, students had a lot of anxiety, which can get in the way of learning. She wanted to make room for well-being, and that included shutting down mistreatment of one another.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I do want my students to take risks academically, be that working on their public speaking, getting up and performing a poem that they wrote, participating in a debate,” said LeDuff. “These are very vulnerable things. If I don’t make them feel safe out the gates, it’s extremely difficult to tap into any of that creativity they need for authentic learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students like Ivan Martinez noticed these differences with LeDuff. He said other classes feel “plain” and joyless and that “once you walk in, the vibe is different. It’s like you walk in and you just sit there for more than an hour or just listening to what the teacher is saying.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Gaining Autonomy\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One aspect of adolescence is that the call for autonomy gets louder on the part of the child. At home, this might appear as conflict or wanting to be left alone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They want freedom,” said Dahl of kids in this period of early adolescence. He said parents can be proactive in how kids get freedom by asking them to demonstrate their good judgment to prove that they’re ready for more independence. And while this transition to greater independence might be confusing for parents who are wondering about their role in their child’s life – especially as friends gain more prominence – Dahl says adults still matter. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s a myth that parents become irrelevant and it’s all about peers,” he said, adding that there’s always room for warm supportive environments with high standards and boundaries. “Combining that with caring that feels like it’s honoring their values and desire to be independent is really, really important. It’s extra important in early adolescence, not less important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When it comes to school work, middle school students are expected to be self-sufficient as they receive less adult attention than in their elementary school years as class sizes get larger and students go from class to class with different teachers. But there’s also a way to scaffold the lessons of autonomy for students. For Sarah LeDuff, it comes in the form of teaching students how to self-advocate and self-reflect. And in order to scaffold student autonomy, the curriculum must be designed for those opportunities. One area she changed was how she grades. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I have really reworked my grading system to value student input so that grades are not just something that happens to you; your teacher is not just your evaluator deciding if you did your work right or did your work wrong, but that grades are something that we co-create together,” LeDuff said. At the end of every quarter, she does self-reflection rubrics with each student and they have teacher-student conferences to discuss priorities like classroom contributions, collaboration or reading skills. One rubric is self-advocacy, so the student will reflect on their own work and grade themselves and present why they feel like they earned that grade – with evidence. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They will think about things such as, ‘Do they come to me and ask for feedback? Do they ask for help when they need it from both me and their peers?’” said LeDuff. “And they’ll reflect on their ability to do those things and they will give themselves a score.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">LeDuff knows she also has areas of improvement so she’ll survey the class to ask what they think could be improved and then share them back to the students and look for ways to implement those changes. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">When Amelia thinks about her freshman year two years ago, she remembers always being tardy to her 8 a.m. first period class. Encinal Junior Senior High School in Alameda is across town from her home. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It was so hard to wake up in the morning,” she said. “I had to bike to school and I live on the other side of the island.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Like other teens, mornings are a struggle because she had several hours of homework and extracurriculars the night before, but research shows that’s not the entire story. High schoolers are going to sleep later and waking up early to make it on time for first period classes. Starting school at 8 a.m. was early for Amelia, but some high schools begin at 7:30 a.m. According to psychotherapists Heather Turgeon and Julie Wright in their book “\u003ca href=\"https://www.penguinrandomhouse.com/books/647334/generation-sleepless-by-heather-turgeon-mft-and-julie-wright-mft-foreword-by-daniel-j-siegel/\">Generation Sleepless\u003c/a>,” today’s teens are sleepier than ever and these earlier school start times are interfering with their body’s circadian rhythm. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“One of the things that happens somewhere around age 12 is that their brain clock becomes set to a later pace,” said Turgeon, which puts a teen about two hours behind the sleep schedule of a young child or adult. “That means they want to go to sleep later and they want to wake up later,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It may seem excessive, but teens are supposed to sleep nine to ten hours a night. “We consider adequate sleep – the very lowest amount – to be about eight hours,” said Wright. Almost \u003c/span>\u003ca href=\"https://publications.aap.org/aapnews/news/13792?autologincheck=redirected\">\u003cspan style=\"font-weight: 400;\">70% of U.S. high school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> don’t get the minimum amount of sleep they need each night. Between homework, after school activities and early school start times, the average high schooler usually gets about 6.5 hours of sleep. And missing out on just a couple hours of rest each night has negative consequences for developing teenage brains. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When a teen is tired, the amygdala – which is the part of the brain that responds to danger – becomes more active. And parts of the brain that are in charge of judgment become less active. Sleep issues are commonly associated with anxiety, depression, bipolar disorder and ADHD. “We see teens with issues like really \u003c/span>\u003ca href=\"https://www.apa.org/monitor/oct01/sleepteen\">\u003cspan style=\"font-weight: 400;\">critical mental health issues\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2013/05/20/185572055/less-sleep-for-teens-means-higher-risk-for-car-crashes#:~:text=Press-,Less%20Sleep%20For%20Teens%20Means%20Higher%20Risk%20For%20Car%20Crashes,an%20equivalent%20lack%20of%20sleep.\">\u003cspan style=\"font-weight: 400;\">accidents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3296786/\">\u003cspan style=\"font-weight: 400;\">suicidality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> – things that parents really worry about – and getting enough sleep addresses those issues.”\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Debate Over School Start Times\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Bw_3Q6CRxGA?start=22&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;\">In an effort to curb teens’ sleep deprivation, California Gov. Gavin Newsom passed a \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200SB328\">\u003cspan style=\"font-weight: 400;\">first-of-its-kind law in 2019\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> prohibiting high schools from starting before 8:30 a.m. Other states such as\u003c/span>\u003ca href=\"https://abcnews.go.com/Health/school-start-times-eyed-address-youth-mental-health/story?id=83791358\">\u003cspan style=\"font-weight: 400;\"> New Jersey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.nysenate.gov/legislation/bills/2021/A8202\">\u003cspan style=\"font-weight: 400;\">New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://wapp.capitol.tn.gov/apps/BillInfo/Default.aspx?BillNumber=SB1818\">\u003cspan style=\"font-weight: 400;\">Tennessee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are looking to follow California’s lead. Even with research showing that letting students sleep in contributes to better academic performance, lower truancy rates and improved mental health, there has been push back from parents and school districts about delaying the start of the school day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One of the obstacles to earlier school start times is long-held beliefs about teens and school. So I asked Turgeon and Wright to clear up some common claims. Their responses have been edited for clarity.\u003c/span>\u003c/p>\n\u003cp>\u003cb>CLAIM: We don’t need late school starts because teenagers can just sleep in on the weekends.\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">TURGEON: On Saturday or Sunday, a teenager might sleep for 10 hours. There is such a thing as rebound sleep, which is what happens when you finally sleep well and then you’re like, “Oh my God, I feel so much better.” But, you can’t go back in time and erase the toll that happened to your body during the week. Because of the chronic sleep loss that you had from Monday to Friday, your body and your brain were still under stress. Toxins were building up in the brain. All those effects throughout the week do not go away. \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What would happen if you didn’t sleep? - Claudia Aguirre\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/dqONk48l5vY?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>\u003cb>CLAIM: If school start times are later, teens will just stay up later on their phone or play video games.\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">WRIGHT: \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/383436\">\u003cspan style=\"font-weight: 400;\">The research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in areas where schools have moved to a later start time shows that the kids are going to bed at about the same time, so they are getting more sleep overall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We also want to help families find a way to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400;\">create some structure around technology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and not be afraid of their kids being unhappy about it. It all depends on where parents are in the process, how old their kids are and how much independence they’ve given their child. We really recommend holding on to bedtimes and sleep routines longer than most modern parents seem to be doing. Don’t be afraid that your child won’t love you anymore if you say that the devices have to be parked at 9 p.m. and bedtime is at 10 p.m.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We are creatures of habit and technology is very addictive, so changing the way that evenings unfold and changing our habits is not easy. It takes time and takes a lot of attention and takes parents really being involved and creating some activities to do once those devices are put away. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">I do hear a lot of parents are a little bit afraid of their kids, and they’re also often in their own room on their own devices. We can control technology use rather than having it control us; and our kids need to see that we can do that and that we’re not afraid of helping them do that. \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=KQINC8589991528\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cb>CLAIM: Later school start times will affect bus schedules and after school activities such as sports. \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">TURGEON: When schools are making the change, there’s a lot of confusion about it or mixed feelings and concerns on the part of parents about sports, bussing, logistics and traffic. The typical result has been that it all works out and everyone’s happier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In some cases, \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2109.html\">bus routes need to be planned a little differently\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400;\">. For sports teams in the same league or district, schools can make the change together and coordinate practices and games. I think it’s just really important to know that all those concerns are logistical concerns. And so which do we weigh more? Do we weigh logistics and grown up concerns and those things that are adult centered or do we want to weigh the mental health of teenagers? And I think if you put it that way to parents, there’s no question what the answer should be. \u003c/span>\u003c/p>\n\u003ch4>\u003cb>What Students Have to Say After Getting a Later Start Time \u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Encinal Junior Senior High School moved their start time from 8 a.m. to 8:30 a.m the year students returned to school buildings after distance learning. Thirty extra minutes might not seem like much, but some teens had more time to eat breakfast, which they would often skip when they had to be at school earlier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Later start times helped teens who have bigger roles in their households, such as helping younger siblings get ready for school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I wake up around 6:30 a.m. or 6:45 a.m. because my little brother comes over and he has to get dropped off at school. I have to get him ready and make his lunch,” Encinal High School junior Kavanti told me. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Later start times also help students who have to take public transportation. Research has shown that students who\u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0739456X17725148?journalCode=jpea&\">\u003cspan style=\"font-weight: 400;\"> have to travel further for school, especially using public transportation, get less sleep than their peers \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">who live closer and have more private transportation options. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even on the slightly later schedule, students are just barely reaching the recommended sleep minimum of eight hours per night. Students may aspire to get to bed earlier, but then students have after school obligations. \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2020/09/01/does-homework-work-when-kids-are-learning-all-day-home/\">\u003cspan style=\"font-weight: 400;\">Students report having around three hours of homework each night.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">On top of that, they play sports with demanding practice schedules and after school games. “When I come home from practice, it’s already night,” said Kameron, a senior at Encinal High School. He said he usually falls asleep around 11 p.m. or 12 a.m.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Teenage students will be the first to admit that phones steal away precious hours of sleep. Texting friends and scrolling through social media tempts many teens away from counting sheep. “My dad would come to my room and be like, ‘Get off your phone,’” said Kavanti. “Then I go back right after he leaves. I think that is why I go to sleep so late.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But high schools that have pushed back their start times have already seen positive results like a decrease in \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2020/02/200218125312.htm\">\u003cspan style=\"font-weight: 400;\">teen car crashes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.sph.umn.edu/news/delaying-high-school-start-times-reduces-sleepiness-and-tardiness/#:~:text=A%20new%20study%20from%20the,PhD%20student%20Kaitlyn%20Berry.\">\u003cspan style=\"font-weight: 400;\">tardiness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6195354/#:~:text=Depression%20and%20anxiety,students%20in%20earlier%20starting%20schools.\">\u003cspan style=\"font-weight: 400;\">depression symptoms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Teenagers’ health hangs in the balance and students’ ability to hit their snooze button may be the tipping point. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">When Amelia thinks about her freshman year two years ago, she remembers always being tardy to her 8 a.m. first period class. Encinal Junior Senior High School in Alameda is across town from her home. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It was so hard to wake up in the morning,” she said. “I had to bike to school and I live on the other side of the island.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Like other teens, mornings are a struggle because she had several hours of homework and extracurriculars the night before, but research shows that’s not the entire story. High schoolers are going to sleep later and waking up early to make it on time for first period classes. Starting school at 8 a.m. was early for Amelia, but some high schools begin at 7:30 a.m. According to psychotherapists Heather Turgeon and Julie Wright in their book “\u003ca href=\"https://www.penguinrandomhouse.com/books/647334/generation-sleepless-by-heather-turgeon-mft-and-julie-wright-mft-foreword-by-daniel-j-siegel/\">Generation Sleepless\u003c/a>,” today’s teens are sleepier than ever and these earlier school start times are interfering with their body’s circadian rhythm. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“One of the things that happens somewhere around age 12 is that their brain clock becomes set to a later pace,” said Turgeon, which puts a teen about two hours behind the sleep schedule of a young child or adult. “That means they want to go to sleep later and they want to wake up later,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It may seem excessive, but teens are supposed to sleep nine to ten hours a night. “We consider adequate sleep – the very lowest amount – to be about eight hours,” said Wright. Almost \u003c/span>\u003ca href=\"https://publications.aap.org/aapnews/news/13792?autologincheck=redirected\">\u003cspan style=\"font-weight: 400;\">70% of U.S. high school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> don’t get the minimum amount of sleep they need each night. Between homework, after school activities and early school start times, the average high schooler usually gets about 6.5 hours of sleep. And missing out on just a couple hours of rest each night has negative consequences for developing teenage brains. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When a teen is tired, the amygdala – which is the part of the brain that responds to danger – becomes more active. And parts of the brain that are in charge of judgment become less active. Sleep issues are commonly associated with anxiety, depression, bipolar disorder and ADHD. “We see teens with issues like really \u003c/span>\u003ca href=\"https://www.apa.org/monitor/oct01/sleepteen\">\u003cspan style=\"font-weight: 400;\">critical mental health issues\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2013/05/20/185572055/less-sleep-for-teens-means-higher-risk-for-car-crashes#:~:text=Press-,Less%20Sleep%20For%20Teens%20Means%20Higher%20Risk%20For%20Car%20Crashes,an%20equivalent%20lack%20of%20sleep.\">\u003cspan style=\"font-weight: 400;\">accidents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3296786/\">\u003cspan style=\"font-weight: 400;\">suicidality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> – things that parents really worry about – and getting enough sleep addresses those issues.”\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Debate Over School Start Times\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Bw_3Q6CRxGA?start=22&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;\">In an effort to curb teens’ sleep deprivation, California Gov. Gavin Newsom passed a \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200SB328\">\u003cspan style=\"font-weight: 400;\">first-of-its-kind law in 2019\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> prohibiting high schools from starting before 8:30 a.m. Other states such as\u003c/span>\u003ca href=\"https://abcnews.go.com/Health/school-start-times-eyed-address-youth-mental-health/story?id=83791358\">\u003cspan style=\"font-weight: 400;\"> New Jersey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.nysenate.gov/legislation/bills/2021/A8202\">\u003cspan style=\"font-weight: 400;\">New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://wapp.capitol.tn.gov/apps/BillInfo/Default.aspx?BillNumber=SB1818\">\u003cspan style=\"font-weight: 400;\">Tennessee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are looking to follow California’s lead. Even with research showing that letting students sleep in contributes to better academic performance, lower truancy rates and improved mental health, there has been push back from parents and school districts about delaying the start of the school day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One of the obstacles to earlier school start times is long-held beliefs about teens and school. So I asked Turgeon and Wright to clear up some common claims. Their responses have been edited for clarity.\u003c/span>\u003c/p>\n\u003cp>\u003cb>CLAIM: We don’t need late school starts because teenagers can just sleep in on the weekends.\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">TURGEON: On Saturday or Sunday, a teenager might sleep for 10 hours. There is such a thing as rebound sleep, which is what happens when you finally sleep well and then you’re like, “Oh my God, I feel so much better.” But, you can’t go back in time and erase the toll that happened to your body during the week. Because of the chronic sleep loss that you had from Monday to Friday, your body and your brain were still under stress. Toxins were building up in the brain. All those effects throughout the week do not go away. \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What would happen if you didn’t sleep? - Claudia Aguirre\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/dqONk48l5vY?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>\u003cb>CLAIM: If school start times are later, teens will just stay up later on their phone or play video games.\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">WRIGHT: \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/383436\">\u003cspan style=\"font-weight: 400;\">The research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in areas where schools have moved to a later start time shows that the kids are going to bed at about the same time, so they are getting more sleep overall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We also want to help families find a way to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400;\">create some structure around technology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and not be afraid of their kids being unhappy about it. It all depends on where parents are in the process, how old their kids are and how much independence they’ve given their child. We really recommend holding on to bedtimes and sleep routines longer than most modern parents seem to be doing. Don’t be afraid that your child won’t love you anymore if you say that the devices have to be parked at 9 p.m. and bedtime is at 10 p.m.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We are creatures of habit and technology is very addictive, so changing the way that evenings unfold and changing our habits is not easy. It takes time and takes a lot of attention and takes parents really being involved and creating some activities to do once those devices are put away. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">I do hear a lot of parents are a little bit afraid of their kids, and they’re also often in their own room on their own devices. We can control technology use rather than having it control us; and our kids need to see that we can do that and that we’re not afraid of helping them do that. \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=KQINC8589991528\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cb>CLAIM: Later school start times will affect bus schedules and after school activities such as sports. \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">TURGEON: When schools are making the change, there’s a lot of confusion about it or mixed feelings and concerns on the part of parents about sports, bussing, logistics and traffic. The typical result has been that it all works out and everyone’s happier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In some cases, \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2109.html\">bus routes need to be planned a little differently\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400;\">. For sports teams in the same league or district, schools can make the change together and coordinate practices and games. I think it’s just really important to know that all those concerns are logistical concerns. And so which do we weigh more? Do we weigh logistics and grown up concerns and those things that are adult centered or do we want to weigh the mental health of teenagers? And I think if you put it that way to parents, there’s no question what the answer should be. \u003c/span>\u003c/p>\n\u003ch4>\u003cb>What Students Have to Say After Getting a Later Start Time \u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Encinal Junior Senior High School moved their start time from 8 a.m. to 8:30 a.m the year students returned to school buildings after distance learning. Thirty extra minutes might not seem like much, but some teens had more time to eat breakfast, which they would often skip when they had to be at school earlier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Later start times helped teens who have bigger roles in their households, such as helping younger siblings get ready for school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I wake up around 6:30 a.m. or 6:45 a.m. because my little brother comes over and he has to get dropped off at school. I have to get him ready and make his lunch,” Encinal High School junior Kavanti told me. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Later start times also help students who have to take public transportation. Research has shown that students who\u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0739456X17725148?journalCode=jpea&\">\u003cspan style=\"font-weight: 400;\"> have to travel further for school, especially using public transportation, get less sleep than their peers \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">who live closer and have more private transportation options. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even on the slightly later schedule, students are just barely reaching the recommended sleep minimum of eight hours per night. Students may aspire to get to bed earlier, but then students have after school obligations. \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2020/09/01/does-homework-work-when-kids-are-learning-all-day-home/\">\u003cspan style=\"font-weight: 400;\">Students report having around three hours of homework each night.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">On top of that, they play sports with demanding practice schedules and after school games. “When I come home from practice, it’s already night,” said Kameron, a senior at Encinal High School. He said he usually falls asleep around 11 p.m. or 12 a.m.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Teenage students will be the first to admit that phones steal away precious hours of sleep. Texting friends and scrolling through social media tempts many teens away from counting sheep. “My dad would come to my room and be like, ‘Get off your phone,’” said Kavanti. “Then I go back right after he leaves. I think that is why I go to sleep so late.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But high schools that have pushed back their start times have already seen positive results like a decrease in \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2020/02/200218125312.htm\">\u003cspan style=\"font-weight: 400;\">teen car crashes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.sph.umn.edu/news/delaying-high-school-start-times-reduces-sleepiness-and-tardiness/#:~:text=A%20new%20study%20from%20the,PhD%20student%20Kaitlyn%20Berry.\">\u003cspan style=\"font-weight: 400;\">tardiness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6195354/#:~:text=Depression%20and%20anxiety,students%20in%20earlier%20starting%20schools.\">\u003cspan style=\"font-weight: 400;\">depression symptoms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Teenagers’ health hangs in the balance and students’ ability to hit their snooze button may be the tipping point. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Kirsten Bramstedt had to teach students online during the 2020 – 21 school year, her school made some changes to the schedule to accommodate distance learning. They reduced the number of classes on each day and made school start at a later time. They also adopted a four-day school week with no classes on Wednesdays.\u003c/p>\n\u003cp>“I thought, ‘This is great. We should do this all the time,’” said the Encinal High School Spanish language teacher. She liked having the extra time to prepare for classes and felt that her relationships with students were deeper.\u003c/p>\n\u003cp>But as soon as everyone returned to school in-person, they went back to the regular five-day weekly schedule. Bramstedt was disappointed. She felt that everyone could have benefitted from more time to ease into the transition back to school buildings.\u003c/p>\n\u003cp>“A lot of the students had a really hard time adjusting in the fall, especially the freshmen, because the last time freshmen were in school, they were seventh graders,” said Bramstedt. Students weren’t just figuring out how to be in high school, they were also getting used to being around their peers again.\u003c/p>\n\u003cp>In the transition back to school, Bramstedt had to abandon some of her personal wellness practices, which made it more stressful for her during the week as she managed \u003ca href=\"https://www.kqed.org/mindshift/58572/stress-and-short-tempers-schools-struggle-with-behavior-as-students-return\">student behavior issues\u003c/a>. \u003ca href=\"https://www.npr.org/2022/02/01/1076943883/teachers-quitting-burnout#:~:text=Over%20half%20of%20teachers%20want,early%2C%20NEA%20poll%20finds%20%3A%20NPR&text=Press-,Over%20half%20of%20teachers%20want%20to%20leave%20the%20profession%20early,they're%20thinking%20about%20leaving.\">Recent surveys show that teachers \u003c/a> are burned out and more than half of teachers want to leave the profession entirely.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For some schools, the pandemic created an opportunity to try new things and making four-day school weeks the norm is one of those considerations. One benefit administrators hope to achieve from a shortened school week is retaining and attracting experienced teachers.\u003c/p>\n\u003cp>Four-day school weeks are attractive to districts as a perk for teachers because salary increases are often met with resistance, according to \u003ca href=\"https://liberalarts.oregonstate.edu/users/paul-thompson\">Paul Thompson\u003c/a>, a professor at Oregon State University who studies the four-day school week. “Now schools are saying, what can we do for teachers to make their jobs a little bit easier and give them more flexibility?” Administrators are hopeful that a shorter school week might alleviate some of the burden on teachers and improve mental health.\u003c/p>\n\u003ch2>The four-week school day in practice\u003c/h2>\n\u003cp>Prior to the pandemic, 24 states had at least one school with a four-day week. “Most of these are found in the western half of the U.S. so places like Oregon, Montana, Idaho, Colorado and Oklahoma,” according to Thompson.\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/programs/statereform/tab1_1-2020.asp\">Each state has a required number of days\u003c/a> children need to be at school per year, so it’s easier for states with lower requirements to have four-day school weeks. Studies about students’ academic performance in four-day week schools show varied results. For example, students attending four-day week schools in \u003ca href=\"https://direct.mit.edu/edfp/article/10/3/314/10233/Does-Shortening-the-School-Week-Impact-Student#.Vd3cGGA7_Js.\">Colorado had higher scores in math and English language arts\u003c/a>, whereas \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/09645292.2021.2006610\">students in Oregon experienced declines\u003c/a>.\u003c/p>\n\u003cp>“Many school districts that switch to a four-day week have never switched back,” said Thompson.\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=KQINC8589991528\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The deciding factor for whether a four-day school week will negatively affect students’ academic performance is instructional hours, according to Thompson. Schools have to make up for the day students have off by increasing the amount of time during the days students are in school. On average, the four-day-week school days are about \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA373-1.html\">an hour longer than five-day week schools\u003c/a>.\u003c/p>\n\u003cp>“In school districts that don’t increase time in school on those other four days, students are really suffering because they’re losing a lot of ‘time-in-seat’ as a result,” said Thompson. “We see a lot of negative achievement effects in places that didn’t decide to expand the school day much on those remaining four days.” On average, four-day week schools don’t have as many instructional hours as five-day week schools, even if they have longer school days. One study showed that \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA373-1.html\">a four-day week school had almost 60 fewer hours of instruction\u003c/a> over the course of a year.\u003c/p>\n\u003cp>Elementary students also tend to fare worse in four-day week schools. Having a day off works out better for high schoolers because they are usually leaving class for sports or other extracurriculars anyway.\u003c/p>\n\u003cp>“Ninety-five percent of school districts that switched to a four-day school week do this district wide,” according to Thompson. So students can have games and extracurriculars on the off-day and actually end up being in class more than they would on a traditional school schedule. Families can also use the day students are not in school for doctor visits, which is common in rural districts where parents might need to travel a long distance for appointments.\u003c/p>\n\u003cp>Before the pandemic, schools shortened the week to cut costs. They save money because they don’t have to pay cafeteria workers, custodians, and other hourly workers. Schools also don’t have to pay for buses to run on the day that students are not in school. However, unless transportation is a big part of a school’s budget, they usually don’t save that much money when they transition to a four-day week.\u003c/p>\n\u003cp>“For most schools, instructional staff is the largest component of their budget. And these are all salaried workers,” said Thompson. “Teachers are not receiving pay cuts when schools switch to a four versus five-day model.” Savings are typically between zero and three percent of the school’s budget.\u003c/p>\n\u003ch2>What schools do with the fifth day\u003c/h2>\n\u003cp>Flexibility also attracts schools to the four-day week model. Schools can do different things with the day off. “It’s not like a one size fits all type of approach,” said Thompson. For example when high school teacher Kirsten Bramstedt had a four-day week during distance learning, there were no classes, but teachers still had internal meetings.\u003c/p>\n\u003cp>Other schools have more outside-the box-approaches, such as experiential learning opportunities, on-the-job training or an internship. “That’s something you wouldn’t get out of a traditional five-day week model,” said Thompson.\u003c/p>\n\u003cp>Other schools may use the off day for asynchronous learning. Thompson said that four-day week schools that offer learning opportunities on the day off are rare because they require funding and extra planning.\u003c/p>\n\u003cp>With the four-day school week, there are perks in store for teachers too. Having a day without instruction during the week means there is more time and bandwidth for teacher training and professional development, which can lead to stronger instruction. During a traditional five-day week model, many teachers who want to participate in professional development have to do it over the weekend or after school hours.\u003c/p>\n\u003ch2>Family buy-in\u003c/h2>\n\u003cp>Thompson cautions against switching to a 4-day model without checking in with families. When school schedules change, parents and caregivers have to take on more responsibilities, like childcare.\u003c/p>\n\u003cp>“There’s not a lot of good childcare options for school age children, especially during the school year. And finding it one day a week would be difficult,” said Thompson. Places that have four-day week schools usually have a high concentration of intergenerational families to take care of kids during their day off. “That’s not really the main case in other places like Colorado, Oklahoma or in Oregon, for example, where parents are working and kids are home alone.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Families and students in districts with four-day school weeks—primarily in rural communities in America’s west—reported highly valuing the extra time that a four-day schedule allowed the family to spend together. \u003ca href=\"https://t.co/lfSdZbIaFj\">pic.twitter.com/lfSdZbIaFj\u003c/a>\u003c/p>\n\u003cp>— RAND Corporation (@RANDCorporation) \u003ca href=\"https://twitter.com/RANDCorporation/status/1446101850487496704?ref_src=twsrc%5Etfw\">October 7, 2021\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Additionally, school is where most \u003ca href=\"https://www.kqed.org/mindshift/58720/why-pe-matters-for-student-academics-and-wellness-right-now\">kids get their physical activity \u003c/a>whether it’s through recess or a PE class. Getting rid of a school day means kids are more likely to be less active throughout the day.\u003c/p>\n\u003cp>Some families rely on schools to provide at least one meal a day. Thompson urges schools to consider whether a four-day school week would make families more food insecure or affect students’ nutrition. Some schools may outsource to an outside organization to ensure that kids have food on the day they are not in school, though most do not.\u003c/p>\n\u003cp>Schools considering the four-day week are faced with choosing between less instructional time and shifting responsibilities to families with a four-day school week or losing teachers to burnout with the five-day week schedule.\u003c/p>\n\u003cp>“If we lose these high quality teachers, we’re going to replace them with probably much lower quality teachers, which [might surpass] the negative effects of lost instructional time,” said Thompson.\u003c/p>\n\u003cp>Research on the four-day school week during the pandemic is still emerging and with it are more innovative ways to think about how to do schooling so that it works for teachers, students and families.\u003c/p>\n\u003cp>“There’s this great resignation going on and if schools don’t do something quick, people like me – I’m a very good teacher with a lot of experience – are going to quit or retire early,” said Bramstedt.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Kirsten Bramstedt had to teach students online during the 2020 – 21 school year, her school made some changes to the schedule to accommodate distance learning. They reduced the number of classes on each day and made school start at a later time. They also adopted a four-day school week with no classes on Wednesdays.\u003c/p>\n\u003cp>“I thought, ‘This is great. We should do this all the time,’” said the Encinal High School Spanish language teacher. She liked having the extra time to prepare for classes and felt that her relationships with students were deeper.\u003c/p>\n\u003cp>But as soon as everyone returned to school in-person, they went back to the regular five-day weekly schedule. Bramstedt was disappointed. She felt that everyone could have benefitted from more time to ease into the transition back to school buildings.\u003c/p>\n\u003cp>“A lot of the students had a really hard time adjusting in the fall, especially the freshmen, because the last time freshmen were in school, they were seventh graders,” said Bramstedt. Students weren’t just figuring out how to be in high school, they were also getting used to being around their peers again.\u003c/p>\n\u003cp>In the transition back to school, Bramstedt had to abandon some of her personal wellness practices, which made it more stressful for her during the week as she managed \u003ca href=\"https://www.kqed.org/mindshift/58572/stress-and-short-tempers-schools-struggle-with-behavior-as-students-return\">student behavior issues\u003c/a>. \u003ca href=\"https://www.npr.org/2022/02/01/1076943883/teachers-quitting-burnout#:~:text=Over%20half%20of%20teachers%20want,early%2C%20NEA%20poll%20finds%20%3A%20NPR&text=Press-,Over%20half%20of%20teachers%20want%20to%20leave%20the%20profession%20early,they're%20thinking%20about%20leaving.\">Recent surveys show that teachers \u003c/a> are burned out and more than half of teachers want to leave the profession entirely.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For some schools, the pandemic created an opportunity to try new things and making four-day school weeks the norm is one of those considerations. One benefit administrators hope to achieve from a shortened school week is retaining and attracting experienced teachers.\u003c/p>\n\u003cp>Four-day school weeks are attractive to districts as a perk for teachers because salary increases are often met with resistance, according to \u003ca href=\"https://liberalarts.oregonstate.edu/users/paul-thompson\">Paul Thompson\u003c/a>, a professor at Oregon State University who studies the four-day school week. “Now schools are saying, what can we do for teachers to make their jobs a little bit easier and give them more flexibility?” Administrators are hopeful that a shorter school week might alleviate some of the burden on teachers and improve mental health.\u003c/p>\n\u003ch2>The four-week school day in practice\u003c/h2>\n\u003cp>Prior to the pandemic, 24 states had at least one school with a four-day week. “Most of these are found in the western half of the U.S. so places like Oregon, Montana, Idaho, Colorado and Oklahoma,” according to Thompson.\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/programs/statereform/tab1_1-2020.asp\">Each state has a required number of days\u003c/a> children need to be at school per year, so it’s easier for states with lower requirements to have four-day school weeks. Studies about students’ academic performance in four-day week schools show varied results. For example, students attending four-day week schools in \u003ca href=\"https://direct.mit.edu/edfp/article/10/3/314/10233/Does-Shortening-the-School-Week-Impact-Student#.Vd3cGGA7_Js.\">Colorado had higher scores in math and English language arts\u003c/a>, whereas \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/09645292.2021.2006610\">students in Oregon experienced declines\u003c/a>.\u003c/p>\n\u003cp>“Many school districts that switch to a four-day week have never switched back,” said Thompson.\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=KQINC8589991528\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The deciding factor for whether a four-day school week will negatively affect students’ academic performance is instructional hours, according to Thompson. Schools have to make up for the day students have off by increasing the amount of time during the days students are in school. On average, the four-day-week school days are about \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA373-1.html\">an hour longer than five-day week schools\u003c/a>.\u003c/p>\n\u003cp>“In school districts that don’t increase time in school on those other four days, students are really suffering because they’re losing a lot of ‘time-in-seat’ as a result,” said Thompson. “We see a lot of negative achievement effects in places that didn’t decide to expand the school day much on those remaining four days.” On average, four-day week schools don’t have as many instructional hours as five-day week schools, even if they have longer school days. One study showed that \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA373-1.html\">a four-day week school had almost 60 fewer hours of instruction\u003c/a> over the course of a year.\u003c/p>\n\u003cp>Elementary students also tend to fare worse in four-day week schools. Having a day off works out better for high schoolers because they are usually leaving class for sports or other extracurriculars anyway.\u003c/p>\n\u003cp>“Ninety-five percent of school districts that switched to a four-day school week do this district wide,” according to Thompson. So students can have games and extracurriculars on the off-day and actually end up being in class more than they would on a traditional school schedule. Families can also use the day students are not in school for doctor visits, which is common in rural districts where parents might need to travel a long distance for appointments.\u003c/p>\n\u003cp>Before the pandemic, schools shortened the week to cut costs. They save money because they don’t have to pay cafeteria workers, custodians, and other hourly workers. Schools also don’t have to pay for buses to run on the day that students are not in school. However, unless transportation is a big part of a school’s budget, they usually don’t save that much money when they transition to a four-day week.\u003c/p>\n\u003cp>“For most schools, instructional staff is the largest component of their budget. And these are all salaried workers,” said Thompson. “Teachers are not receiving pay cuts when schools switch to a four versus five-day model.” Savings are typically between zero and three percent of the school’s budget.\u003c/p>\n\u003ch2>What schools do with the fifth day\u003c/h2>\n\u003cp>Flexibility also attracts schools to the four-day week model. Schools can do different things with the day off. “It’s not like a one size fits all type of approach,” said Thompson. For example when high school teacher Kirsten Bramstedt had a four-day week during distance learning, there were no classes, but teachers still had internal meetings.\u003c/p>\n\u003cp>Other schools have more outside-the box-approaches, such as experiential learning opportunities, on-the-job training or an internship. “That’s something you wouldn’t get out of a traditional five-day week model,” said Thompson.\u003c/p>\n\u003cp>Other schools may use the off day for asynchronous learning. Thompson said that four-day week schools that offer learning opportunities on the day off are rare because they require funding and extra planning.\u003c/p>\n\u003cp>With the four-day school week, there are perks in store for teachers too. Having a day without instruction during the week means there is more time and bandwidth for teacher training and professional development, which can lead to stronger instruction. During a traditional five-day week model, many teachers who want to participate in professional development have to do it over the weekend or after school hours.\u003c/p>\n\u003ch2>Family buy-in\u003c/h2>\n\u003cp>Thompson cautions against switching to a 4-day model without checking in with families. When school schedules change, parents and caregivers have to take on more responsibilities, like childcare.\u003c/p>\n\u003cp>“There’s not a lot of good childcare options for school age children, especially during the school year. And finding it one day a week would be difficult,” said Thompson. Places that have four-day week schools usually have a high concentration of intergenerational families to take care of kids during their day off. “That’s not really the main case in other places like Colorado, Oklahoma or in Oregon, for example, where parents are working and kids are home alone.”\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Families and students in districts with four-day school weeks—primarily in rural communities in America’s west—reported highly valuing the extra time that a four-day schedule allowed the family to spend together. \u003ca href=\"https://t.co/lfSdZbIaFj\">pic.twitter.com/lfSdZbIaFj\u003c/a>\u003c/p>\n\u003cp>— RAND Corporation (@RANDCorporation) \u003ca href=\"https://twitter.com/RANDCorporation/status/1446101850487496704?ref_src=twsrc%5Etfw\">October 7, 2021\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Additionally, school is where most \u003ca href=\"https://www.kqed.org/mindshift/58720/why-pe-matters-for-student-academics-and-wellness-right-now\">kids get their physical activity \u003c/a>whether it’s through recess or a PE class. Getting rid of a school day means kids are more likely to be less active throughout the day.\u003c/p>\n\u003cp>Some families rely on schools to provide at least one meal a day. Thompson urges schools to consider whether a four-day school week would make families more food insecure or affect students’ nutrition. Some schools may outsource to an outside organization to ensure that kids have food on the day they are not in school, though most do not.\u003c/p>\n\u003cp>Schools considering the four-day week are faced with choosing between less instructional time and shifting responsibilities to families with a four-day school week or losing teachers to burnout with the five-day week schedule.\u003c/p>\n\u003cp>“If we lose these high quality teachers, we’re going to replace them with probably much lower quality teachers, which [might surpass] the negative effects of lost instructional time,” said Thompson.\u003c/p>\n\u003cp>Research on the four-day school week during the pandemic is still emerging and with it are more innovative ways to think about how to do schooling so that it works for teachers, students and families.\u003c/p>\n\u003cp>“There’s this great resignation going on and if schools don’t do something quick, people like me – I’m a very good teacher with a lot of experience – are going to quit or retire early,” said Bramstedt.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>From phones and apps, to microwaves and doorbells, there are all kinds of chimes and alarms that tell people where to put their attention. On campus, the sound that directs students is the school bell, which can be heard twice a day or sometimes as much as twice an hour.\u003c/p>\n\u003cp>But during remote learning, students didn’t have that buzzer at home. So when students returned to school buildings, some administrators decided to leave them off entirely. This might seem groundbreaking, but not having a bell isn’t a \u003ca href=\"https://edsource.org/2017/saved-by-the-peace-and-quiet-at-a-growing-number-of-california-schools/587211#:~:text=California%20schools%20aren't%20alone,class%20without%20high%2Ddecibel%20reminders.\">new phenomenon\u003c/a>. Most of these no-bell schools cite the same reasoning: using bells to move students from place to place has its roots in factories or the school-to-prison pipeline. But it’s false, according to \u003ca href=\"http://cv.audreywatters.com/\">ed tech journalist Audrey Watters\u003c/a>.\u003c/p>\n\u003cp>“People often say that school bells were used to sort of train students to become docile factory workers and that the ringing of the bell is Pavlovian, and it’s part of this larger effort to train students in particular ways,” she said. “And that’s simply not true. That is historically inaccurate. It’s a gross oversimplification.”\u003c/p>\n\u003cp>In fact, the first western school bells can be traced back to churches that often doubled as one-room schoolhouses, said Watters. Teachers would keep an eye on the time and reach for a hand bell that they would ring to tell students that class was about to start.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-59619 aligncenter\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-800x533.jpg\" alt=\"Teacher in front of blackboard holding a school bell\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/07/iStock-516356245-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/07/iStock-516356245-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/07/iStock-516356245-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/07/iStock-516356245-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/07/iStock-516356245-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/07/iStock-516356245-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/07/iStock-516356245-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Once schools grew from single rooms to multi-room school buildings, automatic bells became more common as students moved from the playground to math instruction to arts class. “This was really the first time that a bell was used to coordinate student movement,” said Watters.\u003c/p>\n\u003cp>Stories connecting the school bell to prisons persist for a reason: it feels true because schools, with their rows of desks and zero-tolerance policies, sometimes fall short of loftier ideals about education, said Watters.\u003c/p>\n\u003cp>“You can tell a lot about what a person thinks about school by how they describe the history and the functioning of the school bell today,” she said.\u003c/p>\n\u003cp>Despite their role as an educational Rorschach test, bells are actually worth reconsidering for different reasons, such as the brain.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58835/how-the-difference-between-sound-and-noise-can-influence-our-ability-to-learn\">Sounds are a “tremendously important part of how we connect with the world\u003c/a>,” according to auditory researcher Nina Kraus, author of “Of Sound Mind.” She said most people don’t think about the effect of sound on learning because it’s invisible.\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=KQINC8589991528\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Even the sounds that get “tuned out” like the beeps from the delivery van backing up outside or the hum from a neighbor’s vacuuming take a toll on concentration. For example, \u003ca href=\"https://psycnet.apa.org/record/1976-21562-001\">in one study\u003c/a>, kids attending New York City public schools had significantly different reading scores depending on whether they were in a classroom facing busy train tracks or learning in another classroom that was shielded from the noise. Kids in the noisier classroom lagged three to 11 months behind in reading levels.\u003c/p>\n\u003cp>“We should be thinking about these things because they affect the way we feel,” said Kraus about the noise that surrounds us. “They affect our psychological health in terms of how safe we feel.”\u003c/p>\n\u003ch3>How teachers implement no-bell classrooms\u003c/h3>\n\u003cp>After returning to in-person learning, \u003ca href=\"https://chs-mdusd-ca.schoolloop.com/\">Concord High School\u003c/a> decided to start their school year without the school bell. “It seemed like coming off of the pandemic and distance learning was a good time to see what happens when we give kids this autonomy and tell them, ‘OK, we trust that you can be responsible for this,’” Concord High School English teacher Becca Dell told me. Concord saw no-bell policies as one way of getting students ready for real-world jobs and college.\u003c/p>\n\u003cfigure id=\"attachment_59628\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-59628\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/concord-high-800x662.png\" alt=\"sign that says Concord High\" width=\"800\" height=\"662\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/07/concord-high-800x662.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/07/concord-high-160x132.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/07/concord-high-768x635.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/07/concord-high.png 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Concord High School in Concord, CA (Courtesy of Becca Dell)\u003c/figcaption>\u003c/figure>\n\u003cp>The school is on a block schedule, so most days students have three classes with a five-minute passing period. Even with a simpler schedule, not having the bell was an adjustment for students. At first, teachers had to let students know when it was time to get moving during their passing periods.\u003c/p>\n\u003cp>“But I think as it’s gone on, it hasn’t really been an issue. There are the same little pockets of kids being late to class, but that’s always a thing,” said Dell, noting that this was an issue even before the no-bell change. “There are kids being let out early from class, but that’s always a thing.”\u003c/p>\n\u003cp>It took teachers time to get used to no bells too.\u003c/p>\n\u003cp>“The pushback from some teachers is that it feels like there are more kids who are tardy or that aren’t coming to class,” said Dell. But the school’s data showed this wasn’t the case.\u003c/p>\n\u003cp>One adjustment to not having a buzzer to launch instruction is that teachers had to rethink how they start class. Teachers at Concord High started using a grounding activity as a buffer to start and end each class as students were rolling in and out, which has created more structure for nurturing classroom relationships. For example, a class may start with a quick-write journal entry or a similar writing warm up. Dell likes to end her class by getting in a circle and having students share one of the three As: an appreciation, apology or aha moment.\u003c/p>\n\u003cp>Without the bells, Becca found that the classes were a little more flexible with more time to finish up a train of thought and connect with her students. “I think not having the loudness of the bells starting and ending class makes it feel less robotic and more free flowing, even though there are still [class periods] it just makes it feel more natural,” she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>From phones and apps, to microwaves and doorbells, there are all kinds of chimes and alarms that tell people where to put their attention. On campus, the sound that directs students is the school bell, which can be heard twice a day or sometimes as much as twice an hour.\u003c/p>\n\u003cp>But during remote learning, students didn’t have that buzzer at home. So when students returned to school buildings, some administrators decided to leave them off entirely. This might seem groundbreaking, but not having a bell isn’t a \u003ca href=\"https://edsource.org/2017/saved-by-the-peace-and-quiet-at-a-growing-number-of-california-schools/587211#:~:text=California%20schools%20aren't%20alone,class%20without%20high%2Ddecibel%20reminders.\">new phenomenon\u003c/a>. Most of these no-bell schools cite the same reasoning: using bells to move students from place to place has its roots in factories or the school-to-prison pipeline. But it’s false, according to \u003ca href=\"http://cv.audreywatters.com/\">ed tech journalist Audrey Watters\u003c/a>.\u003c/p>\n\u003cp>“People often say that school bells were used to sort of train students to become docile factory workers and that the ringing of the bell is Pavlovian, and it’s part of this larger effort to train students in particular ways,” she said. “And that’s simply not true. That is historically inaccurate. It’s a gross oversimplification.”\u003c/p>\n\u003cp>In fact, the first western school bells can be traced back to churches that often doubled as one-room schoolhouses, said Watters. Teachers would keep an eye on the time and reach for a hand bell that they would ring to tell students that class was about to start.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-59619 aligncenter\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/iStock-516356245-800x533.jpg\" alt=\"Teacher in front of blackboard holding a school bell\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/07/iStock-516356245-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/07/iStock-516356245-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/07/iStock-516356245-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/07/iStock-516356245-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/07/iStock-516356245-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/07/iStock-516356245-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/07/iStock-516356245-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Once schools grew from single rooms to multi-room school buildings, automatic bells became more common as students moved from the playground to math instruction to arts class. “This was really the first time that a bell was used to coordinate student movement,” said Watters.\u003c/p>\n\u003cp>Stories connecting the school bell to prisons persist for a reason: it feels true because schools, with their rows of desks and zero-tolerance policies, sometimes fall short of loftier ideals about education, said Watters.\u003c/p>\n\u003cp>“You can tell a lot about what a person thinks about school by how they describe the history and the functioning of the school bell today,” she said.\u003c/p>\n\u003cp>Despite their role as an educational Rorschach test, bells are actually worth reconsidering for different reasons, such as the brain.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58835/how-the-difference-between-sound-and-noise-can-influence-our-ability-to-learn\">Sounds are a “tremendously important part of how we connect with the world\u003c/a>,” according to auditory researcher Nina Kraus, author of “Of Sound Mind.” She said most people don’t think about the effect of sound on learning because it’s invisible.\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=KQINC8589991528\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Even the sounds that get “tuned out” like the beeps from the delivery van backing up outside or the hum from a neighbor’s vacuuming take a toll on concentration. For example, \u003ca href=\"https://psycnet.apa.org/record/1976-21562-001\">in one study\u003c/a>, kids attending New York City public schools had significantly different reading scores depending on whether they were in a classroom facing busy train tracks or learning in another classroom that was shielded from the noise. Kids in the noisier classroom lagged three to 11 months behind in reading levels.\u003c/p>\n\u003cp>“We should be thinking about these things because they affect the way we feel,” said Kraus about the noise that surrounds us. “They affect our psychological health in terms of how safe we feel.”\u003c/p>\n\u003ch3>How teachers implement no-bell classrooms\u003c/h3>\n\u003cp>After returning to in-person learning, \u003ca href=\"https://chs-mdusd-ca.schoolloop.com/\">Concord High School\u003c/a> decided to start their school year without the school bell. “It seemed like coming off of the pandemic and distance learning was a good time to see what happens when we give kids this autonomy and tell them, ‘OK, we trust that you can be responsible for this,’” Concord High School English teacher Becca Dell told me. Concord saw no-bell policies as one way of getting students ready for real-world jobs and college.\u003c/p>\n\u003cfigure id=\"attachment_59628\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-59628\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/concord-high-800x662.png\" alt=\"sign that says Concord High\" width=\"800\" height=\"662\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/07/concord-high-800x662.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/07/concord-high-160x132.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/07/concord-high-768x635.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/07/concord-high.png 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Concord High School in Concord, CA (Courtesy of Becca Dell)\u003c/figcaption>\u003c/figure>\n\u003cp>The school is on a block schedule, so most days students have three classes with a five-minute passing period. Even with a simpler schedule, not having the bell was an adjustment for students. At first, teachers had to let students know when it was time to get moving during their passing periods.\u003c/p>\n\u003cp>“But I think as it’s gone on, it hasn’t really been an issue. There are the same little pockets of kids being late to class, but that’s always a thing,” said Dell, noting that this was an issue even before the no-bell change. “There are kids being let out early from class, but that’s always a thing.”\u003c/p>\n\u003cp>It took teachers time to get used to no bells too.\u003c/p>\n\u003cp>“The pushback from some teachers is that it feels like there are more kids who are tardy or that aren’t coming to class,” said Dell. But the school’s data showed this wasn’t the case.\u003c/p>\n\u003cp>One adjustment to not having a buzzer to launch instruction is that teachers had to rethink how they start class. 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The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
"meta": {
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
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