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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. 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\u003c/div>\u003c/p>",
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"title": "How do you stop cheating students? (Hint: tech isn’t the only answer)",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>This article was updated on August 30 to include more information about a recent court ruling related to virtual proctoring. \u003c/em>\u003c/span>\u003c/p>\n\u003cp>Amaya Ross encountered artificial intelligence (AI) proctoring this year when she tried to take her biology quiz online in her dorm room at Ohio State University. Despite repeated attempts, the software could not detect her face, so it would not let her start taking the test, which was stressful. So she started to do some troubleshooting, like getting closer to the screen, moving around her room and standing up on a table to put her face under the overhead light attached to the ceiling. None of that worked. Finally, she grabbed a flashlight to shine on her face. “And it ended up working,” she said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In person, a teacher could check Ross’s identification or monitor wandering students’ eyes during a test. But as so much learning goes online, there’s also been a growth in virtual test proctoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Virtual proctoring isn’t new – students have had lockdown browsers so they can’t go to other tabs while taking a test or have been supervised by human proctors who can watch students through webcams. But in the wake of the pandemic, AI proctoring has found a home in colleges, high schools, and even elementary schools, with some virtual proctoring companies \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/10/us/online-testing-cheating-universities-coronavirus.html\">\u003cspan style=\"font-weight: 400\">growing as much as 900%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. AI proctoring systems may scan a student’s face, ask for a 360-degree view of their workspace, and track keystrokes or mouse movement. The data is used to flag irregularities, such as unusual eye movement, additional people in the test space, navigation to another browser and talking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there are many problems with this approach. Virtual proctoring invites privacy and security concerns that don’t come into play when a teacher monitors a test in-person. For instance, the inside of one’s home is visible and recorded; the program can identify who else is there, and their scanned faces may enter a database. In January, a \u003c/span>\u003ca href=\"https://www.rtlnieuws.nl/nieuws/nederland/artikel/5273869/studenten-nederland-proctorio-hacken-plugin-uva\">\u003cspan style=\"font-weight: 400\">proctoring service was hacked, giving hackers access to students’ web history and their webcams\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s all these ways that the scope and scale of these things is magnified by using these technologies,” said Chris Gilliard, a fellow at the Harvard Kennedy School Shorenstein Center. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since light was a factor, Ross had a feeling that the AI proctoring program was racially biased. After all, her light-skinned classmates didn’t seem to have any issues taking their test. Ross is Black. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These kinds of problems are well documented in AI and they \u003c/span>\u003ca href=\"https://www.nytimes.com/2021/03/15/technology/artificial-intelligence-google-bias.html\">\u003cspan style=\"font-weight: 400\">stem from the lack of diversity in who creates the software\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The outcome is often racist. Recent examples of AI discrimination include incidents from \u003c/span>\u003ca href=\"https://www.vice.com/en/article/qj4abv/palantir-says-faulty-ai-and-privacy-regulation-are-a-risk-to-the-company\">\u003cspan style=\"font-weight: 400\">Palantir\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://theintercept.com/2018/09/06/nypd-surveillance-camera-skin-tone-search/\">\u003cspan style=\"font-weight: 400\">IBM\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://venturebeat.com/2021/09/03/bias-persists-in-face-detection-systems-from-amazon-microsoft-and-google/\">\u003cspan style=\"font-weight: 400\">Microsoft, Google and Amazon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"zxx\" dir=\"ltr\">\u003ca href=\"https://t.co/BELU35m6Bg\">pic.twitter.com/BELU35m6Bg\u003c/a>\u003c/p>\n\u003cp>— Janice Wyatt-Ross, EdD (@JaniceWyattRoss) \u003ca href=\"https://twitter.com/JaniceWyattRoss/status/1375439448582856711?ref_src=twsrc%5Etfw\">March 26, 2021\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While corporations may prioritize business interests over the harmful consequences AI can have on the broader population, schools are different. Children are still developing and discriminatory ed tech can cause lasting damage as young people grapple with their place and purpose in the world. Despite racial bias and ableism claims leveled against popular AI proctoring systems like \u003c/span>\u003ca href=\"https://www.eff.org/deeplinks/2021/06/long-overdue-reckoning-online-proctoring-companies-may-finally-be-here\">\u003cspan style=\"font-weight: 400\">ExamSoft, ProctorU, and Proctorio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://er.educause.edu/articles/2021/2/proctoring-software-in-higher-ed-prevalence-and-patterns#:~:text=A%20November%202020%20Washington%20Post,had%20been%20using%20proctoring%20software.&text=The%20proctoring%20company%20Examity%20indicates,works%20with%20over%201%2C000%20institutions.\">\u003cspan style=\"font-weight: 400\">many colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> continue to use proctoring software to administer millions of tests. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This raises questions about what’s acceptable by education decision makers and who is served by AI proctoring services. When remote learning was sudden and new, teachers who were not familiar with online proctoring felt panicked. “Test proctoring companies came along and said, ‘We have a solution to help you address some of these issues.’ And so lots of places found it easier – at least initially – to adopt those kinds of approaches,” said MIT educator \u003ca href=\"https://tsl.mit.edu/team/justin-reich/\">Justin Reich, \u003c/a>author of the book, “\u003ca href=\"https://failuretodisrupt.com/\">Failure to Disrupt: Why Technology Alone Can’t Transform Education.\u003c/a>“\u003c/span>\u003c/p>\n\u003cp>“Teachers have hard jobs and they have to make hard choices, and I’m sympathetic to folks who decide them,” he said. After all, teachers were also navigating uncertainty, anxiety, grief and loss as COVID-19 caused school closures and devastated communities. AI proctoring systems seemed to promise that testing could function normally.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because these software programs disadvantage Black and brown students – not to mention, those who don’t have adequate internet or share space with family members and siblings – Gilliard said they have no place in schools. “There’s no acceptable level of harm when we’re talking about these kinds of systems. Even if you’re only discriminating against two percent or three percent or 10 percent of your population, that’s completely unacceptable.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>100% Test Scores \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cheating is, however, a big problem, especially during distance learning, when teachers couldn’t walk up and down the rows of desks in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students kept getting 100% on their tests in Julia Anker’s precalculus class when she was teaching online during COVID-19 school closures. But when she gave out a different test that required students to explain how they got their answers, the average grade on the test was significantly lower than usual. That confirmed it for her: “There was rampant cheating,” said Anker. Phones and tech tools gave students the ability to cheat in ways that would not have been possible even ten years ago. “There are \u003c/span>\u003ca href=\"https://photomath.com/en\">\u003cspan style=\"font-weight: 400\">these apps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where they can scan the problem with their phone camera and it’ll give them the answer,” she said.\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=KQINC5076798519\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being new to teaching remotely, Anker didn’t feel like there was much she could do at the time. “I just told them, ‘You know what, if you guys are choosing to cheat, this is precalculus – you’re going to have a bad time in calculus next year,’” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anker wasn’t alone in being unsure about how to address cheating. It has stumped teachers since long before the pandemic. \u003c/span>\u003ca href=\"https://mds.marshall.edu/cgi/viewcontent.cgi?article=1000&context=eft_faculty\">\u003cspan style=\"font-weight: 400\">One out of three students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> admit to cheating online and the same proportion of students admit to cheating in-person. Many educators feel that if cheating is allowed to go unchecked, it puts students on an uneven playing field, cheapens assessments and, in some cases, \u003c/span>\u003ca href=\"https://www.hbs.edu/ris/Publication%20Files/16-137_f21f96ff-961d-4d57-a5b4-7eae7fda50c8.pdf\">\u003cspan style=\"font-weight: 400\">tarnishes a school’s reputation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To curb cheating, many schools have academic integrity policies in place. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even with policies, some students will still take their chances with cheating; getting into college has only gotten harder, in addition to the internships and jobs a college degree is supposed to unlock. “We want there to be some kind of academic integrity and there are enormous pressures on students to be academically successful,” said Reich about why students opt to cheat. “They perceive the cost of not succeeding as high.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers breathed a sigh of relief when virtual proctoring technologies became available at their schools. Sophie Morton was a live proctor for her fifth grade students in Georgia when they had to take their yearly Measure of Academic Progress (MAP) test online. She monitored her students on Zoom and required them to keep their cameras on during the test. She also used GoGuardian, which allows teachers to see students’ screens. The tool gave her access to data, such as how long students spent on each question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, she was happy to have a way to keep her 5th grade students focused. “I was comfortable using it. I’m seeing your face, looking at your body language. I can see if you get up off the chair,” she said. Morton also emphasized the importance of having a relationship with her students before using surveillance and monitoring technologies. She had taught these same students the year before. “The behavior definitely could have been different or the results could have been different. They know who their teacher is versus if we would have gotten substitute teachers to monitor testing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, Gilliard questions traditional testing and the proctoring services it requires because it applies a misunderstanding of how learning happens. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Learning is a very social activity,” he said. For instance, a veterinarian who encounters an animal with a rare disease they’ve never seen before might go to a message board or call up a colleague to get more information about how to treat the disease. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In these old-fashioned or traditional ways of testing, there’s an idea that you’re a solitary person by yourself and the knowledge that you have in your head at that moment somehow represents your capabilities. If you don’t know the answer to a particular question at that time, then you’re somehow seen as lacking or deficient,” said Gilliard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers claim tests prepare students for their future in the real world, but students don’t see the connection between high-stakes testing and holding down a real job. “You’re going to have Google and all this other stuff at your fingertips,” said Ross. “It’s not like you’re not going to have these resources. So trying to be so rigorous and say you should know this information doesn’t make sense.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Pushback from students\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the age of COVID, rising prices, climate change and polarized politics, people are rethinking the value of everything. And students are questioning how they learn. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58274/safety-agency-connection-priorities-to-help-students-transition-back-to-school\">\u003cspan style=\"font-weight: 400\">During distance learning, people craved\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> connection, but some students say AI proctoring has frayed the relationship between teachers and learners. While the full picture of the pandemic’s \u003c/span>\u003ca href=\"https://www.edweek.org/technology/extreme-chronic-absenteeism-pandemic-school-attendance-data-is-bleak-but-incomplete/2021/07\">\u003cspan style=\"font-weight: 400\">effects on student engagement is incomplete\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, many schools report that \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/how-bad-is-student-absenteeism-right-now-educators-tell-us/2022/01\">\u003cspan style=\"font-weight: 400\">significantly more kids are chronically absent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students have been pushing back against these technologies being a part of their learning experience, with \u003c/span>\u003ca href=\"https://www.eff.org/deeplinks/2020/09/students-are-pushing-back-against-proctoring-surveillance-apps\">\u003cspan style=\"font-weight: 400\">petitions springing up in dozens of states across this country\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. An Ohio State University student sued his school for scanning his room before he took an online test. He claimed that it violated his Fourth Amendment right against “unreasonable search and seizure.” A federal judge ruled in the student’s favor deciding in a first-of-its-kind case that \u003ca href=\"https://www.kqed.org/mindshift/59560/how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer\">room scans violate students’ constitutional rights\u003c/a>.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zoe Harwood, an intern at Oakland-based youth organization YR Media, created \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1AOVNpZN27YA4KmWgMbVrJkMESNoBApfA3-CCcw9DFx0/edit\">\u003cspan style=\"font-weight: 400\">Surveillance U\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to highlight students’ experiences with proctoring software. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want to make people more aware of [AI] proctoring and try to protect the little bit of privacy we have. Granted, we live in a day and age where – let’s face it – I don’t even know what privacy means,” said Harwood. “I have grown up my entire life with Google and Apple and Facebook and Instagram and all the major tech companies mining me for every single bit of data I have.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Surveillance U, students shared that virtual proctoring feels invasive and adds more anxiety to already stressful circumstances. Additionally, many students spoke about racial bias, telling stories similar to Ross’s about having to stand on tables to get enough light for their faces to be detected. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s this misperception that AI is colorblind when study after study, after study showed that is just not true. And the last thing I think we want to do is automate racism,” said Harwood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gilliard urges educators to discuss data and security with students instead of leveraging these technologies to exploit students further.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “They’ve grown up using a lot of these technologies, but they’ve also grown up under the microscope of these technologies,” said Gilliard. Even video monitors, at one time used to make sure babies are sleeping through the night, \u003c/span>\u003ca href=\"https://parenting.blogs.nytimes.com/2014/09/24/thanks-to-video-monitors-parents-are-the-new-big-brother/?referringSource=articleShare\">\u003cspan style=\"font-weight: 400\">have become increasingly widespread and used past the baby stage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. As a result, kids are becoming used to less privacy and possibly more prone to narcissism. “Some of them don’t know, for instance, that there existed a way of being on the web in the before times when every single action that you did wasn’t tracked,” said Gilliard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the near future of AI proctoring, students have reason for concern. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As school buildings reopened and students are no longer learning from home, \u003c/span>\u003ca href=\"https://www.kqed.org/forum/2010101886864/as-more-schools-surveil-students-online-privacy-concerns-intensify\">\u003cspan style=\"font-weight: 400\">these surveillance tools don’t seem to be going anywhere any time soon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The ability to take a test at home remains appealing to those who don’t want to commute to a testing facility; even the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59002/for-those-who-need-to-take-the-sat-testing-will-shift-to-online-starting-2024-in-u-s\">\u003cspan style=\"font-weight: 400\">SATs will be offered online starting 2024 in the U.S.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools may not know it, but they play a meaningful role in teaching students privacy and data practices. Reich does an exercise with his MIT students in which he asks them to list all the data they think their school has on them. “People start with the obvious like, ‘They know my age. They know my grades,’” he said. “And then they’re like, ‘I need to have this smartphone app to use the laundry.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School-related apps, campus WiFi and even a keycard used to scan into buildings provide schools with all kinds of information about a student’s movement and online activity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’ve got to think really carefully as educators [about] what kind of world we want to model and invite young people to be in,” said Reich.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before inviting a new technology into a school, Reich suggests school leaders do a deep dive into what these systems say they offer. “Find out what kind of research there is about them and whether or not the lofty claims that they often make have any bearing in truth and to what extent these companies are engaged in a level of hype that promises things that they can’t deliver.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though many proctoring companies say they reduce cheating, \u003c/span>\u003ca href=\"https://www.eff.org/deeplinks/2021/06/long-overdue-reckoning-online-proctoring-companies-may-finally-be-here\">\u003cspan style=\"font-weight: 400\">there has been no independent research that supports this claim.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Reich also encourages schools to ask themselves a simple question: “Will this new technology make students feel like it’s okay to be surveilled?”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>How to makes a class “cheat-proof”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers are finding a way to make tests totally cheat-proof, and it turns out, what they’re doing is really just good teaching. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her role as distance education coordinator, Maritez Apigo was approached by students who said they don’t want to be required to use virtual proctoring services. She worked with a team of instructional designers and accessibility specialists to draft guidelines for online testing. They focused on accessibility and equity and ended up with \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1Gl-9sCB6LePMYS9kIsrpeWuGHcG1gVu_Ic0iOa6kY3w/edit\">\u003cspan style=\"font-weight: 400\">a guidance memo that shows ways to break away from Scantron tests and virtual proctoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The majority of educators voted to adopt the guidelines, which lay out the equity concerns with AI proctoring and ways for educators to do “authentic assessment,” which reduces the need for proctoring services. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It takes a lot of time to create tests in general and it’s even more time-consuming to create assessments that are “cheat-proof.” “It actually requires more work to grade, especially if you’re giving feedback to students,” said Apigo. “But you do get to be more creative in your assessment.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a biology class, instead of having a 100-question multiple choice test where students have to regurgitate information that they’ve memorized, an authentic assessment method may require students to instead create a brochure that might be found in a doctor’s office on a topic they studied. Alternatively, teachers can provide students with a list of topics and students can choose one to create a final project around. Students are able to demonstrate what they’ve learned while eliminating the ability to cheat because there is not one right answer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You need to set up your class keeping cheating already in mind, so it’s already part of your design. [Then] the types of assessments that you give your students are already designed so that students can’t cheat,” said Apigo.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who use authentic assessment are on the cutting edge right now, but they are few. Switching over to new assessment practices while teachers are facing increased student behavioral issues and burnout might feel impossible. Certainly, AI and Scantron tests are way easier, but if schools are tasked with providing meaningful learning experiences, caring for students’ mental health and helping young people see their place in a world without “automated racism,” isn’t it worth the effort?\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">\u003cem>This article was updated on August 30 to include more information about a recent court ruling related to virtual proctoring. \u003c/em>\u003c/span>\u003c/p>\n\u003cp>Amaya Ross encountered artificial intelligence (AI) proctoring this year when she tried to take her biology quiz online in her dorm room at Ohio State University. Despite repeated attempts, the software could not detect her face, so it would not let her start taking the test, which was stressful. So she started to do some troubleshooting, like getting closer to the screen, moving around her room and standing up on a table to put her face under the overhead light attached to the ceiling. None of that worked. Finally, she grabbed a flashlight to shine on her face. “And it ended up working,” she said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In person, a teacher could check Ross’s identification or monitor wandering students’ eyes during a test. But as so much learning goes online, there’s also been a growth in virtual test proctoring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Virtual proctoring isn’t new – students have had lockdown browsers so they can’t go to other tabs while taking a test or have been supervised by human proctors who can watch students through webcams. But in the wake of the pandemic, AI proctoring has found a home in colleges, high schools, and even elementary schools, with some virtual proctoring companies \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/10/us/online-testing-cheating-universities-coronavirus.html\">\u003cspan style=\"font-weight: 400\">growing as much as 900%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. AI proctoring systems may scan a student’s face, ask for a 360-degree view of their workspace, and track keystrokes or mouse movement. The data is used to flag irregularities, such as unusual eye movement, additional people in the test space, navigation to another browser and talking. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there are many problems with this approach. Virtual proctoring invites privacy and security concerns that don’t come into play when a teacher monitors a test in-person. For instance, the inside of one’s home is visible and recorded; the program can identify who else is there, and their scanned faces may enter a database. In January, a \u003c/span>\u003ca href=\"https://www.rtlnieuws.nl/nieuws/nederland/artikel/5273869/studenten-nederland-proctorio-hacken-plugin-uva\">\u003cspan style=\"font-weight: 400\">proctoring service was hacked, giving hackers access to students’ web history and their webcams\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \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\">“There’s all these ways that the scope and scale of these things is magnified by using these technologies,” said Chris Gilliard, a fellow at the Harvard Kennedy School Shorenstein Center. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since light was a factor, Ross had a feeling that the AI proctoring program was racially biased. After all, her light-skinned classmates didn’t seem to have any issues taking their test. Ross is Black. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These kinds of problems are well documented in AI and they \u003c/span>\u003ca href=\"https://www.nytimes.com/2021/03/15/technology/artificial-intelligence-google-bias.html\">\u003cspan style=\"font-weight: 400\">stem from the lack of diversity in who creates the software\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The outcome is often racist. Recent examples of AI discrimination include incidents from \u003c/span>\u003ca href=\"https://www.vice.com/en/article/qj4abv/palantir-says-faulty-ai-and-privacy-regulation-are-a-risk-to-the-company\">\u003cspan style=\"font-weight: 400\">Palantir\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://theintercept.com/2018/09/06/nypd-surveillance-camera-skin-tone-search/\">\u003cspan style=\"font-weight: 400\">IBM\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://venturebeat.com/2021/09/03/bias-persists-in-face-detection-systems-from-amazon-microsoft-and-google/\">\u003cspan style=\"font-weight: 400\">Microsoft, Google and Amazon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"zxx\" dir=\"ltr\">\u003ca href=\"https://t.co/BELU35m6Bg\">pic.twitter.com/BELU35m6Bg\u003c/a>\u003c/p>\n\u003cp>— Janice Wyatt-Ross, EdD (@JaniceWyattRoss) \u003ca href=\"https://twitter.com/JaniceWyattRoss/status/1375439448582856711?ref_src=twsrc%5Etfw\">March 26, 2021\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While corporations may prioritize business interests over the harmful consequences AI can have on the broader population, schools are different. Children are still developing and discriminatory ed tech can cause lasting damage as young people grapple with their place and purpose in the world. Despite racial bias and ableism claims leveled against popular AI proctoring systems like \u003c/span>\u003ca href=\"https://www.eff.org/deeplinks/2021/06/long-overdue-reckoning-online-proctoring-companies-may-finally-be-here\">\u003cspan style=\"font-weight: 400\">ExamSoft, ProctorU, and Proctorio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://er.educause.edu/articles/2021/2/proctoring-software-in-higher-ed-prevalence-and-patterns#:~:text=A%20November%202020%20Washington%20Post,had%20been%20using%20proctoring%20software.&text=The%20proctoring%20company%20Examity%20indicates,works%20with%20over%201%2C000%20institutions.\">\u003cspan style=\"font-weight: 400\">many colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> continue to use proctoring software to administer millions of tests. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This raises questions about what’s acceptable by education decision makers and who is served by AI proctoring services. When remote learning was sudden and new, teachers who were not familiar with online proctoring felt panicked. “Test proctoring companies came along and said, ‘We have a solution to help you address some of these issues.’ And so lots of places found it easier – at least initially – to adopt those kinds of approaches,” said MIT educator \u003ca href=\"https://tsl.mit.edu/team/justin-reich/\">Justin Reich, \u003c/a>author of the book, “\u003ca href=\"https://failuretodisrupt.com/\">Failure to Disrupt: Why Technology Alone Can’t Transform Education.\u003c/a>“\u003c/span>\u003c/p>\n\u003cp>“Teachers have hard jobs and they have to make hard choices, and I’m sympathetic to folks who decide them,” he said. After all, teachers were also navigating uncertainty, anxiety, grief and loss as COVID-19 caused school closures and devastated communities. AI proctoring systems seemed to promise that testing could function normally.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because these software programs disadvantage Black and brown students – not to mention, those who don’t have adequate internet or share space with family members and siblings – Gilliard said they have no place in schools. “There’s no acceptable level of harm when we’re talking about these kinds of systems. Even if you’re only discriminating against two percent or three percent or 10 percent of your population, that’s completely unacceptable.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>100% Test Scores \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cheating is, however, a big problem, especially during distance learning, when teachers couldn’t walk up and down the rows of desks in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students kept getting 100% on their tests in Julia Anker’s precalculus class when she was teaching online during COVID-19 school closures. But when she gave out a different test that required students to explain how they got their answers, the average grade on the test was significantly lower than usual. That confirmed it for her: “There was rampant cheating,” said Anker. Phones and tech tools gave students the ability to cheat in ways that would not have been possible even ten years ago. “There are \u003c/span>\u003ca href=\"https://photomath.com/en\">\u003cspan style=\"font-weight: 400\">these apps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> where they can scan the problem with their phone camera and it’ll give them the answer,” she said.\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=KQINC5076798519\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being new to teaching remotely, Anker didn’t feel like there was much she could do at the time. “I just told them, ‘You know what, if you guys are choosing to cheat, this is precalculus – you’re going to have a bad time in calculus next year,’” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anker wasn’t alone in being unsure about how to address cheating. It has stumped teachers since long before the pandemic. \u003c/span>\u003ca href=\"https://mds.marshall.edu/cgi/viewcontent.cgi?article=1000&context=eft_faculty\">\u003cspan style=\"font-weight: 400\">One out of three students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> admit to cheating online and the same proportion of students admit to cheating in-person. Many educators feel that if cheating is allowed to go unchecked, it puts students on an uneven playing field, cheapens assessments and, in some cases, \u003c/span>\u003ca href=\"https://www.hbs.edu/ris/Publication%20Files/16-137_f21f96ff-961d-4d57-a5b4-7eae7fda50c8.pdf\">\u003cspan style=\"font-weight: 400\">tarnishes a school’s reputation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To curb cheating, many schools have academic integrity policies in place. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even with policies, some students will still take their chances with cheating; getting into college has only gotten harder, in addition to the internships and jobs a college degree is supposed to unlock. “We want there to be some kind of academic integrity and there are enormous pressures on students to be academically successful,” said Reich about why students opt to cheat. “They perceive the cost of not succeeding as high.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers breathed a sigh of relief when virtual proctoring technologies became available at their schools. Sophie Morton was a live proctor for her fifth grade students in Georgia when they had to take their yearly Measure of Academic Progress (MAP) test online. She monitored her students on Zoom and required them to keep their cameras on during the test. She also used GoGuardian, which allows teachers to see students’ screens. The tool gave her access to data, such as how long students spent on each question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, she was happy to have a way to keep her 5th grade students focused. “I was comfortable using it. I’m seeing your face, looking at your body language. I can see if you get up off the chair,” she said. Morton also emphasized the importance of having a relationship with her students before using surveillance and monitoring technologies. She had taught these same students the year before. “The behavior definitely could have been different or the results could have been different. They know who their teacher is versus if we would have gotten substitute teachers to monitor testing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, Gilliard questions traditional testing and the proctoring services it requires because it applies a misunderstanding of how learning happens. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Learning is a very social activity,” he said. For instance, a veterinarian who encounters an animal with a rare disease they’ve never seen before might go to a message board or call up a colleague to get more information about how to treat the disease. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In these old-fashioned or traditional ways of testing, there’s an idea that you’re a solitary person by yourself and the knowledge that you have in your head at that moment somehow represents your capabilities. If you don’t know the answer to a particular question at that time, then you’re somehow seen as lacking or deficient,” said Gilliard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers claim tests prepare students for their future in the real world, but students don’t see the connection between high-stakes testing and holding down a real job. “You’re going to have Google and all this other stuff at your fingertips,” said Ross. “It’s not like you’re not going to have these resources. So trying to be so rigorous and say you should know this information doesn’t make sense.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Pushback from students\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the age of COVID, rising prices, climate change and polarized politics, people are rethinking the value of everything. And students are questioning how they learn. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58274/safety-agency-connection-priorities-to-help-students-transition-back-to-school\">\u003cspan style=\"font-weight: 400\">During distance learning, people craved\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> connection, but some students say AI proctoring has frayed the relationship between teachers and learners. While the full picture of the pandemic’s \u003c/span>\u003ca href=\"https://www.edweek.org/technology/extreme-chronic-absenteeism-pandemic-school-attendance-data-is-bleak-but-incomplete/2021/07\">\u003cspan style=\"font-weight: 400\">effects on student engagement is incomplete\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, many schools report that \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/how-bad-is-student-absenteeism-right-now-educators-tell-us/2022/01\">\u003cspan style=\"font-weight: 400\">significantly more kids are chronically absent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students have been pushing back against these technologies being a part of their learning experience, with \u003c/span>\u003ca href=\"https://www.eff.org/deeplinks/2020/09/students-are-pushing-back-against-proctoring-surveillance-apps\">\u003cspan style=\"font-weight: 400\">petitions springing up in dozens of states across this country\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. An Ohio State University student sued his school for scanning his room before he took an online test. He claimed that it violated his Fourth Amendment right against “unreasonable search and seizure.” A federal judge ruled in the student’s favor deciding in a first-of-its-kind case that \u003ca href=\"https://www.kqed.org/mindshift/59560/how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer\">room scans violate students’ constitutional rights\u003c/a>.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zoe Harwood, an intern at Oakland-based youth organization YR Media, created \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1AOVNpZN27YA4KmWgMbVrJkMESNoBApfA3-CCcw9DFx0/edit\">\u003cspan style=\"font-weight: 400\">Surveillance U\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to highlight students’ experiences with proctoring software. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want to make people more aware of [AI] proctoring and try to protect the little bit of privacy we have. Granted, we live in a day and age where – let’s face it – I don’t even know what privacy means,” said Harwood. “I have grown up my entire life with Google and Apple and Facebook and Instagram and all the major tech companies mining me for every single bit of data I have.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Surveillance U, students shared that virtual proctoring feels invasive and adds more anxiety to already stressful circumstances. Additionally, many students spoke about racial bias, telling stories similar to Ross’s about having to stand on tables to get enough light for their faces to be detected. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s this misperception that AI is colorblind when study after study, after study showed that is just not true. And the last thing I think we want to do is automate racism,” said Harwood. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gilliard urges educators to discuss data and security with students instead of leveraging these technologies to exploit students further.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “They’ve grown up using a lot of these technologies, but they’ve also grown up under the microscope of these technologies,” said Gilliard. Even video monitors, at one time used to make sure babies are sleeping through the night, \u003c/span>\u003ca href=\"https://parenting.blogs.nytimes.com/2014/09/24/thanks-to-video-monitors-parents-are-the-new-big-brother/?referringSource=articleShare\">\u003cspan style=\"font-weight: 400\">have become increasingly widespread and used past the baby stage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. As a result, kids are becoming used to less privacy and possibly more prone to narcissism. “Some of them don’t know, for instance, that there existed a way of being on the web in the before times when every single action that you did wasn’t tracked,” said Gilliard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the near future of AI proctoring, students have reason for concern. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As school buildings reopened and students are no longer learning from home, \u003c/span>\u003ca href=\"https://www.kqed.org/forum/2010101886864/as-more-schools-surveil-students-online-privacy-concerns-intensify\">\u003cspan style=\"font-weight: 400\">these surveillance tools don’t seem to be going anywhere any time soon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The ability to take a test at home remains appealing to those who don’t want to commute to a testing facility; even the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59002/for-those-who-need-to-take-the-sat-testing-will-shift-to-online-starting-2024-in-u-s\">\u003cspan style=\"font-weight: 400\">SATs will be offered online starting 2024 in the U.S.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools may not know it, but they play a meaningful role in teaching students privacy and data practices. Reich does an exercise with his MIT students in which he asks them to list all the data they think their school has on them. “People start with the obvious like, ‘They know my age. They know my grades,’” he said. “And then they’re like, ‘I need to have this smartphone app to use the laundry.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School-related apps, campus WiFi and even a keycard used to scan into buildings provide schools with all kinds of information about a student’s movement and online activity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’ve got to think really carefully as educators [about] what kind of world we want to model and invite young people to be in,” said Reich.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before inviting a new technology into a school, Reich suggests school leaders do a deep dive into what these systems say they offer. “Find out what kind of research there is about them and whether or not the lofty claims that they often make have any bearing in truth and to what extent these companies are engaged in a level of hype that promises things that they can’t deliver.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though many proctoring companies say they reduce cheating, \u003c/span>\u003ca href=\"https://www.eff.org/deeplinks/2021/06/long-overdue-reckoning-online-proctoring-companies-may-finally-be-here\">\u003cspan style=\"font-weight: 400\">there has been no independent research that supports this claim.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Reich also encourages schools to ask themselves a simple question: “Will this new technology make students feel like it’s okay to be surveilled?”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>How to makes a class “cheat-proof”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers are finding a way to make tests totally cheat-proof, and it turns out, what they’re doing is really just good teaching. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her role as distance education coordinator, Maritez Apigo was approached by students who said they don’t want to be required to use virtual proctoring services. She worked with a team of instructional designers and accessibility specialists to draft guidelines for online testing. They focused on accessibility and equity and ended up with \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1Gl-9sCB6LePMYS9kIsrpeWuGHcG1gVu_Ic0iOa6kY3w/edit\">\u003cspan style=\"font-weight: 400\">a guidance memo that shows ways to break away from Scantron tests and virtual proctoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The majority of educators voted to adopt the guidelines, which lay out the equity concerns with AI proctoring and ways for educators to do “authentic assessment,” which reduces the need for proctoring services. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It takes a lot of time to create tests in general and it’s even more time-consuming to create assessments that are “cheat-proof.” “It actually requires more work to grade, especially if you’re giving feedback to students,” said Apigo. “But you do get to be more creative in your assessment.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a biology class, instead of having a 100-question multiple choice test where students have to regurgitate information that they’ve memorized, an authentic assessment method may require students to instead create a brochure that might be found in a doctor’s office on a topic they studied. Alternatively, teachers can provide students with a list of topics and students can choose one to create a final project around. Students are able to demonstrate what they’ve learned while eliminating the ability to cheat because there is not one right answer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You need to set up your class keeping cheating already in mind, so it’s already part of your design. [Then] the types of assessments that you give your students are already designed so that students can’t cheat,” said Apigo.\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\">Teachers who use authentic assessment are on the cutting edge right now, but they are few. Switching over to new assessment practices while teachers are facing increased student behavioral issues and burnout might feel impossible. Certainly, AI and Scantron tests are way easier, but if schools are tasked with providing meaningful learning experiences, caring for students’ mental health and helping young people see their place in a world without “automated racism,” isn’t it worth the effort?\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>“For 45 minutes to an hour after, it’s just terrible. They’re throwing fits. It’s hard to get them off of it. It’s crazy,” said Kate, about the aftermath of when her son, a sixth grader, has to stop playing video games. And their family doesn’t have a gaming system, nor does her son have a personal smartphone. “We’re not in the trenches yet.”\u003c/p>\n\u003cp>Many parents, however, identify themselves as deep in the trenches of navigating screen time. With social distancing, stay-at-home orders and remote learning during the pandemic, many caregivers allowed more screen time than usual. \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2785686\">Teenagers’ non-school screen time doubled during COVID\u003c/a>, and now many caregivers and parents are afraid their kid’s screen time has gone overboard.\u003c/p>\n\u003cp>In her book “\u003ca href=\"https://www.penguinrandomhouse.com/books/624957/dopamine-nation-by-anna-lembke-md/\">Dopamine Nation: Finding Balance in the Age of Indulgence\u003c/a>,” Dr. \u003ca href=\"https://www.annalembke.com/about\">Anna Lembke\u003c/a> makes the case for how technology, with its promise of nonstop engagement and flashing lights, can be addictive. And while addiction may make one think of hard drugs or alcohol, activities like video games, social media apps, and sites like YouTube can also become unhealthy addictions. The professor of psychiatry at Stanford University School of Medicine said tech addiction can have consequences such as low mood, irregular sleep, \u003ca href=\"https://www.mayoclinichealthsystem.org/hometown-health/speaking-of-health/children-and-screen-time\">attention problems, increased anxiety and poor academic performance\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_59098\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-59098 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Dr. Anna Lembke, psychiatrist and professor at Stanford University School of Medicine\u003c/figcaption>\u003c/figure>\n\u003cp>To determine what actually constitutes addiction to a substance or a behavior, Dr. Lembke and other clinicians rely on the four C’s:\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">Control is when a person uses something more or longer than they planned.\u003c/li>\n\u003cli style=\"font-weight: 400;\">Compulsion is when a person uses without being consciously aware or despite a strong desire not to use. “There’s a level of automaticity to the use,” said Lembke.\u003c/li>\n\u003cli style=\"font-weight: 400;\">Consequences are continued use despite harm, which can include harm done to health, relationships and work, as well as interference with goals and values.\u003c/li>\n\u003cli style=\"font-weight: 400;\">Craving is an intrusive urge to use, which can be mental, physical, or both.\u003c/li>\n\u003c/ul>\n\u003cp>Anya Kamenetz, NPR journalist and author of \u003ca href=\"http://www.anyakamenetz.net/\">“The Art of Screen Time,” \u003c/a>said the \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6411079/\">Problematic Media Use Measure (PMUM) \u003c/a>can help parents determine whether a child has a healthy relationship to technology. She encourages parents to consider questions based on the PMUM like, “When they have a bad day, is it the first thing they want?” “Are they breaking rules to get it?” and “Are they hurting their relationship with family members or failing at school because of it?”\u003c/p>\n\u003cfigure id=\"attachment_59100\" class=\"wp-caption alignright\" style=\"max-width: 220px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/img_5264-scaled.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-59100\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/img_5264-800x1200.jpg\" alt=\"\" width=\"220\" height=\"331\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1024x1536.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1365x2048.jpg 1365w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1920x2880.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-scaled.jpg 1707w\" sizes=\"(max-width: 220px) 100vw, 220px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Anya Kamenetz, journalist and author of “The Art of Screen Time” (photo by Will O’Hare)\u003c/figcaption>\u003c/figure>\n\u003cp>While parents may be nervous about their kids’ technology use, not every meltdown after turning off the device is indicative of addiction. Because technology is such a big part of everyday life, Kamenetz encourages caregivers to think of technology use like food. “What do we do when we want to create a healthy food culture in the home? We have limits. We have structure around food. We don’t just eat anything at any time. There are routines and habits,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Still, today’s caregivers are raising kids in a world that offers more and more ways to get hooked on screens. According to a \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2785686\">recent study\u003c/a>, teenagers spend nearly eight hours a day on recreational screen time. However, if parents and caregivers understand what is happening in a child’s mind when they are overusing screens , caregivers can support children in cultivating healthier practices and better relationships to devices.\u003c/p>\n\u003ch2>\u003cb>Social Media and the Brain \u003c/b>\u003c/h2>\n\u003cp>At the crux of behaviors – like an inability to tear oneself away from YouTube or stop scrolling through a phone – is brain chemistry, specifically a spike in a chemical called dopamine. “It is released in response to things that are pleasurable, things that are rewarding and things that are novel or different,” Lembke said. Substances and behaviors that are more addictive release higher than usual amounts of dopamine in the part of our brains called the reward pathway.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58624/how-parents-and-educators-can-support-healthy-teen-use-of-social-media\">Social media platforms\u003c/a> in particular tap into a human need to connect with other people, said Lembke in \u003ca href=\"https://www.thesocialdilemma.com/\">“The Social Dilemma\u003c/a>,” a \u003ca href=\"https://www.thesocialdilemma.com/\">Netflix documentary about social media and search platforms.\u003c/a> Technology enables people to connect across geography and disability as well as find and form meaningful communities.\u003c/p>\n\u003cp>“During the pandemic, that was really proved true because these are incredible tools that adults use for very good purposes: for creativity, to connect with others, to perform the work that they need to do and to enjoy themselves,” said Kamenetz.\u003c/p>\n\u003cp>These devices and the apps on them are deeply, inherently reinforcing, according to Lembke. “The way that they’ve been created immediately taps into our dopamine reward pathway and we are engaged,” she said. While dopamine and the enjoyable experiences that cause it are not inherently bad, pleasure and pain are co-located in the brain, meaning you can’t have one without the other.\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=KQINC1413255058\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Much like a sugar crash after eating a bunch of Halloween candy, a big surge of dopamine is followed by a dip in dopamine levels that go below their initial baseline.\u003c/p>\n\u003cp>“When we release a large amount of dopamine in response to a highly reinforcing drug or behavior, our brain has to compensate,” said Lembke.\u003c/p>\n\u003cp>For instance, YouTube and TikTok will automatically generate videos, so that users are more likely to keep watching for hours on end. “Which in and of itself releases dopamine, followed by a dopamine deficit state which has us pressing that lever, which is what we all do when we’re looking for that next video,” said Lembke.\u003c/p>\n\u003cp>If a person continues to do addictive behaviors that cause their dopamine levels to skyrocket, they’ll begin to build up a tolerance. “Ultimately, we can end up in this chronic dopamine deficit state where we’re not making much of our own dopamine,” said Lembke. “Now we’re using just to get out of withdrawal to temporarily restore a baseline level.”\u003c/p>\n\u003cp>When young children are in a prolonged dopamine deficit state they may develop depression or generalized anxiety symptoms. Other activities will seem less appealing and they may lose their ability to wait for long term rewards.\u003c/p>\n\u003ch2>\u003cb>Strategies for limiting screen time\u003c/b>\u003c/h2>\n\u003cp>Most adults who have tried to take away an iPad from a child or turn off the television would like to avoid the tantrum that usually follows. Parents and caregivers often feel that they can’t enforce rules or set guidelines because they are concerned that they’ll do or say something that will leave their child with emotional damage or a longstanding illness, according to Lembke. “It’s really hard to take those things away. It feels harsh and punitive,” she said. “But in fact you’re doing your kids a favor when you’re helping them create guardrails around how they’re using their devices.”\u003c/p>\n\u003cp>While there is no \u003ca href=\"https://www.apa.org/monitor/2020/04/cover-kids-screens\">hard and fast rule\u003c/a> about how much screen time a child should have at each age, Dr. Lembke suggests not giving kids personal devices until they are at least 10 years old. Instead of creating strict screen time limits, Kamenetz urges parents to first take stock of how their kids spend time, assessing if they are getting sufficient sleep, playing outside, hanging out with friends and enjoying time with family.\u003c/p>\n\u003cp>“It’s like crowding out your plate with vegetables,” said Kamenetz, referring to the tech analogy of a well-balanced diet, and structuring children’s time with healthy activities. “Then you’re like, ‘OK, well, where does the screen time fit in?’”\u003c/p>\n\u003cp>Parents are also quick to point the finger at children’s excessive screen time, when they, too, could benefit from reevaluating their tech use. Alternatively, caregivers can model the relationship to technology they’d like their kids to have.\u003c/p>\n\u003cp>“The groundwork is laid in the very early years and it’s not the kids. It’s the parents who are doing it,” said Kamenetz. “Our kids are put on this planet to help us understand the consequences of our actions.”\u003c/p>\n\u003cp>She recommends \u003ca href=\"https://www.healthychildren.org/English/family-life/Media/Pages/How-to-Make-a-Family-Media-Use-Plan.aspx\">creating a family media plan\u003c/a> where all family members set standards for how and when devices will be used. “You should all have expectations around how you’re going to guard and protect the media free time in your day and your week.”\u003c/p>\n\u003cp>In more severe cases – such as those that qualify within the 4Cs – Lembke suggests encouraging children to take a break from using the device altogether. Even just putting away screens for one day can provide useful information, said Lembke. “Twenty-four hours is certainly enough to be able to observe our own attachments to our devices, and the anxiety that we feel while abstaining.”\u003c/p>\n\u003cp>However, it takes around 30 days for the dopamine levels to go back to normal if a person was in a dopamine deficit state. “It’s worth doing the full 30 days because if you do too little, all you’re going to get is the withdrawal part,” she said. “And it’s key to go long enough so that people can notice the benefits and then are motivated themselves to change their relationship with their device.” If a child still seems depressed or anxious at the end of the 30-day period, Lembke recommends consulting a mental health professional to see what additional support the child might need.\u003c/p>\n\u003cp>Most kids, especially ones who are in the throes of addiction, aren’t likely to give up their device willingly. Developmentally, kids don’t usually think in the long term, so it’s hard for them to realize that behaviors can be harmful further down the line.\u003c/p>\n\u003cp>“They only see the positives of their use,” said Lembke about kids experiencing addiction. If a child is feeling doubtful about taking a break from screens or any other addictive behavior, Lembke suggests inviting kids to think about the future and consider the full arc of their lives. Asking questions about their overuse of devices or harmful behavior like “Do you want to be doing this in ten years?” “Do you want to keep doing this in five years?” and “Do you want to be doing this a year from now?” can be a helpful way to energize kids to try something new.\u003c/p>\n\u003cp>One set of strategies for abstaining or putting limits on addictive behavior is self-binding. “It’s the way we intentionally create barriers between ourselves and our drug of choice,” said Lembke. Self-binding falls into three categories: space, time and meaning.\u003c/p>\n\u003ch4>\u003cb>Space \u003c/b>\u003c/h4>\n\u003cp>Focusing on space for self-binding means limiting the access you have to an object with physical barriers. For example, a parent or child might put their phone or gaming console in a container with a lock or in a different room. Space self-binding techniques acknowledge that sometimes willpower doesn’t cut it if the temptation is too great. Some self-binding examples from Lembke’s patients include unplugging the TV and putting it in the closet and keeping their gaming console stowed away in the garage.\u003c/p>\n\u003ch4>\u003cb>Time\u003c/b>\u003c/h4>\n\u003cp>Time self-binding uses time limits and finish lines or milestones to control misuse. “We narrow our window of consumption and thereby limit our use,” wrote Lembke in her book. For example a child might decide to delete an app on their phone until after they finish finals or choose to only play video games on the weekend. Even just tracking how much time is spent being on a device can be really helpful for children because they often don’t realize how much it is. Time self-binding is also helpful for building up kids capacity to\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2F0012-1649.26.6.978\"> delay gratification, which is linked to better social adjustment\u003c/a>.\u003c/p>\n\u003ch4>\u003cb>Meaning \u003c/b>\u003c/h4>\n\u003cp>Using meaning to self-bind involves creating categories to identify what a person will allow themself to consume and what they’ll avoid. For example, Lembke worked with a young man who wanted to stop gaming. He decided to stop using screens altogether because he felt he might start watching people play video games and then he would want to play video games. “This method helps us to avoid not only our drug of choice but also the triggers that lead to craving for our drug,” she said.\u003c/p>\n\u003cp>The majority of young people will be able to self-correct if they are misusing substances or doing harmful behaviors, said Lembke. “But for those who cannot, we need to help them.” She urges parents to trust their instincts. “If you see your kid is circling the drain, I just really encourage you to gently, but firmly, intervene.”\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=KQINC1413255058\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\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. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>“For 45 minutes to an hour after, it’s just terrible. They’re throwing fits. It’s hard to get them off of it. It’s crazy,” said Kate, about the aftermath of when her son, a sixth grader, has to stop playing video games. And their family doesn’t have a gaming system, nor does her son have a personal smartphone. “We’re not in the trenches yet.”\u003c/p>\n\u003cp>Many parents, however, identify themselves as deep in the trenches of navigating screen time. With social distancing, stay-at-home orders and remote learning during the pandemic, many caregivers allowed more screen time than usual. \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2785686\">Teenagers’ non-school screen time doubled during COVID\u003c/a>, and now many caregivers and parents are afraid their kid’s screen time has gone overboard.\u003c/p>\n\u003cp>In her book “\u003ca href=\"https://www.penguinrandomhouse.com/books/624957/dopamine-nation-by-anna-lembke-md/\">Dopamine Nation: Finding Balance in the Age of Indulgence\u003c/a>,” Dr. \u003ca href=\"https://www.annalembke.com/about\">Anna Lembke\u003c/a> makes the case for how technology, with its promise of nonstop engagement and flashing lights, can be addictive. And while addiction may make one think of hard drugs or alcohol, activities like video games, social media apps, and sites like YouTube can also become unhealthy addictions. The professor of psychiatry at Stanford University School of Medicine said tech addiction can have consequences such as low mood, irregular sleep, \u003ca href=\"https://www.mayoclinichealthsystem.org/hometown-health/speaking-of-health/children-and-screen-time\">attention problems, increased anxiety and poor academic performance\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_59098\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-59098 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/Anna_Lembke_office_112-copy-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Dr. Anna Lembke, psychiatrist and professor at Stanford University School of Medicine\u003c/figcaption>\u003c/figure>\n\u003cp>To determine what actually constitutes addiction to a substance or a behavior, Dr. Lembke and other clinicians rely on the four C’s:\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">Control is when a person uses something more or longer than they planned.\u003c/li>\n\u003cli style=\"font-weight: 400;\">Compulsion is when a person uses without being consciously aware or despite a strong desire not to use. “There’s a level of automaticity to the use,” said Lembke.\u003c/li>\n\u003cli style=\"font-weight: 400;\">Consequences are continued use despite harm, which can include harm done to health, relationships and work, as well as interference with goals and values.\u003c/li>\n\u003cli style=\"font-weight: 400;\">Craving is an intrusive urge to use, which can be mental, physical, or both.\u003c/li>\n\u003c/ul>\n\u003cp>Anya Kamenetz, NPR journalist and author of \u003ca href=\"http://www.anyakamenetz.net/\">“The Art of Screen Time,” \u003c/a>said the \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6411079/\">Problematic Media Use Measure (PMUM) \u003c/a>can help parents determine whether a child has a healthy relationship to technology. She encourages parents to consider questions based on the PMUM like, “When they have a bad day, is it the first thing they want?” “Are they breaking rules to get it?” and “Are they hurting their relationship with family members or failing at school because of it?”\u003c/p>\n\u003cfigure id=\"attachment_59100\" class=\"wp-caption alignright\" style=\"max-width: 220px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/img_5264-scaled.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-59100\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/img_5264-800x1200.jpg\" alt=\"\" width=\"220\" height=\"331\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1024x1536.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1365x2048.jpg 1365w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-1920x2880.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/02/img_5264-scaled.jpg 1707w\" sizes=\"(max-width: 220px) 100vw, 220px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Anya Kamenetz, journalist and author of “The Art of Screen Time” (photo by Will O’Hare)\u003c/figcaption>\u003c/figure>\n\u003cp>While parents may be nervous about their kids’ technology use, not every meltdown after turning off the device is indicative of addiction. Because technology is such a big part of everyday life, Kamenetz encourages caregivers to think of technology use like food. “What do we do when we want to create a healthy food culture in the home? We have limits. We have structure around food. We don’t just eat anything at any time. There are routines and habits,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Still, today’s caregivers are raising kids in a world that offers more and more ways to get hooked on screens. According to a \u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2785686\">recent study\u003c/a>, teenagers spend nearly eight hours a day on recreational screen time. However, if parents and caregivers understand what is happening in a child’s mind when they are overusing screens , caregivers can support children in cultivating healthier practices and better relationships to devices.\u003c/p>\n\u003ch2>\u003cb>Social Media and the Brain \u003c/b>\u003c/h2>\n\u003cp>At the crux of behaviors – like an inability to tear oneself away from YouTube or stop scrolling through a phone – is brain chemistry, specifically a spike in a chemical called dopamine. “It is released in response to things that are pleasurable, things that are rewarding and things that are novel or different,” Lembke said. Substances and behaviors that are more addictive release higher than usual amounts of dopamine in the part of our brains called the reward pathway.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/58624/how-parents-and-educators-can-support-healthy-teen-use-of-social-media\">Social media platforms\u003c/a> in particular tap into a human need to connect with other people, said Lembke in \u003ca href=\"https://www.thesocialdilemma.com/\">“The Social Dilemma\u003c/a>,” a \u003ca href=\"https://www.thesocialdilemma.com/\">Netflix documentary about social media and search platforms.\u003c/a> Technology enables people to connect across geography and disability as well as find and form meaningful communities.\u003c/p>\n\u003cp>“During the pandemic, that was really proved true because these are incredible tools that adults use for very good purposes: for creativity, to connect with others, to perform the work that they need to do and to enjoy themselves,” said Kamenetz.\u003c/p>\n\u003cp>These devices and the apps on them are deeply, inherently reinforcing, according to Lembke. “The way that they’ve been created immediately taps into our dopamine reward pathway and we are engaged,” she said. While dopamine and the enjoyable experiences that cause it are not inherently bad, pleasure and pain are co-located in the brain, meaning you can’t have one without the other.\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=KQINC1413255058\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Much like a sugar crash after eating a bunch of Halloween candy, a big surge of dopamine is followed by a dip in dopamine levels that go below their initial baseline.\u003c/p>\n\u003cp>“When we release a large amount of dopamine in response to a highly reinforcing drug or behavior, our brain has to compensate,” said Lembke.\u003c/p>\n\u003cp>For instance, YouTube and TikTok will automatically generate videos, so that users are more likely to keep watching for hours on end. “Which in and of itself releases dopamine, followed by a dopamine deficit state which has us pressing that lever, which is what we all do when we’re looking for that next video,” said Lembke.\u003c/p>\n\u003cp>If a person continues to do addictive behaviors that cause their dopamine levels to skyrocket, they’ll begin to build up a tolerance. “Ultimately, we can end up in this chronic dopamine deficit state where we’re not making much of our own dopamine,” said Lembke. “Now we’re using just to get out of withdrawal to temporarily restore a baseline level.”\u003c/p>\n\u003cp>When young children are in a prolonged dopamine deficit state they may develop depression or generalized anxiety symptoms. Other activities will seem less appealing and they may lose their ability to wait for long term rewards.\u003c/p>\n\u003ch2>\u003cb>Strategies for limiting screen time\u003c/b>\u003c/h2>\n\u003cp>Most adults who have tried to take away an iPad from a child or turn off the television would like to avoid the tantrum that usually follows. Parents and caregivers often feel that they can’t enforce rules or set guidelines because they are concerned that they’ll do or say something that will leave their child with emotional damage or a longstanding illness, according to Lembke. “It’s really hard to take those things away. It feels harsh and punitive,” she said. “But in fact you’re doing your kids a favor when you’re helping them create guardrails around how they’re using their devices.”\u003c/p>\n\u003cp>While there is no \u003ca href=\"https://www.apa.org/monitor/2020/04/cover-kids-screens\">hard and fast rule\u003c/a> about how much screen time a child should have at each age, Dr. Lembke suggests not giving kids personal devices until they are at least 10 years old. Instead of creating strict screen time limits, Kamenetz urges parents to first take stock of how their kids spend time, assessing if they are getting sufficient sleep, playing outside, hanging out with friends and enjoying time with family.\u003c/p>\n\u003cp>“It’s like crowding out your plate with vegetables,” said Kamenetz, referring to the tech analogy of a well-balanced diet, and structuring children’s time with healthy activities. “Then you’re like, ‘OK, well, where does the screen time fit in?’”\u003c/p>\n\u003cp>Parents are also quick to point the finger at children’s excessive screen time, when they, too, could benefit from reevaluating their tech use. Alternatively, caregivers can model the relationship to technology they’d like their kids to have.\u003c/p>\n\u003cp>“The groundwork is laid in the very early years and it’s not the kids. It’s the parents who are doing it,” said Kamenetz. “Our kids are put on this planet to help us understand the consequences of our actions.”\u003c/p>\n\u003cp>She recommends \u003ca href=\"https://www.healthychildren.org/English/family-life/Media/Pages/How-to-Make-a-Family-Media-Use-Plan.aspx\">creating a family media plan\u003c/a> where all family members set standards for how and when devices will be used. “You should all have expectations around how you’re going to guard and protect the media free time in your day and your week.”\u003c/p>\n\u003cp>In more severe cases – such as those that qualify within the 4Cs – Lembke suggests encouraging children to take a break from using the device altogether. Even just putting away screens for one day can provide useful information, said Lembke. “Twenty-four hours is certainly enough to be able to observe our own attachments to our devices, and the anxiety that we feel while abstaining.”\u003c/p>\n\u003cp>However, it takes around 30 days for the dopamine levels to go back to normal if a person was in a dopamine deficit state. “It’s worth doing the full 30 days because if you do too little, all you’re going to get is the withdrawal part,” she said. “And it’s key to go long enough so that people can notice the benefits and then are motivated themselves to change their relationship with their device.” If a child still seems depressed or anxious at the end of the 30-day period, Lembke recommends consulting a mental health professional to see what additional support the child might need.\u003c/p>\n\u003cp>Most kids, especially ones who are in the throes of addiction, aren’t likely to give up their device willingly. Developmentally, kids don’t usually think in the long term, so it’s hard for them to realize that behaviors can be harmful further down the line.\u003c/p>\n\u003cp>“They only see the positives of their use,” said Lembke about kids experiencing addiction. If a child is feeling doubtful about taking a break from screens or any other addictive behavior, Lembke suggests inviting kids to think about the future and consider the full arc of their lives. Asking questions about their overuse of devices or harmful behavior like “Do you want to be doing this in ten years?” “Do you want to keep doing this in five years?” and “Do you want to be doing this a year from now?” can be a helpful way to energize kids to try something new.\u003c/p>\n\u003cp>One set of strategies for abstaining or putting limits on addictive behavior is self-binding. “It’s the way we intentionally create barriers between ourselves and our drug of choice,” said Lembke. Self-binding falls into three categories: space, time and meaning.\u003c/p>\n\u003ch4>\u003cb>Space \u003c/b>\u003c/h4>\n\u003cp>Focusing on space for self-binding means limiting the access you have to an object with physical barriers. For example, a parent or child might put their phone or gaming console in a container with a lock or in a different room. Space self-binding techniques acknowledge that sometimes willpower doesn’t cut it if the temptation is too great. Some self-binding examples from Lembke’s patients include unplugging the TV and putting it in the closet and keeping their gaming console stowed away in the garage.\u003c/p>\n\u003ch4>\u003cb>Time\u003c/b>\u003c/h4>\n\u003cp>Time self-binding uses time limits and finish lines or milestones to control misuse. “We narrow our window of consumption and thereby limit our use,” wrote Lembke in her book. For example a child might decide to delete an app on their phone until after they finish finals or choose to only play video games on the weekend. Even just tracking how much time is spent being on a device can be really helpful for children because they often don’t realize how much it is. Time self-binding is also helpful for building up kids capacity to\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2F0012-1649.26.6.978\"> delay gratification, which is linked to better social adjustment\u003c/a>.\u003c/p>\n\u003ch4>\u003cb>Meaning \u003c/b>\u003c/h4>\n\u003cp>Using meaning to self-bind involves creating categories to identify what a person will allow themself to consume and what they’ll avoid. For example, Lembke worked with a young man who wanted to stop gaming. He decided to stop using screens altogether because he felt he might start watching people play video games and then he would want to play video games. “This method helps us to avoid not only our drug of choice but also the triggers that lead to craving for our drug,” she said.\u003c/p>\n\u003cp>The majority of young people will be able to self-correct if they are misusing substances or doing harmful behaviors, said Lembke. “But for those who cannot, we need to help them.” She urges parents to trust their instincts. “If you see your kid is circling the drain, I just really encourage you to gently, but firmly, intervene.”\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=KQINC1413255058\" 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>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\u003c/div>\u003c/p>",
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"content": "\u003cp>The pandemic pushed us all to \u003ca href=\"https://www.kqed.org/mindshift/58972/how-teens-are-experiencing-their-version-of-the-great-resignation\">reevaluate our\u003c/a> priorities in some way. It also forced students into vastly differently learning experiences for the first time: remote learning, later school start times, leniency regarding grades, less bullying.\u003c/p>\n\u003cp>Last fall, MindShift asked its readers to participate in the “Rethink School” youth media challenge, co-hosted by KQED Education, to encourage students to share with us what they would like to see changed about school. Students from around the country submitted audio perspectives about how school could be better for them and their classmates. You can hear some of our selections in our latest podcast episode:\u003c/p>\n\u003cp>\u003cspan class=\"s2\">\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=KQINC8082864435\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Thanks to all the students who shared their perspectives. We had so many great submissions, and we’re sorry we couldn’t include them all (we see you in Minnesota, Washington, New Jersey, Missouri and Hawaii!). For more ideas from students check out \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/rethinking-school\">\u003cspan style=\"font-weight: 400;\">learn.kqed.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> where students also talk about trash and a decades-old issue: school pizzas.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"headline": "Student proposals on how to Rethink School",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The pandemic pushed us all to \u003ca href=\"https://www.kqed.org/mindshift/58972/how-teens-are-experiencing-their-version-of-the-great-resignation\">reevaluate our\u003c/a> priorities in some way. It also forced students into vastly differently learning experiences for the first time: remote learning, later school start times, leniency regarding grades, less bullying.\u003c/p>\n\u003cp>Last fall, MindShift asked its readers to participate in the “Rethink School” youth media challenge, co-hosted by KQED Education, to encourage students to share with us what they would like to see changed about school. Students from around the country submitted audio perspectives about how school could be better for them and their classmates. You can hear some of our selections in our latest podcast episode:\u003c/p>\n\u003cp>\u003cspan class=\"s2\">\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=KQINC8082864435\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Thanks to all the students who shared their perspectives. We had so many great submissions, and we’re sorry we couldn’t include them all (we see you in Minnesota, Washington, New Jersey, Missouri and Hawaii!). For more ideas from students check out \u003c/span>\u003ca href=\"https://learn.kqed.org/challenges/teachers/rethinking-school\">\u003cspan style=\"font-weight: 400;\">learn.kqed.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> where students also talk about trash and a decades-old issue: school pizzas.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "How teens are experiencing their version of the ‘Great Resignation’",
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"content": "\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=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>By her sophomore year, Melody Dao was already enrolled in three AP classes at her high school in Los Angeles County. She expected the challenges ahead to largely be academic.\u003c/p>\n\u003cp>“Before the pandemic,” she said, “I thought I had everything planned out. Everything was going to go smoothly.”\u003c/p>\n\u003cp>Her senior year marked the first time Dao attended class in person since she was a sophomore in March 2020. She described her junior year, spent entirely online, as unmotivating and numbing. Everything seemed overwhelming. She found she couldn’t conjure the same amount of effort she did pre-pandemic to a classroom on Zoom, something we now know is a common experience among students.\u003c/p>\n\u003cp>“Before the pandemic, I was kind of focusing. Then during the pandemic and distance learning, I feel like I just kind of lost it a bit,” said Azalia Mariscal, a junior at Richmond High School in Richmond, California. Mariscal took care of her younger siblings during the school day, helping them focus on their classes and occasionally cooking their meals. She felt there was a lot more to do than just school — which made finding the motivation to pay attention in class and do school work difficult online. Teens took on caregiving roles for their families at a time when the balancing of paid and domestic labor forced women out of the workforce at a disproportionate rate: Estimates in May 2021 placed the figure at \u003ca href=\"https://www.npr.org/2021/05/26/999952298/women-left-their-jobs-to-be-caregivers-a-business-coalition-wants-companies-to-h\">400,000 more\u003c/a> U.S. women left than men.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Much of the coverage on Covid’s effects on adolescent mental health focuses on isolation from peers or a desire for normalcy. But for some students, not doing well on \u003ca href=\"https://www.kqed.org/mindshift/58055/dont-go-back-to-the-old-normal-opportunities-for-adolescent-learning-revealed-by-covid-19\">Zoom school\u003c/a> interfered with self-identities they were deeply invested in.\u003c/p>\n\u003cp>“It was a hard realization to realize that I wasn’t the student that I was before and I couldn’t be as motivated as I was before,” said Ian Szeto, also a high school senior in Los Angeles County.\u003c/p>\n\u003cp>Even though his junior year was online, Szeto found his courses were rigorous, eroding his confidence when he \u003ca href=\"https://www.latimes.com/california/story/2021-11-08/as-ds-and-fs-soar-schools-ditch-inequitable-grade-systems\">couldn’t meet expectations\u003c/a> as he once did. With so much of his self esteem and identity based in school, he felt as though he’d lost who he thought he was.\u003c/p>\n\u003cp>“It just felt very frustrating and tiring,” said Szeto.\u003c/p>\n\u003cp>This sentiment seemed widespread amongst his classmates: Szeto recalled Zoom classes where, the moment class wrapped with a teacher’s dismissal, 15 or so students would disappear instantly — as though they’d been hovering over the “Leave” button. It wasn’t as though they had places to be, he said. They just couldn’t take being in class anymore.\u003c/p>\n\u003cfigure id=\"attachment_58988\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-58988\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo.png\" alt=\"Study Break with Melody Dao podcast\" width=\"250\" height=\"249\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Podcast-Logo.png 2663w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Podcast-Logo-800x798.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Podcast-Logo-1020x1018.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Podcast-Logo-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Podcast-Logo-768x766.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Podcast-Logo-1536x1533.png 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Podcast-Logo-2048x2043.png 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Podcast-Logo-1920x1916.png 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">During the pandemic, Melody Dao decided to focus less on school and more on what interests her, such as creating a podcast.\u003c/figcaption>\u003c/figure>\n\u003cp>“With everything happening outside of school, how could I focus on school?” asked Dao. “I learned that, yeah, school is not that serious. So why should I focus on it when I can focus on other things that matter more to me?”\u003c/p>\n\u003cp>That’s not to say Dao stopped attending school, or even that she stopped working hard in her classes. But she de-centered school and grades from her priorities focusing instead on her family, her friends, her mental health and her dedication to helping others outside of school.\u003c/p>\n\u003cp>This self-first approach to high school was novel for many of these high school students. Instead of forcing themselves into being or becoming straight-A students, they began thinking about how school could best serve them. They decided to make time for themselves and prioritize what they care about. Many decided to safeguard their mental health.\u003c/p>\n\u003cp>Sound familiar?\u003c/p>\n\u003cp>In continuation of last year’s upward trend of \u003ca href=\"https://www.shrm.org/resourcesandtools/hr-topics/talent-acquisition/pages/interactive-quits-level-by-year.aspx\">voluntary resignations\u003c/a>, a record 4.5 million adults \u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\">quit\u003c/a> their jobs in November 2021, according to the \u003ca href=\"https://www.bls.gov/news.release/jolts.t04.htm\">most recent data\u003c/a> from the\u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\"> U.S. Bureau of Labor Statistics\u003c/a>. While some economists \u003ca href=\"https://www.kqed.org/forum/2010101887279/beyond-the-great-resignation-how-the-u-s-job-market-broke\">complain\u003c/a> that “\u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\">The Great Resignation\u003c/a>” or “The Big Quit” has been largely misunderstood by the media and general public for its failure to take into account retirement and job-swapping rates, many find it undeniable that Covid has influenced the employment conditions workers desire and demand from their employers.\u003c/p>\n\u003cp>Unlike adults, in most states, teens can’t really just quit school. But during the pandemic, teens also experienced a mindset shift as to the best conditions that would facilitate their learning, the ways they prefer to learn, and the role school should play in their lives.\u003c/p>\n\u003cp>These students said the pandemic caused them to approach school differently than they did as freshmen or sophomores in March 2020. Though attitude changes and re-prioritizations are par for the course in adolescence, these teens’ experiences are larger than that: they can draw direct lines from their time spent in isolation, in online classrooms, in the ongoing fear they or their loved ones could become sick — to the students they are now, and to what they value most.\u003c/p>\n\u003cp>\u003cb>DECENTERING SCHOOL\u003c/b>\u003c/p>\n\u003cp>One of the biggest realizations these teens expressed was that school — and by extension, college — wasn’t everything. The speed with which Covid razed once normal, taken-for-granted routines made the future even less predictable. Many students looked inward and asked themselves what they wanted, rather than what was expected of them.\u003c/p>\n\u003cp>Szeto shared that many of his classmates reconsidered their planned majors — wanting to pursue subjects they were actually passionate about — and reconsidered college itself. Some debated whether a high tuition would be worth a university experience that could be largely online. Others reconsidered life plans, given the odds that they would have to work remotely or that another life-altering event could happen. Why not spend your time on this earth doing what you want?\u003c/p>\n\u003cfigure id=\"attachment_58985\" class=\"wp-caption alignnone\" style=\"max-width: 1364px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58985\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019.jpg\" alt=\"\" width=\"1364\" height=\"1819\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_0019.jpg 1364w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_0019-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_0019-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_0019-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_0019-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_0019-1152x1536.jpg 1152w\" sizes=\"(max-width: 1364px) 100vw, 1364px\">\u003cfigcaption class=\"wp-caption-text\">Ian Szeto \u003ccite>(Courtesy of Ian Szeto)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During shelter-in-place, many students — like their adult counterparts — developed hobbies, reignited passions or aligned priorities. Some students went so far as to realize that the untold amounts of effort they spent \u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">striving for an ‘A’\u003c/a> in a subject they weren’t passionate about might not be as worthy a use of their time. A lower grade and more time to work on their own extracurricular projects provided a balance that felt more true.\u003c/p>\n\u003cp>“Now that there’s been this pandemic, it’s given me more opportunity to reflect. And it’s made me come to the realization that I want to prioritize my interests,” said Sirihaasa Nallamothu, a high school junior in Normal, Illinois.\u003c/p>\n\u003cp>Nallamothu learned new coding languages, as did Danielle Ma, a high school senior in Los Angeles County. Szeto spent more time sewing — he designed, cut and stitched the backpack he now wears to school. He feels a rush of pride when classmates compliment him and ask where it’s from. Dao created a \u003ca href=\"https://podcasts.apple.com/us/podcast/study-break/id1522538171\">podcast\u003c/a> in which she \u003ca href=\"https://open.spotify.com/show/12xEOwnqJrsFYwuU9pOPhA\">interviews\u003c/a> teens around the world about their experiences, differences and common ground.\u003c/p>\n\u003cfigure id=\"attachment_58981\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-58981\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380.jpeg\" alt=\"\" width=\"250\" height=\"264\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-800x845.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-1020x1077.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-160x169.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-768x811.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-1454x1536.jpeg 1454w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Ma\u003c/figcaption>\u003c/figure>\n\u003cp>“I know a couple of students that have reprioritized their mental health over the pandemic,” said Nallamothu. She says these students changed track from courses solely designed to optimize college admittance to ones that better suit who they are.\u003c/p>\n\u003cp>“They’re taking courses that make them happy or make them feel challenged while prioritizing their mental health, which is really cool,” said Nallamothu. “College isn’t everything. You pursue your interests and you prioritize your mental health and then you’ll have a pretty good outlook on life.”\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=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cb>HOW TO REFORM SCHOOL\u003c/b>\u003c/p>\n\u003cp>This new approach to school largely seems to have occurred on an individual level: each student discovering what they want, the state of their mental health, and how to protect both interests in their decisions regarding class choice, college applications and how much studying to do. But students also want to see this emphasis on mental health occurring school-wide, even education system-wide, in the midst of a pandemic.\u003c/p>\n\u003cp>“People have lost family members, they’ve lost friends, they’ve lost other important figures in their life. And it’s just really hard to go through all of that, but then receive a notification on your phone saying, ‘Your teacher posted a new math assignment. It’s due tonight at 11:59 p.m.’,” said Dao.\u003c/p>\n\u003cp>Students don’t think their teachers are insensitive to what they’re going through. All of the students I spoke with expressed gratitude for their teachers, who were right there alongside them on Zoom. But based on her experiences and her podcast’s conversations, Dao wants to see greater sensitivity from schools. She wants there to be better structural support for mental health. She wants students to have a chance to share what they need and desire. And she wants schools to actively listen.\u003c/p>\n\u003cp>Dao appreciates the mental health resources her own school shares and its peer counseling program. While many things are easier in person, she posited that her peers seem less open about their mental health than they were online. Face-to-face, there’s no anonymity and there’s increased vulnerability compared with posting from a social media handle. So peer counseling programs allow students to feel supported in sharing again. The ability to talk with someone in one’s own year, someone who also knows what it’s like to be a student right now — and then to resultantly feel heard, supported and validated, is crucial, she said.\u003c/p>\n\u003cp>Szeto pointed out that some students may be skeptical about using a school resource.\u003c/p>\n\u003cp>“It’s almost like, ‘Oh, you put us through this, how could you know what we’re going through?’” he said.\u003c/p>\n\u003cp>Dao suggested schools could go beyond more formal resources and services to make adaptations that better serve students’ mental health. Some of Nallamothu’s teachers are encouraging more talking in class in general, allowing chatting between topics to go on for longer than she remembers pre-pandemic. Beyond the benefit of getting to socialize with peers again, she noticed the value of getting to talk out concepts, being directly asked for her thoughts or turning around and asking the person behind her a question. She felt more engaged. She wasn’t just speaking at her computer to rectangular video feeds of her classmates. School felt more real in person.\u003c/p>\n\u003cp>“You feel like you’re in a bigger and more connected community that way,” she said. “It’s the people that make it valuable.”\u003c/p>\n\u003cp>While Dao finds it easier to focus in person than at home — she can less easily be distracted by her phone, her family or her neighbor’s dog — she thinks the rapid adjustment makes paying attention still difficult, if in a different way. She likes that some of her teachers are providing opportunities for students to take breaks. She’s heard of students being allowed to go for a quick walk around the building and then return to class, a two-minute reset that she thinks makes a real difference for concentration.\u003c/p>\n\u003cfigure id=\"attachment_58983\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-58983\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_5443.jpeg\" alt=\"\" width=\"250\" height=\"487\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Azalia Mariscal \u003ccite>(Courtesy of Azalia Mariscal)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mariscal felt grateful to be able to leave her house when classes went back in person, but that feeling was tempered by her fear of catching Covid. Band class helps distract from that fear: she plays tuba and trombone, and couldn’t really play during online learning. She appreciates the focus required to use the specific amount of air needed to hit each note. “It’s that one thing that makes me feel better,” she said.\u003c/p>\n\u003cp>Dao wants teachers and administrators system-wide to allow students to get in touch with their emotions and personal identities, to allow students to talk about what they’re going through and what they need. Teachers should listen when students say they need more time for homework, for instance: they could correspondingly push out due dates or even assign less work.\u003c/p>\n\u003cp>Ma would like to see less busy work — she can tell the difference between an assignment that challenges her and one that seems only assigned for the sake of assigning. She said her class has been more “bold” in asking for less of that busy work, as well as in asking for extended time for work or test preparation, compared with pre-pandemic school. She feels she and many of her classmates have acquired agency and self-efficacy skills that will benefit them in the future — even if that future includes online learning.\u003c/p>\n\u003cp>“I don’t want to go to online school again. But if it’s for health reasons, it would be OK. I just have to work harder to stay focused,” said Ma.\u003c/p>\n\u003cp>This agency is presently being \u003ca href=\"https://www.kqed.org/news/11902396/shouldnt-have-to-make-this-decision-thousands-of-contra-costa-students-stay-home-citing-omicron-fears\">utilized\u003c/a> by students \u003ca href=\"https://www.washingtonpost.com/education/2022/01/14/students-walkout-covid-safety/\">nationwide\u003c/a> who have staged protests and walk-outs amidst the omicron surge to demand better Covid protections, testing and online schooling options. To only hear students’ preferences for in-person learning and to omit the context of the pandemic is disingenuous. The pandemic made even more visible systemic inequities that made safety and school most challenging for the families who needed the most help — the conditions that often worsen mental health in the first place. Students are pushing both for interesting classes and a feeling of safety at school in the ways they can.\u003c/p>\n\u003cp>\u003cb>TIME BETTER SPENT IN CLASS\u003c/b>\u003c/p>\n\u003cp>When filling out her college applications, Ma asked herself why she goes to school at all. She thought about classes where the teacher is engaging, ones where the discussions are fun. In her English class, not only are her readings insightful, but she feels there’s a depth to them. She learns more from each re-reading, then more out of her teacher’s analysis, then even more from class discussions.\u003c/p>\n\u003cp>The discussions weren’t like that on Zoom. In person, students are energetic. They build off each other. They’re funny. Ma enjoys the chance to laugh, to listen to new points of view, to participate herself. She appreciates when her English class’ readings deal with taboo topics, are open to interpretation and reflect non-Eurocentric worldviews. She’d like to see more of that. Her class read a work by Amy Tan, and Ma appreciated the chance to personally relate to the content, to connect with the narrator and to be able to draw from her own life in her analysis.\u003c/p>\n\u003cp>Ma realized she keeps going to class not just for her English teacher or fellow classmates, but because she actually likes the subject itself. Beyond grades, she feels challenged to uncover meanings and learn how to improve her own writing. The transfer from passively wanting good grades to actively wanting to learn is new, she said.\u003c/p>\n\u003cfigure id=\"attachment_58974\" class=\"wp-caption alignnone\" style=\"max-width: 1078px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58974\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile.png\" alt=\"\" width=\"1078\" height=\"1424\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/nallamothuprofile.png 1078w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/nallamothuprofile-800x1057.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/nallamothuprofile-1020x1347.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/nallamothuprofile-160x211.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/nallamothuprofile-768x1015.png 768w\" sizes=\"(max-width: 1078px) 100vw, 1078px\">\u003cfigcaption class=\"wp-caption-text\">Sirihaasa Nallamothu is one of several students who re-evaluated the role of school in their lives during the pandemic and chose to follow more personally interesting pursuits. \u003ccite>(Courtesy of Sirihaasa Nallamothu)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Moving from online to in-person laboratory experiments helped Nallamothu understand why she was learning chemistry, instead of just to achieve a good grade. Real-world applications allow students to see the value of learning beyond test scores, she said. She praised recent decisions by some universities to drop SAT or ACT score requirements for admissions and by the CollegeBoard to \u003ca href=\"https://www.politico.com/news/2021/01/22/college-board-scraps-sat-subject-tests-461357\">nix SAT subject tests\u003c/a>. She sees this as a sign that more higher-ups are realizing that understanding is far deeper than test scores: it’s about personal mastery and application.\u003c/p>\n\u003cp>Nallamothu conceived her own way of applying what she was learning. After reading her AP U.S. History textbook’s sole paragraph on the 1918 influenza, she realized she didn’t want her town’s experience from this pandemic to be similarly truncated and forgotten. So she organized the 20-Year Project, a \u003ca href=\"https://www.wjbc.com/2022/01/10/town-of-normal-preserving-artifacts-from-the-covid-19-pandemic-in-a-community-time-capsule/\">community time capsule\u003c/a>.\u003c/p>\n\u003cp>Community-based efforts by her generation give Nallamothu the hope she needs to go to school and try her best in an increasingly unpredictable world. She characterizes Gen Z as trying its best to remedy its unjust inheritances, ones that stretch back far before the pandemic.\u003c/p>\n\u003cp>“Gen Z-ers have been exposed to so much around them. They’ve been exposed to political polarization, social movements, the pandemic, \u003ca href=\"https://www.kqed.org/news/11900424/combating-climate-anxiety-how-young-activists-in-california-are-taking-action\">climate change\u003c/a>. And it feels like we’re really going to make a difference. I’ve seen so many cool people working in my community and on social media, working to make a change. So I think we’ll be in pretty good hands,” said Nallamothu.\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=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Shocking events that disrupt any idea of normalcy are now normal to this generation, Szeto argues. That means many have realized that they can’t plan for their lives using a baseline assumption that the former status quo will return, or even that the current status quo will continue.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I don’t really know if normalcy exists anymore, and I think we’re all just trying to create a new normal in a way,” said Szeto. “But I don’t really know if people can really go back to what they had before. We just went through too much for it, for us to just go back and forget everything that happened.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>By her sophomore year, Melody Dao was already enrolled in three AP classes at her high school in Los Angeles County. She expected the challenges ahead to largely be academic.\u003c/p>\n\u003cp>“Before the pandemic,” she said, “I thought I had everything planned out. Everything was going to go smoothly.”\u003c/p>\n\u003cp>Her senior year marked the first time Dao attended class in person since she was a sophomore in March 2020. She described her junior year, spent entirely online, as unmotivating and numbing. Everything seemed overwhelming. She found she couldn’t conjure the same amount of effort she did pre-pandemic to a classroom on Zoom, something we now know is a common experience among students.\u003c/p>\n\u003cp>“Before the pandemic, I was kind of focusing. Then during the pandemic and distance learning, I feel like I just kind of lost it a bit,” said Azalia Mariscal, a junior at Richmond High School in Richmond, California. Mariscal took care of her younger siblings during the school day, helping them focus on their classes and occasionally cooking their meals. She felt there was a lot more to do than just school — which made finding the motivation to pay attention in class and do school work difficult online. Teens took on caregiving roles for their families at a time when the balancing of paid and domestic labor forced women out of the workforce at a disproportionate rate: Estimates in May 2021 placed the figure at \u003ca href=\"https://www.npr.org/2021/05/26/999952298/women-left-their-jobs-to-be-caregivers-a-business-coalition-wants-companies-to-h\">400,000 more\u003c/a> U.S. women left than men.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Much of the coverage on Covid’s effects on adolescent mental health focuses on isolation from peers or a desire for normalcy. But for some students, not doing well on \u003ca href=\"https://www.kqed.org/mindshift/58055/dont-go-back-to-the-old-normal-opportunities-for-adolescent-learning-revealed-by-covid-19\">Zoom school\u003c/a> interfered with self-identities they were deeply invested in.\u003c/p>\n\u003cp>“It was a hard realization to realize that I wasn’t the student that I was before and I couldn’t be as motivated as I was before,” said Ian Szeto, also a high school senior in Los Angeles County.\u003c/p>\n\u003cp>Even though his junior year was online, Szeto found his courses were rigorous, eroding his confidence when he \u003ca href=\"https://www.latimes.com/california/story/2021-11-08/as-ds-and-fs-soar-schools-ditch-inequitable-grade-systems\">couldn’t meet expectations\u003c/a> as he once did. With so much of his self esteem and identity based in school, he felt as though he’d lost who he thought he was.\u003c/p>\n\u003cp>“It just felt very frustrating and tiring,” said Szeto.\u003c/p>\n\u003cp>This sentiment seemed widespread amongst his classmates: Szeto recalled Zoom classes where, the moment class wrapped with a teacher’s dismissal, 15 or so students would disappear instantly — as though they’d been hovering over the “Leave” button. It wasn’t as though they had places to be, he said. They just couldn’t take being in class anymore.\u003c/p>\n\u003cfigure id=\"attachment_58988\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-58988\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/Podcast-Logo.png\" alt=\"Study Break with Melody Dao podcast\" width=\"250\" height=\"249\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Podcast-Logo.png 2663w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Podcast-Logo-800x798.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Podcast-Logo-1020x1018.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Podcast-Logo-160x160.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Podcast-Logo-768x766.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Podcast-Logo-1536x1533.png 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Podcast-Logo-2048x2043.png 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/Podcast-Logo-1920x1916.png 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">During the pandemic, Melody Dao decided to focus less on school and more on what interests her, such as creating a podcast.\u003c/figcaption>\u003c/figure>\n\u003cp>“With everything happening outside of school, how could I focus on school?” asked Dao. “I learned that, yeah, school is not that serious. So why should I focus on it when I can focus on other things that matter more to me?”\u003c/p>\n\u003cp>That’s not to say Dao stopped attending school, or even that she stopped working hard in her classes. But she de-centered school and grades from her priorities focusing instead on her family, her friends, her mental health and her dedication to helping others outside of school.\u003c/p>\n\u003cp>This self-first approach to high school was novel for many of these high school students. Instead of forcing themselves into being or becoming straight-A students, they began thinking about how school could best serve them. They decided to make time for themselves and prioritize what they care about. Many decided to safeguard their mental health.\u003c/p>\n\u003cp>Sound familiar?\u003c/p>\n\u003cp>In continuation of last year’s upward trend of \u003ca href=\"https://www.shrm.org/resourcesandtools/hr-topics/talent-acquisition/pages/interactive-quits-level-by-year.aspx\">voluntary resignations\u003c/a>, a record 4.5 million adults \u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\">quit\u003c/a> their jobs in November 2021, according to the \u003ca href=\"https://www.bls.gov/news.release/jolts.t04.htm\">most recent data\u003c/a> from the\u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\"> U.S. Bureau of Labor Statistics\u003c/a>. While some economists \u003ca href=\"https://www.kqed.org/forum/2010101887279/beyond-the-great-resignation-how-the-u-s-job-market-broke\">complain\u003c/a> that “\u003ca href=\"https://fortune.com/2022/01/04/great-resignation-record-quit-rate-4-5-million/\">The Great Resignation\u003c/a>” or “The Big Quit” has been largely misunderstood by the media and general public for its failure to take into account retirement and job-swapping rates, many find it undeniable that Covid has influenced the employment conditions workers desire and demand from their employers.\u003c/p>\n\u003cp>Unlike adults, in most states, teens can’t really just quit school. But during the pandemic, teens also experienced a mindset shift as to the best conditions that would facilitate their learning, the ways they prefer to learn, and the role school should play in their lives.\u003c/p>\n\u003cp>These students said the pandemic caused them to approach school differently than they did as freshmen or sophomores in March 2020. Though attitude changes and re-prioritizations are par for the course in adolescence, these teens’ experiences are larger than that: they can draw direct lines from their time spent in isolation, in online classrooms, in the ongoing fear they or their loved ones could become sick — to the students they are now, and to what they value most.\u003c/p>\n\u003cp>\u003cb>DECENTERING SCHOOL\u003c/b>\u003c/p>\n\u003cp>One of the biggest realizations these teens expressed was that school — and by extension, college — wasn’t everything. The speed with which Covid razed once normal, taken-for-granted routines made the future even less predictable. Many students looked inward and asked themselves what they wanted, rather than what was expected of them.\u003c/p>\n\u003cp>Szeto shared that many of his classmates reconsidered their planned majors — wanting to pursue subjects they were actually passionate about — and reconsidered college itself. Some debated whether a high tuition would be worth a university experience that could be largely online. Others reconsidered life plans, given the odds that they would have to work remotely or that another life-altering event could happen. Why not spend your time on this earth doing what you want?\u003c/p>\n\u003cfigure id=\"attachment_58985\" class=\"wp-caption alignnone\" style=\"max-width: 1364px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58985\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_0019.jpg\" alt=\"\" width=\"1364\" height=\"1819\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_0019.jpg 1364w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_0019-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_0019-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_0019-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_0019-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_0019-1152x1536.jpg 1152w\" sizes=\"(max-width: 1364px) 100vw, 1364px\">\u003cfigcaption class=\"wp-caption-text\">Ian Szeto \u003ccite>(Courtesy of Ian Szeto)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During shelter-in-place, many students — like their adult counterparts — developed hobbies, reignited passions or aligned priorities. Some students went so far as to realize that the untold amounts of effort they spent \u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">striving for an ‘A’\u003c/a> in a subject they weren’t passionate about might not be as worthy a use of their time. A lower grade and more time to work on their own extracurricular projects provided a balance that felt more true.\u003c/p>\n\u003cp>“Now that there’s been this pandemic, it’s given me more opportunity to reflect. And it’s made me come to the realization that I want to prioritize my interests,” said Sirihaasa Nallamothu, a high school junior in Normal, Illinois.\u003c/p>\n\u003cp>Nallamothu learned new coding languages, as did Danielle Ma, a high school senior in Los Angeles County. Szeto spent more time sewing — he designed, cut and stitched the backpack he now wears to school. He feels a rush of pride when classmates compliment him and ask where it’s from. Dao created a \u003ca href=\"https://podcasts.apple.com/us/podcast/study-break/id1522538171\">podcast\u003c/a> in which she \u003ca href=\"https://open.spotify.com/show/12xEOwnqJrsFYwuU9pOPhA\">interviews\u003c/a> teens around the world about their experiences, differences and common ground.\u003c/p>\n\u003cfigure id=\"attachment_58981\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-58981\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380.jpeg\" alt=\"\" width=\"250\" height=\"264\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-800x845.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-1020x1077.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-160x169.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-768x811.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_1584-scaled-e1643003971380-1454x1536.jpeg 1454w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Ma\u003c/figcaption>\u003c/figure>\n\u003cp>“I know a couple of students that have reprioritized their mental health over the pandemic,” said Nallamothu. She says these students changed track from courses solely designed to optimize college admittance to ones that better suit who they are.\u003c/p>\n\u003cp>“They’re taking courses that make them happy or make them feel challenged while prioritizing their mental health, which is really cool,” said Nallamothu. “College isn’t everything. You pursue your interests and you prioritize your mental health and then you’ll have a pretty good outlook on life.”\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=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cb>HOW TO REFORM SCHOOL\u003c/b>\u003c/p>\n\u003cp>This new approach to school largely seems to have occurred on an individual level: each student discovering what they want, the state of their mental health, and how to protect both interests in their decisions regarding class choice, college applications and how much studying to do. But students also want to see this emphasis on mental health occurring school-wide, even education system-wide, in the midst of a pandemic.\u003c/p>\n\u003cp>“People have lost family members, they’ve lost friends, they’ve lost other important figures in their life. And it’s just really hard to go through all of that, but then receive a notification on your phone saying, ‘Your teacher posted a new math assignment. It’s due tonight at 11:59 p.m.’,” said Dao.\u003c/p>\n\u003cp>Students don’t think their teachers are insensitive to what they’re going through. All of the students I spoke with expressed gratitude for their teachers, who were right there alongside them on Zoom. But based on her experiences and her podcast’s conversations, Dao wants to see greater sensitivity from schools. She wants there to be better structural support for mental health. She wants students to have a chance to share what they need and desire. And she wants schools to actively listen.\u003c/p>\n\u003cp>Dao appreciates the mental health resources her own school shares and its peer counseling program. While many things are easier in person, she posited that her peers seem less open about their mental health than they were online. Face-to-face, there’s no anonymity and there’s increased vulnerability compared with posting from a social media handle. So peer counseling programs allow students to feel supported in sharing again. The ability to talk with someone in one’s own year, someone who also knows what it’s like to be a student right now — and then to resultantly feel heard, supported and validated, is crucial, she said.\u003c/p>\n\u003cp>Szeto pointed out that some students may be skeptical about using a school resource.\u003c/p>\n\u003cp>“It’s almost like, ‘Oh, you put us through this, how could you know what we’re going through?’” he said.\u003c/p>\n\u003cp>Dao suggested schools could go beyond more formal resources and services to make adaptations that better serve students’ mental health. Some of Nallamothu’s teachers are encouraging more talking in class in general, allowing chatting between topics to go on for longer than she remembers pre-pandemic. Beyond the benefit of getting to socialize with peers again, she noticed the value of getting to talk out concepts, being directly asked for her thoughts or turning around and asking the person behind her a question. She felt more engaged. She wasn’t just speaking at her computer to rectangular video feeds of her classmates. School felt more real in person.\u003c/p>\n\u003cp>“You feel like you’re in a bigger and more connected community that way,” she said. “It’s the people that make it valuable.”\u003c/p>\n\u003cp>While Dao finds it easier to focus in person than at home — she can less easily be distracted by her phone, her family or her neighbor’s dog — she thinks the rapid adjustment makes paying attention still difficult, if in a different way. She likes that some of her teachers are providing opportunities for students to take breaks. She’s heard of students being allowed to go for a quick walk around the building and then return to class, a two-minute reset that she thinks makes a real difference for concentration.\u003c/p>\n\u003cfigure id=\"attachment_58983\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-58983\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_5443.jpeg\" alt=\"\" width=\"250\" height=\"487\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Azalia Mariscal \u003ccite>(Courtesy of Azalia Mariscal)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mariscal felt grateful to be able to leave her house when classes went back in person, but that feeling was tempered by her fear of catching Covid. Band class helps distract from that fear: she plays tuba and trombone, and couldn’t really play during online learning. She appreciates the focus required to use the specific amount of air needed to hit each note. “It’s that one thing that makes me feel better,” she said.\u003c/p>\n\u003cp>Dao wants teachers and administrators system-wide to allow students to get in touch with their emotions and personal identities, to allow students to talk about what they’re going through and what they need. Teachers should listen when students say they need more time for homework, for instance: they could correspondingly push out due dates or even assign less work.\u003c/p>\n\u003cp>Ma would like to see less busy work — she can tell the difference between an assignment that challenges her and one that seems only assigned for the sake of assigning. She said her class has been more “bold” in asking for less of that busy work, as well as in asking for extended time for work or test preparation, compared with pre-pandemic school. She feels she and many of her classmates have acquired agency and self-efficacy skills that will benefit them in the future — even if that future includes online learning.\u003c/p>\n\u003cp>“I don’t want to go to online school again. But if it’s for health reasons, it would be OK. I just have to work harder to stay focused,” said Ma.\u003c/p>\n\u003cp>This agency is presently being \u003ca href=\"https://www.kqed.org/news/11902396/shouldnt-have-to-make-this-decision-thousands-of-contra-costa-students-stay-home-citing-omicron-fears\">utilized\u003c/a> by students \u003ca href=\"https://www.washingtonpost.com/education/2022/01/14/students-walkout-covid-safety/\">nationwide\u003c/a> who have staged protests and walk-outs amidst the omicron surge to demand better Covid protections, testing and online schooling options. To only hear students’ preferences for in-person learning and to omit the context of the pandemic is disingenuous. The pandemic made even more visible systemic inequities that made safety and school most challenging for the families who needed the most help — the conditions that often worsen mental health in the first place. Students are pushing both for interesting classes and a feeling of safety at school in the ways they can.\u003c/p>\n\u003cp>\u003cb>TIME BETTER SPENT IN CLASS\u003c/b>\u003c/p>\n\u003cp>When filling out her college applications, Ma asked herself why she goes to school at all. She thought about classes where the teacher is engaging, ones where the discussions are fun. In her English class, not only are her readings insightful, but she feels there’s a depth to them. She learns more from each re-reading, then more out of her teacher’s analysis, then even more from class discussions.\u003c/p>\n\u003cp>The discussions weren’t like that on Zoom. In person, students are energetic. They build off each other. They’re funny. Ma enjoys the chance to laugh, to listen to new points of view, to participate herself. She appreciates when her English class’ readings deal with taboo topics, are open to interpretation and reflect non-Eurocentric worldviews. She’d like to see more of that. Her class read a work by Amy Tan, and Ma appreciated the chance to personally relate to the content, to connect with the narrator and to be able to draw from her own life in her analysis.\u003c/p>\n\u003cp>Ma realized she keeps going to class not just for her English teacher or fellow classmates, but because she actually likes the subject itself. Beyond grades, she feels challenged to uncover meanings and learn how to improve her own writing. The transfer from passively wanting good grades to actively wanting to learn is new, she said.\u003c/p>\n\u003cfigure id=\"attachment_58974\" class=\"wp-caption alignnone\" style=\"max-width: 1078px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58974\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/nallamothuprofile.png\" alt=\"\" width=\"1078\" height=\"1424\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/nallamothuprofile.png 1078w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/nallamothuprofile-800x1057.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/nallamothuprofile-1020x1347.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/nallamothuprofile-160x211.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/nallamothuprofile-768x1015.png 768w\" sizes=\"(max-width: 1078px) 100vw, 1078px\">\u003cfigcaption class=\"wp-caption-text\">Sirihaasa Nallamothu is one of several students who re-evaluated the role of school in their lives during the pandemic and chose to follow more personally interesting pursuits. \u003ccite>(Courtesy of Sirihaasa Nallamothu)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Moving from online to in-person laboratory experiments helped Nallamothu understand why she was learning chemistry, instead of just to achieve a good grade. Real-world applications allow students to see the value of learning beyond test scores, she said. She praised recent decisions by some universities to drop SAT or ACT score requirements for admissions and by the CollegeBoard to \u003ca href=\"https://www.politico.com/news/2021/01/22/college-board-scraps-sat-subject-tests-461357\">nix SAT subject tests\u003c/a>. She sees this as a sign that more higher-ups are realizing that understanding is far deeper than test scores: it’s about personal mastery and application.\u003c/p>\n\u003cp>Nallamothu conceived her own way of applying what she was learning. After reading her AP U.S. History textbook’s sole paragraph on the 1918 influenza, she realized she didn’t want her town’s experience from this pandemic to be similarly truncated and forgotten. So she organized the 20-Year Project, a \u003ca href=\"https://www.wjbc.com/2022/01/10/town-of-normal-preserving-artifacts-from-the-covid-19-pandemic-in-a-community-time-capsule/\">community time capsule\u003c/a>.\u003c/p>\n\u003cp>Community-based efforts by her generation give Nallamothu the hope she needs to go to school and try her best in an increasingly unpredictable world. She characterizes Gen Z as trying its best to remedy its unjust inheritances, ones that stretch back far before the pandemic.\u003c/p>\n\u003cp>“Gen Z-ers have been exposed to so much around them. They’ve been exposed to political polarization, social movements, the pandemic, \u003ca href=\"https://www.kqed.org/news/11900424/combating-climate-anxiety-how-young-activists-in-california-are-taking-action\">climate change\u003c/a>. And it feels like we’re really going to make a difference. I’ve seen so many cool people working in my community and on social media, working to make a change. So I think we’ll be in pretty good hands,” said Nallamothu.\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=KQINC5636330471\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Shocking events that disrupt any idea of normalcy are now normal to this generation, Szeto argues. That means many have realized that they can’t plan for their lives using a baseline assumption that the former status quo will return, or even that the current status quo will continue.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When Micia Mosely connected with her former student who had become a teacher, she thought, “I don’t want what happened to me to happen to her.” As a Black teacher in San Francisco, her former student was struggling with burnout and considering leaving the profession altogether. Like Mosely had when she was a young teacher, her former student was falling victim to what former U.S. Secretary of Education John King calls the \u003c/span>\u003ca href=\"https://www.washingtonpost.com/opinions/the-invisible-tax-on-black-teachers/2016/05/15/6b7bea06-16f7-11e6-aa55-670cabef46e0_story.html\">\u003cspan style=\"font-weight: 400\">“invisible tax” put on educators of color\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “There is so much that’s expected of us relative to being the liaison between Black families and schools, and really to do a lot of invisible and uncompensated work,” said Mosely. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Their shared story reflects the experiences of many Black educators and highlights an equally concerning Black teacher shortage nested within the national teacher shortage. In response to the \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0022487118812418\">\u003cspan style=\"font-weight: 400\">“push out factors”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that often burden Black educators, Mosley founded the \u003c/span>\u003ca href=\"https://www.blackteacherproject.org/\">\u003cspan style=\"font-weight: 400\">Black Teacher Project \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">(BTP), an organization that supports the shrinking population of Black teachers through leadership-focused professional development to ensure their schools are liberatory learning environments. \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=KQINC1545339134\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every Student Deserves a Black Teacher,” BTP’s slogan, draws from research that shows \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400\">students of all races/ethnicities have more favorable views of Black teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and evidence showing Black teachers’ \u003c/span>\u003ca href=\"https://www.educationnext.org/the-race-connection/\">\u003cspan style=\"font-weight: 400\">high expectations for Black students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> leads to better learning outcomes. Their vision is that “every student will benefit from the diversity, excellence, and leadership of an empo\u003c/span>\u003cspan style=\"font-weight: 400\">wered Black teaching force” and for Black teachers to work in environments that appreciate all of their gifts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we think about non-black students, for many, the only interaction they’ll have with a Black person who is in authority and has a knowledge base greater than theirs is in the classroom,” said Mosely. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Recruitment, retention and relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When school leaders come to Mosely looking to hire Black teachers, her first question might surprise them: “Why do you want a Black teacher at your school?” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While the reasons for hiring Black teachers may seem obvious to many, there is such a thing as hiring Black teachers for the wrong reason. “People won’t admit it, but underneath the desire it’s really about the management of Black bodies,” said Mosely. “When a Black child gets in trouble, it is often a Black adult who is called upon to address the situation.” Schools often push teachers into roles where their \u003c/span>\u003ca href=\"https://edtrust.org/wp-content/uploads/2014/09/ThroughOurEyes.pdf\">\u003cspan style=\"font-weight: 400\">job is to manage behavior.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Mosely notes that Black educators are likely to be deans or be directed to participate on culture and climate committees rather than on instructional leadership teams. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seeing Black educators as disciplinarians also results in Black teachers getting less support and recognition for their effectiveness when they have a well-behaved classroom. “Schools don’t often pore into Black teachers \u003c/span>in the way that they may other teachers because of the optics of discipline. It seems like everything’s calm, as though a successful classroom is simply students not misbehaving,” she said. Because of their success, these teachers are usually saddled with attending to students with behavioral issues and are left with little time to advance their teaching practices.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Good behavior in B\u003c/span>\u003cspan style=\"font-weight: 400\">lack teachers’ classrooms is often indicative of their strong relationships with students, not their skill as disciplinarians. “Researchers talk about this concept of \u003c/span>\u003ca href=\"https://www.sjsu.edu/faculty/marachi/mle/Warm%20Demander%20Article.pdf\">\u003cspan style=\"font-weight: 400\">warm demanders,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who are the folks who can tap into the emotional needs of a young person and still have demands of them academically,” \u003c/span>\u003cspan style=\"font-weight: 400\">said Mosely. “That phrase ‘warm demander’ is most often associated with Black teachers.” School leaders who intend to hire \u003c/span>\u003cspan style=\"font-weight: 400\">Black teachers must be prepared to both support the\u003c/span>\u003cspan style=\"font-weight: 400\">m with professional development and the structures that will allow their effective teaching practices to flourish. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mosely uses work by \u003c/span>\u003ca href=\"https://belonging.berkeley.edu/john-powell\">\u003cspan style=\"font-weight: 400\">john a. powell, Director of the Othering & Belonging Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at UC\u003c/span> Berkeley to explain why schools need to move\u003ca href=\"https://www.kqed.org/mindshift/57280/strategies-for-retaining-teachers-of-color-and-making-schools-more-equitable\"> Black teacher recruitment and retention efforts\u003c/a> beyond inclusion to authentic belongin\u003cspan style=\"font-weight: 400\">g. “Inclusion means you can get included in what we’re doing,” said Mosely. “Belonging says when I go into that environment, it changes.” This may look like shifting prioritization away from test scores towards relationships, or a willingness to have structures and processes shift in order to accommodate Black teachers’ expertise. “It doesn’t mean that you don’t value assessment, but you’re also going to need to create space to value people,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Healing as professional development \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As evidenced by \u003c/span>\u003ca href=\"https://www.childtrends.org/publications/despite-reductions-black-students-and-students-with-disabilities-remain-more-likely-to-experience-suspension\">\u003cspan style=\"font-weight: 400\">disproportionate discipline rates \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/survey-of-mostly-white-educators-finds-1-in-5-think-textbooks-accurately-reflect-people-of-color/2020/06\">\u003cspan style=\"font-weight: 400\">curriculum that usually privileges white perspectives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Black students have had to figure out how to navigate a school system that was not created for them to succeed. That was the case when Mosely, as a young student, was bussed from her neighborhood to a mostly white school. “It was painful to go to a predominantly white institution where folks automatically assume that I wasn’t smart enough,” she said. Like Mosely, many Black teachers who remember learning in an unwelcoming and racist school system use their experiences to be better teachers. “Black teachers are focused on the well-being of the whole child and healing from all forms of oppression, which is something that successful Black teachers have had to figure out how to do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though many Black teachers have been able to turn their difficult learning experiences into strong teaching practices, they need to do their own healing in order to become effective educators. “For many Black teachers, you’re dealing with the residual pain of however you navigated the system,” said Mosely. While healing may not seem like it falls under professional development, BTP spends a lot of time helping Black educators unpack experiences of \u003c/span>\u003ca href=\"https://www.learningforjustice.org/magazine/yeah-but-theyre-white\">\u003cspan style=\"font-weight: 400\">internalized oppression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or feelings of inadequacy they might have picked up in the educational system. To Mosely and others at BTP, self and community care as a professional practice enables Black teachers to not burnout and continue to show up better for students. The healing work keeps them from perpetuating a harmful and oftentimes racist system.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-scaled.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-58909 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Black teachers are the focus of BTP, but Mosely makes it clear that all teachers are in need of healing, whether it’s because becoming a teacher went against your parents expectations or needing to understand the weight and responsibilities of being a teacher with certain identities. “When we think about everyone focusing on healing as part of professional practice, it allows us to move forward with a clearer understanding of who we are and what’s ours to do,” said Mosely, noting that the pandemic and its effect on schools has made the need for healing even greater. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the ways this healing can take place is through participation in affinity groups, or groupings of people with a shared identity. Mosely said that being in affinity groups like Black Teacher Project enables its participants to step outside systemic expectations and allow different practices to emerge. With a sense of purpose, together, they explore their shared experiences, histories and healing practices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though BTP focuses their support on Black teachers, Mosely said that all groupings benefit from affinity groups as long as they have a clear learning and healing agenda. For instance, a white affinity group may learn about the history of white antiracists, how they have come to be called white, and how to heal from the ways they too have been harmed by oppression. “We always talk about oppression as though it only harmed people of color, but white folks have been stripped of their humanity as well,” Mosely said.\u003c/span>\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>\u003cspan style=\"font-weight: 400\">When Micia Mosely connected with her former student who had become a teacher, she thought, “I don’t want what happened to me to happen to her.” As a Black teacher in San Francisco, her former student was struggling with burnout and considering leaving the profession altogether. Like Mosely had when she was a young teacher, her former student was falling victim to what former U.S. Secretary of Education John King calls the \u003c/span>\u003ca href=\"https://www.washingtonpost.com/opinions/the-invisible-tax-on-black-teachers/2016/05/15/6b7bea06-16f7-11e6-aa55-670cabef46e0_story.html\">\u003cspan style=\"font-weight: 400\">“invisible tax” put on educators of color\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “There is so much that’s expected of us relative to being the liaison between Black families and schools, and really to do a lot of invisible and uncompensated work,” said Mosely. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Their shared story reflects the experiences of many Black educators and highlights an equally concerning Black teacher shortage nested within the national teacher shortage. In response to the \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0022487118812418\">\u003cspan style=\"font-weight: 400\">“push out factors”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that often burden Black educators, Mosley founded the \u003c/span>\u003ca href=\"https://www.blackteacherproject.org/\">\u003cspan style=\"font-weight: 400\">Black Teacher Project \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">(BTP), an organization that supports the shrinking population of Black teachers through leadership-focused professional development to ensure their schools are liberatory learning environments. \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=KQINC1545339134\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every Student Deserves a Black Teacher,” BTP’s slogan, draws from research that shows \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400\">students of all races/ethnicities have more favorable views of Black teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and evidence showing Black teachers’ \u003c/span>\u003ca href=\"https://www.educationnext.org/the-race-connection/\">\u003cspan style=\"font-weight: 400\">high expectations for Black students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> leads to better learning outcomes. Their vision is that “every student will benefit from the diversity, excellence, and leadership of an empo\u003c/span>\u003cspan style=\"font-weight: 400\">wered Black teaching force” and for Black teachers to work in environments that appreciate all of their gifts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When we think about non-black students, for many, the only interaction they’ll have with a Black person who is in authority and has a knowledge base greater than theirs is in the classroom,” said Mosely. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Recruitment, retention and relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When school leaders come to Mosely looking to hire Black teachers, her first question might surprise them: “Why do you want a Black teacher at your school?” \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 the reasons for hiring Black teachers may seem obvious to many, there is such a thing as hiring Black teachers for the wrong reason. “People won’t admit it, but underneath the desire it’s really about the management of Black bodies,” said Mosely. “When a Black child gets in trouble, it is often a Black adult who is called upon to address the situation.” Schools often push teachers into roles where their \u003c/span>\u003ca href=\"https://edtrust.org/wp-content/uploads/2014/09/ThroughOurEyes.pdf\">\u003cspan style=\"font-weight: 400\">job is to manage behavior.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Mosely notes that Black educators are likely to be deans or be directed to participate on culture and climate committees rather than on instructional leadership teams. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Seeing Black educators as disciplinarians also results in Black teachers getting less support and recognition for their effectiveness when they have a well-behaved classroom. “Schools don’t often pore into Black teachers \u003c/span>in the way that they may other teachers because of the optics of discipline. It seems like everything’s calm, as though a successful classroom is simply students not misbehaving,” she said. Because of their success, these teachers are usually saddled with attending to students with behavioral issues and are left with little time to advance their teaching practices.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Good behavior in B\u003c/span>\u003cspan style=\"font-weight: 400\">lack teachers’ classrooms is often indicative of their strong relationships with students, not their skill as disciplinarians. “Researchers talk about this concept of \u003c/span>\u003ca href=\"https://www.sjsu.edu/faculty/marachi/mle/Warm%20Demander%20Article.pdf\">\u003cspan style=\"font-weight: 400\">warm demanders,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who are the folks who can tap into the emotional needs of a young person and still have demands of them academically,” \u003c/span>\u003cspan style=\"font-weight: 400\">said Mosely. “That phrase ‘warm demander’ is most often associated with Black teachers.” School leaders who intend to hire \u003c/span>\u003cspan style=\"font-weight: 400\">Black teachers must be prepared to both support the\u003c/span>\u003cspan style=\"font-weight: 400\">m with professional development and the structures that will allow their effective teaching practices to flourish. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mosely uses work by \u003c/span>\u003ca href=\"https://belonging.berkeley.edu/john-powell\">\u003cspan style=\"font-weight: 400\">john a. powell, Director of the Othering & Belonging Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at UC\u003c/span> Berkeley to explain why schools need to move\u003ca href=\"https://www.kqed.org/mindshift/57280/strategies-for-retaining-teachers-of-color-and-making-schools-more-equitable\"> Black teacher recruitment and retention efforts\u003c/a> beyond inclusion to authentic belongin\u003cspan style=\"font-weight: 400\">g. “Inclusion means you can get included in what we’re doing,” said Mosely. “Belonging says when I go into that environment, it changes.” This may look like shifting prioritization away from test scores towards relationships, or a willingness to have structures and processes shift in order to accommodate Black teachers’ expertise. “It doesn’t mean that you don’t value assessment, but you’re also going to need to create space to value people,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Healing as professional development \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As evidenced by \u003c/span>\u003ca href=\"https://www.childtrends.org/publications/despite-reductions-black-students-and-students-with-disabilities-remain-more-likely-to-experience-suspension\">\u003cspan style=\"font-weight: 400\">disproportionate discipline rates \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/survey-of-mostly-white-educators-finds-1-in-5-think-textbooks-accurately-reflect-people-of-color/2020/06\">\u003cspan style=\"font-weight: 400\">curriculum that usually privileges white perspectives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Black students have had to figure out how to navigate a school system that was not created for them to succeed. That was the case when Mosely, as a young student, was bussed from her neighborhood to a mostly white school. “It was painful to go to a predominantly white institution where folks automatically assume that I wasn’t smart enough,” she said. Like Mosely, many Black teachers who remember learning in an unwelcoming and racist school system use their experiences to be better teachers. “Black teachers are focused on the well-being of the whole child and healing from all forms of oppression, which is something that successful Black teachers have had to figure out how to do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though many Black teachers have been able to turn their difficult learning experiences into strong teaching practices, they need to do their own healing in order to become effective educators. “For many Black teachers, you’re dealing with the residual pain of however you navigated the system,” said Mosely. While healing may not seem like it falls under professional development, BTP spends a lot of time helping Black educators unpack experiences of \u003c/span>\u003ca href=\"https://www.learningforjustice.org/magazine/yeah-but-theyre-white\">\u003cspan style=\"font-weight: 400\">internalized oppression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or feelings of inadequacy they might have picked up in the educational system. To Mosely and others at BTP, self and community care as a professional practice enables Black teachers to not burnout and continue to show up better for students. The healing work keeps them from perpetuating a harmful and oftentimes racist system.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-scaled.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-58909 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/IMG_7202-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/01/IMG_7202-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Black teachers are the focus of BTP, but Mosely makes it clear that all teachers are in need of healing, whether it’s because becoming a teacher went against your parents expectations or needing to understand the weight and responsibilities of being a teacher with certain identities. “When we think about everyone focusing on healing as part of professional practice, it allows us to move forward with a clearer understanding of who we are and what’s ours to do,” said Mosely, noting that the pandemic and its effect on schools has made the need for healing even greater. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the ways this healing can take place is through participation in affinity groups, or groupings of people with a shared identity. Mosely said that being in affinity groups like Black Teacher Project enables its participants to step outside systemic expectations and allow different practices to emerge. With a sense of purpose, together, they explore their shared experiences, histories and healing practices. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though BTP focuses their support on Black teachers, Mosely said that all groupings benefit from affinity groups as long as they have a clear learning and healing agenda. For instance, a white affinity group may learn about the history of white antiracists, how they have come to be called white, and how to heal from the ways they too have been harmed by oppression. “We always talk about oppression as though it only harmed people of color, but white folks have been stripped of their humanity as well,” Mosely 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>\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\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Teacher Leah Calote pulled up a big digital stopwatch on her shared screen. “You are going to have 90 seconds to grab anything around you to make a party costume,” she told the advanced theater arts students in her Zoom classroom. It was March 2021, and Rancho Campana High School, like others in California, was operating virtually amid the COVID-19 pandemic. At the word “go,” students ducked out of view or switched off their cameras while they assembled impromptu get-ups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students donned a wig or Halloween mask. One wore a banana-colored hoodie and clutched a Curious George toy to be “the man in the yellow hat.” Another applied magenta lipstick and tugged on a blazer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Ally, what are you?” Calote asked the blazer-wearer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I am a girl boss!” the teen replied, flashing victory ‘v’s with her fingers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Oh, yeah, you are!” Calote said, laughing. “Girl boss! 2021!”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Calote’s classes, students spend a lot of time in character. But when they’re not performing, she wants them to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for\">\u003cspan style=\"font-weight: 400\">feel safe just being themselves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To encourage that, Calote tries to model it. She participates in warm-up games, shares parts of her life from beyond school, and, perhaps most importantly, she’s honest about her emotions, both the highs and the lows. “You have to have boundaries,” Calote says, but she advocates “being generous with the things that you can so that (students) can feel safe being generous and compassionate with each other.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That kind of openness is not the norm, according to \u003c/span>\u003ca href=\"https://education.virginia.edu/patricia-jennings\">\u003cspan style=\"font-weight: 400\">Patricia Jennings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a University of Virginia researcher who studies teacher stress and how it affects the social emotional context of the classroom. Jennings said that our modern education system tends to view teachers “as people who are always sweet and wonderful and nice and kind and engaged.” But that ideal is impossible to maintain 100% of the time. “Of course, we as teachers all have feelings. And so what happens is teachers suppress those uncomfortable feelings.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Suppressing negative emotions isn’t good for anyone, Jennings said. It just makes stress worse. The coronavirus pandemic has brought that reality into focus for educators. Over the past year and half, teachers have described the heavy burden of worrying about their students’ academic progress and their own health while being \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58221/down-with-toxic-positivity-for-teachers-and-students-healing-isnt-blind-optimism\">\u003cspan style=\"font-weight: 400\">asked to embody a constant “we can do this!” spirit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the face of frequent changes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Calote, being truthful about the challenges has been the only realistic way to survive the rollercoaster of uncertainty — and help her students do the same. While \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/what-teachers-who-might-quit-are-really-thinking/2021/10\">\u003cspan style=\"font-weight: 400\">many teachers have contemplated quitting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the pandemic, Calote’s approach has helped her reaffirm that \u003c/span>\u003ca href=\"https://twitter.com/RanchoBackstage/status/1405217960516485121\">\u003cspan style=\"font-weight: 400\">she belongs in the classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\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=KQINC9181391206\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch1>\u003cb>Seeing the tears\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the nadirs for Calote’s advanced theater class came in early April. Throughout the prior summer and fall, the veteran teacher put a lot of effort into learning the ropes of digital theater. In the spring, her students dove into creating a show that they could perform on Zoom. They decided to do two versions of the murder mystery Clue — one traditional and one with a modern twist. In both versions, the audience would be able to visit different virtual rooms and make choices that affected the story.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was exciting. It was innovative. “What you are doing is not being done in most places in the world,” Calote told the young thespians.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But then, after months of adapting to a new artistic form, Calote received an unexpected email from the superintendent. The \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2021/01/28/960901166/how-is-the-covid-19-vaccination-campaign-going-in-your-state\">\u003cspan style=\"font-weight: 400\">coronavirus vaccine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was rolling out across the country. Pressure to reopen school buildings was mounting. Calote’s superintendent wrote that district teachers would be mandated to return to school buildings within a few weeks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The news sent Calote reeling. She worried for own health. She worried for her students who weren’t old enough to be vaccinated. And she quickly realized that their plans for Clue would be untenable in the new arrangement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because Calote’s classroom at Rancho Campana has no windows, her principal said the school would place air scrubbers near the door. Those machines are loud. Students who remained virtual would hear a sound like a constant ocean wave when Calote or her in-person students spoke into their microphones. Even those in the classroom would have a hard time hearing each other through the noise and masks. The interactive Zoom show they’d been planning could not go on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calote’s voice shook as she broke the news to her students over Zoom. “Sorry, I’m trying to like, stay calm. My heart is beating really fast right now,” she said. As she spoke, students sent her messages like, “I’m so sorry you have to go in like this. It’s unfair,” and “It’s OK, Ms. Calote, you’ve done so much for us.” Seeing the messages, Calote’s tears spilled over. She reached for a tissue and wiped her eyes. Then she promised students that she’d find new, safe ways for them to perform and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning\">\u003cspan style=\"font-weight: 400\">create\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’ll, it’ll be fine,” she said. “I know it doesn’t look like it right now because I’m kind of a mess. But, you know, it’s very shocking and pretty new.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a moment like this, many teachers might have tried to \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2015/10/22/450575463/it-s-okay-to-cry-in-your-car-fighting-disillusionment-as-a-first-year-teacher\">\u003cspan style=\"font-weight: 400\">hide their tears\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> until they were off camera or students left the room. But that’s not always possible. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you’re in a classroom with a bunch of students and you’re all basically captive in this room, you can’t leave,” said Jennings, the UVA professor. “When your emotions get the best of you, you have to manage them in front of everybody. You have no privacy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Is it OK for teachers to cry in class? Jennings said it’s a difficult question to answer, and it depends. But when a teacher and her students are facing a major disappointment like Calote’s class was, “being honest makes a lot of sense. … I’m sure (crying is) not your first go-to in any given situation. But when it happens, I think it’s OK.”\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Permission to feel\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calote hadn’t expected to cry that day, but she didn’t feel bad about it either. “I just did the best I could, and I knew that it’s safe to be expressive and truthful with that particular group. I didn’t need to act and put on, like, a brave face,” she said. After all, she’d been honest all year long about how the pandemic was affecting her, in hopes that students would feel comfortable \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58663/pediatricians-say-the-mental-health-crisis-among-kids-has-become-a-national-emergency\">\u003cspan style=\"font-weight: 400\">doing the same\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/RanchoBackstage/status/1395090767245320197\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jennings said it’s true that being emotionally vulnerable can give students permission to feel their own emotions. That was the case for Allison Gertler, a junior in Calote’s theater class last spring. She said she was angry at how the district’s sudden change in plans disrupted their show, and she was glad Calote didn’t try to shrug it off. “I feel like so much of school has this almost fake positivity energy. But when we come in this class, it’s actually, you know, it’s real.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to giving students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57992/the-importance-of-mourning-losses-even-when-they-seem-small\">\u003cspan style=\"font-weight: 400\">permission to feel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Jennings said that teachers can use their own stressors to model how to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57002/how-mindfulness-during-class-can-help-students-and-teachers\">\u003cspan style=\"font-weight: 400\">recognize and respond to those emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For instance, if a teacher is feeling frustrated — “which happens a lot” — they can narrate their observations and responses: “Oh, I’m noticing how frustrated I’m feeling. My shoulders are getting tense. My jaw is getting tense. I’m feeling hot. I need to take some breaths and calm myself down.” These teaching moments can provide real examples to complement more structured \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56268/how-learning-emotional-skills-can-help-boys-become-men\">\u003cspan style=\"font-weight: 400\">social emotional learning activities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in schools.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Building social connections\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are other ways that a teacher being emotionally vulnerable can positively impact students, too. Jennings said it can be “an exercise in perspective-taking” and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58638/listening-to-learn-why-ear-hustle-stories-about-prison-life-is-so-engaging-to-students\">\u003cspan style=\"font-weight: 400\">foster empathy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Take Bailey Venzon as an example. She was a senior last spring, and she said that seeing Calote cry was “a wake up call that the students aren’t the only ones that are having a hard time.” It made her appreciate how teachers “learned to do everything virtually just so they can teach us new things.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sharing feelings also builds social connections, according to Jennings. “And students feeling connected to their teachers, we know from lots of research, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">\u003cspan style=\"font-weight: 400\">helps kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Venzon said she and her peers already felt connected to Calote because they knew she was an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58487/how-parents-can-have-conversations-that-motivate-teens\">\u003cspan style=\"font-weight: 400\">empathetic listener\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: “She’s kind of like the airbags where she just stops you before hitting your head on the wheel.” But being on the other side strengthened the bond. “Since Calote has always been here for us, having her open up to us was kind of like she was saying that she trusts us.”\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=KQINC9181391206\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After Clue was cancelled, Calote’s students spent the remainder of the school year on independent creative projects, such as choreographing a ballet number or designing character makeup. While they didn’t have a stage or Zoom show to look back on, Calote saw those \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57241/six-ways-to-build-community-in-online-classrooms\">\u003cspan style=\"font-weight: 400\">connections they forged\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the year’s highs and lows as their collective achievement. “Everybody had their moments of darkness and their weeks that were terrible, and we lifted each other up during those times. I’m proud of that,” she said at the end of the year.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/RanchoBackstage/status/1405217960516485121\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For her own creative project, Calote \u003c/span>\u003ca href=\"https://twitter.com/RanchoBackstage/status/1402495170134700032\">\u003cspan style=\"font-weight: 400\">wrote a farewell song\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the seniors. The lyrics called out some of their shared memories, cheered their next steps and reminded them that “if you ever need support, you know, you’re always welcome here.” During their last class, Calote performed the song on her ukelele — just another medium for being emotionally open with students.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>The MindShift team thanks \u003ca href=\"https://www.npr.org/people/6576424/steve-drummond\">Steve Drummond\u003c/a> for editorial guidance on this story. \u003c/em>\u003c/p>\n\n",
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"excerpt": "Most teachers feel they have to hide negative emotions from students. That puts them in a tough situation because - as we showed in our episode on toxic positivity - research shows suppressing negative emotions can make stress worse. In this minisode, we look at what happens when teachers show their real emotions in class, from the highs to the lows.",
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"description": "Most teachers feel they have to hide negative emotions from students. That puts them in a tough situation because - as we showed in our episode on toxic positivity - research shows suppressing negative emotions can make stress worse. In this minisode, we look at what happens when teachers show their real emotions in class, from the highs to the lows.",
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"subhead": "What happens if teachers stop putting on a happy face, and start showing their real emotions in the classroom?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Teacher Leah Calote pulled up a big digital stopwatch on her shared screen. “You are going to have 90 seconds to grab anything around you to make a party costume,” she told the advanced theater arts students in her Zoom classroom. It was March 2021, and Rancho Campana High School, like others in California, was operating virtually amid the COVID-19 pandemic. At the word “go,” students ducked out of view or switched off their cameras while they assembled impromptu get-ups.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students donned a wig or Halloween mask. One wore a banana-colored hoodie and clutched a Curious George toy to be “the man in the yellow hat.” Another applied magenta lipstick and tugged on a blazer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Ally, what are you?” Calote asked the blazer-wearer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I am a girl boss!” the teen replied, flashing victory ‘v’s with her fingers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Oh, yeah, you are!” Calote said, laughing. “Girl boss! 2021!”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Calote’s classes, students spend a lot of time in character. But when they’re not performing, she wants them to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57646/how-unconditional-positive-regard-can-help-students-feel-cared-for\">\u003cspan style=\"font-weight: 400\">feel safe just being themselves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To encourage that, Calote tries to model it. She participates in warm-up games, shares parts of her life from beyond school, and, perhaps most importantly, she’s honest about her emotions, both the highs and the lows. “You have to have boundaries,” Calote says, but she advocates “being generous with the things that you can so that (students) can feel safe being generous and compassionate with each other.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That kind of openness is not the norm, according to \u003c/span>\u003ca href=\"https://education.virginia.edu/patricia-jennings\">\u003cspan style=\"font-weight: 400\">Patricia Jennings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a University of Virginia researcher who studies teacher stress and how it affects the social emotional context of the classroom. Jennings said that our modern education system tends to view teachers “as people who are always sweet and wonderful and nice and kind and engaged.” But that ideal is impossible to maintain 100% of the time. “Of course, we as teachers all have feelings. And so what happens is teachers suppress those uncomfortable feelings.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Suppressing negative emotions isn’t good for anyone, Jennings said. It just makes stress worse. The coronavirus pandemic has brought that reality into focus for educators. Over the past year and half, teachers have described the heavy burden of worrying about their students’ academic progress and their own health while being \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58221/down-with-toxic-positivity-for-teachers-and-students-healing-isnt-blind-optimism\">\u003cspan style=\"font-weight: 400\">asked to embody a constant “we can do this!” spirit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the face of frequent changes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Calote, being truthful about the challenges has been the only realistic way to survive the rollercoaster of uncertainty — and help her students do the same. While \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/what-teachers-who-might-quit-are-really-thinking/2021/10\">\u003cspan style=\"font-weight: 400\">many teachers have contemplated quitting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the pandemic, Calote’s approach has helped her reaffirm that \u003c/span>\u003ca href=\"https://twitter.com/RanchoBackstage/status/1405217960516485121\">\u003cspan style=\"font-weight: 400\">she belongs in the classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\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=KQINC9181391206\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch1>\u003cb>Seeing the tears\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the nadirs for Calote’s advanced theater class came in early April. Throughout the prior summer and fall, the veteran teacher put a lot of effort into learning the ropes of digital theater. In the spring, her students dove into creating a show that they could perform on Zoom. They decided to do two versions of the murder mystery Clue — one traditional and one with a modern twist. In both versions, the audience would be able to visit different virtual rooms and make choices that affected the story.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was exciting. It was innovative. “What you are doing is not being done in most places in the world,” Calote told the young thespians.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But then, after months of adapting to a new artistic form, Calote received an unexpected email from the superintendent. The \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2021/01/28/960901166/how-is-the-covid-19-vaccination-campaign-going-in-your-state\">\u003cspan style=\"font-weight: 400\">coronavirus vaccine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was rolling out across the country. Pressure to reopen school buildings was mounting. Calote’s superintendent wrote that district teachers would be mandated to return to school buildings within a few weeks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The news sent Calote reeling. She worried for own health. She worried for her students who weren’t old enough to be vaccinated. And she quickly realized that their plans for Clue would be untenable in the new arrangement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because Calote’s classroom at Rancho Campana has no windows, her principal said the school would place air scrubbers near the door. Those machines are loud. Students who remained virtual would hear a sound like a constant ocean wave when Calote or her in-person students spoke into their microphones. Even those in the classroom would have a hard time hearing each other through the noise and masks. The interactive Zoom show they’d been planning could not go on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calote’s voice shook as she broke the news to her students over Zoom. “Sorry, I’m trying to like, stay calm. My heart is beating really fast right now,” she said. As she spoke, students sent her messages like, “I’m so sorry you have to go in like this. It’s unfair,” and “It’s OK, Ms. Calote, you’ve done so much for us.” Seeing the messages, Calote’s tears spilled over. She reached for a tissue and wiped her eyes. Then she promised students that she’d find new, safe ways for them to perform and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning\">\u003cspan style=\"font-weight: 400\">create\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’ll, it’ll be fine,” she said. “I know it doesn’t look like it right now because I’m kind of a mess. But, you know, it’s very shocking and pretty new.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a moment like this, many teachers might have tried to \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2015/10/22/450575463/it-s-okay-to-cry-in-your-car-fighting-disillusionment-as-a-first-year-teacher\">\u003cspan style=\"font-weight: 400\">hide their tears\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> until they were off camera or students left the room. But that’s not always possible. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you’re in a classroom with a bunch of students and you’re all basically captive in this room, you can’t leave,” said Jennings, the UVA professor. “When your emotions get the best of you, you have to manage them in front of everybody. You have no privacy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Is it OK for teachers to cry in class? Jennings said it’s a difficult question to answer, and it depends. But when a teacher and her students are facing a major disappointment like Calote’s class was, “being honest makes a lot of sense. … I’m sure (crying is) not your first go-to in any given situation. But when it happens, I think it’s OK.”\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Permission to feel\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calote hadn’t expected to cry that day, but she didn’t feel bad about it either. “I just did the best I could, and I knew that it’s safe to be expressive and truthful with that particular group. I didn’t need to act and put on, like, a brave face,” she said. After all, she’d been honest all year long about how the pandemic was affecting her, in hopes that students would feel comfortable \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58663/pediatricians-say-the-mental-health-crisis-among-kids-has-become-a-national-emergency\">\u003cspan style=\"font-weight: 400\">doing the same\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jennings said it’s true that being emotionally vulnerable can give students permission to feel their own emotions. That was the case for Allison Gertler, a junior in Calote’s theater class last spring. She said she was angry at how the district’s sudden change in plans disrupted their show, and she was glad Calote didn’t try to shrug it off. “I feel like so much of school has this almost fake positivity energy. But when we come in this class, it’s actually, you know, it’s real.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to giving students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57992/the-importance-of-mourning-losses-even-when-they-seem-small\">\u003cspan style=\"font-weight: 400\">permission to feel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Jennings said that teachers can use their own stressors to model how to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57002/how-mindfulness-during-class-can-help-students-and-teachers\">\u003cspan style=\"font-weight: 400\">recognize and respond to those emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For instance, if a teacher is feeling frustrated — “which happens a lot” — they can narrate their observations and responses: “Oh, I’m noticing how frustrated I’m feeling. My shoulders are getting tense. My jaw is getting tense. I’m feeling hot. I need to take some breaths and calm myself down.” These teaching moments can provide real examples to complement more structured \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56268/how-learning-emotional-skills-can-help-boys-become-men\">\u003cspan style=\"font-weight: 400\">social emotional learning activities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in schools.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Building social connections\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are other ways that a teacher being emotionally vulnerable can positively impact students, too. Jennings said it can be “an exercise in perspective-taking” and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58638/listening-to-learn-why-ear-hustle-stories-about-prison-life-is-so-engaging-to-students\">\u003cspan style=\"font-weight: 400\">foster empathy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Take Bailey Venzon as an example. She was a senior last spring, and she said that seeing Calote cry was “a wake up call that the students aren’t the only ones that are having a hard time.” It made her appreciate how teachers “learned to do everything virtually just so they can teach us new things.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sharing feelings also builds social connections, according to Jennings. “And students feeling connected to their teachers, we know from lots of research, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">\u003cspan style=\"font-weight: 400\">helps kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Venzon said she and her peers already felt connected to Calote because they knew she was an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58487/how-parents-can-have-conversations-that-motivate-teens\">\u003cspan style=\"font-weight: 400\">empathetic listener\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: “She’s kind of like the airbags where she just stops you before hitting your head on the wheel.” But being on the other side strengthened the bond. “Since Calote has always been here for us, having her open up to us was kind of like she was saying that she trusts us.”\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=KQINC9181391206\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After Clue was cancelled, Calote’s students spent the remainder of the school year on independent creative projects, such as choreographing a ballet number or designing character makeup. While they didn’t have a stage or Zoom show to look back on, Calote saw those \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57241/six-ways-to-build-community-in-online-classrooms\">\u003cspan style=\"font-weight: 400\">connections they forged\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the year’s highs and lows as their collective achievement. “Everybody had their moments of darkness and their weeks that were terrible, and we lifted each other up during those times. I’m proud of that,” she said at the end of the year.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">For her own creative project, Calote \u003c/span>\u003ca href=\"https://twitter.com/RanchoBackstage/status/1402495170134700032\">\u003cspan style=\"font-weight: 400\">wrote a farewell song\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the seniors. The lyrics called out some of their shared memories, cheered their next steps and reminded them that “if you ever need support, you know, you’re always welcome here.” During their last class, Calote performed the song on her ukelele — just another medium for being emotionally open with 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>\u003cem>The MindShift team thanks \u003ca href=\"https://www.npr.org/people/6576424/steve-drummond\">Steve Drummond\u003c/a> for editorial guidance on this story. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "a-framework-for-conversations-about-race-in-schools",
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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/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5\">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/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Talking about race makes a lot of people feel like squirming away. And even as there has been more widespread acknowledgement that race should be at the center of conversations about inequity, people still get scared or freeze up when it’s mentioned. This can leave a person wondering, “Is there anyone who is good at navigating these types of conversations?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Not necessarily. However, there are ways to have those conversations in a way that is engaged and productive in one of the institutions that needs it most: schools. There’s been no shortage of schools recently blundering issues of race, such as \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2020/06/12/scores-public-schools-still-have-names-glorifying-confederate-icons-changing-it-isnt-easy/\">\u003cspan style=\"font-weight: 400;\">racist namesakes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, unfairly \u003c/span>\u003ca href=\"https://hechingerreport.org/dress-codes-are-the-new-whites-only-signs/\">\u003cspan style=\"font-weight: 400;\">enforced dress codes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2019/09/10/western-middle-school-indiana-cancels-slave-ship-role-play-lesson/2276633001/\">\u003cspan style=\"font-weight: 400;\">reenactments of historical oppression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. And these are experiences that ultimately affect how students learn.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.browardschools.com/\">\u003cspan style=\"font-weight: 400;\">Broward County Public Schools District\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> had its own \u003c/span>\u003ca href=\"https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/2412/Strat_Plan_Flyer.pdf\">\u003cspan style=\"font-weight: 400;\">issues with racial disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in academic achievement, placement in advanced classes and discipline. In order to get to the root of the troubling data, former Broward County Superintendent Robert Runcie brought \u003c/span>\u003ca href=\"https://courageousconversation.com/about/\">\u003cspan style=\"font-weight: 400;\">Glenn Singleton’s Courageous Conversations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> course to the district in 2015 as a \u003ca href=\"https://www.educatored.com/courses/courageous_conversations.html\">months-long professional development training\u003c/a> to help teachers understand how race can be central to outcomes for children. Gary Blandina was one of the first teachers to sign up.\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=KQINC4990773915\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Reexamining Student Behavior and Discipline \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Blandina saw the outcomes of implicit bias firsthand. As an autism coach and behavioral specialist in Broward County, he has insight into student discipline because teachers call him when they \u003c/span>\u003cspan style=\"font-weight: 400;\">say\u003c/span>\u003cspan style=\"font-weight: 400;\"> students aren’t acting appropriately. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Frequently when you go into the situation, the teachers are pretty stressed. There’s a heightened energy,” says Blandina.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In his role, Blandina noticed how race and bias affected student outcomes. As the sixth largest school district in the nation, Broward County contains 31 cities in Florida with students representing 170 different countries and speaking over one hundred languages. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I’m an older white guy doing this work,” says Blandina. “There’s been a history of over-identifying Black students, Hispanic students – especially Black and Hispanic males – as having some sort of a learning or behavioral problem.” He’s referring to national data that shows \u003c/span>\u003cspan style=\"font-weight: 400;\">Black, Latino and Native American students are disciplined \u003ca href=\"https://www.washingtonpost.com/local/education/racial-disparities-in-school-discipline-are-growing-federal-data-shows/2018/04/24/67b5d2b8-47e4-11e8-827e-190efaf1f1ee_story.html\">more harshly\u003c/a> than their white counterparts with higher rates of suspension, expulsion and referral to law enforcement.\u003c/span>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This is in part because\u003c/span>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/clr\"> teachers in Broward County\u003c/a> – and schools across the nation\u003c/span>\u003cspan style=\"font-weight: 400;\"> – \u003c/span>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge\">don’t reflect\u003c/a> the identities of the students they teach\u003c/span>\u003cspan style=\"font-weight: 400;\">, according to Dan Gohl, Broward County’s Chief Academic Officer. There’s already a\u003c/span>\u003ca href=\"https://www.learningforjustice.org/professional-development/culture-in-the-classroom\">\u003cspan style=\"font-weight: 400;\"> cultural difference \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">between teachers – who are enforcing what they think is appropriate classroom behavior – and students, he says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Singleton’s Courageous Conversation training aims to help educators have the tools they need to participate in generative conversations about race. \u003c/span>\u003cspan style=\"font-weight: 400;\">Developing \u003ca href=\"https://www.edsurge.com/news/2020-07-22-how-to-start-meaningful-conversations-about-race-in-the-classroom\">racial understanding\u003c/a> and having interracial dialogue\u003c/span>\u003cspan style=\"font-weight: 400;\"> about race is the foundation of creating equitable changes in schools and can improve student achievement. \u003c/span>\u003cspan style=\"font-weight: 400;\">He says normalizing generative conversations about race allows other important priorities to happen. “[It] allows us to enter into the space to develop the skills, knowledge and capacities that we need to be able to take on the challenges presented to us by race,” says Singleton.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58556\" class=\"wp-caption alignright\" style=\"max-width: 328px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/Glenn-Singleton.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-58556\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/Glenn-Singleton-800x533.jpeg\" alt=\"\" width=\"328\" height=\"218\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton.jpeg 900w\" sizes=\"(max-width: 328px) 100vw, 328px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Glenn Singleton (Courtesy of Glenn Singleton)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The Courageous Conversation framework for talking about race can be boiled down to what he calls \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/CCAR-Protocol-Overview.pdf\">the protocol\u003c/a>. It’s made up of three parts: the agreements, compass and conditions. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>PART 1: AGREEMENTS\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Before engaging in a courageous conversation about race, participants need to acknowledge and commit to practicing the four agreements. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">\u003cb>Stay engaged\u003c/b>\u003cspan style=\"font-weight: 400;\"> means participants will be “morally, emotionally, intellectually and socially involved in the dialogue” and will not check out of the conversation. It’s not unheard of for people to shut down when the topic of race comes up. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Speak your truth \u003c/b>\u003cspan style=\"font-weight: 400;\">is being completely honest about one’s thoughts, feelings and opinions. Participants will say what’s on their mind, not just what they think others want to hear.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Experience discomfort \u003c/b>\u003cspan style=\"font-weight: 400;\">ensures that participants might feel some distressing emotions. That’s normal. “Race was put into the human experience for less than noble purpose,” says Singleton about how race was created to assign value to certain people over others. And because of that, conversations about race are inherently uncomfortable. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Expect and accept nonclosure \u003c/b>means\u003cspan style=\"font-weight: 400;\"> there are no quick fixes and these conversations will be ongoing. Singleton likens this last agreement to continuously \u003c/span>\u003ca href=\"https://www.goldengate.org/bridge/bridge-maintenance/painting-the-bridge/\">\u003cspan style=\"font-weight: 400;\">painting the Golden Gate Bridge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in order to keep it from getting rusty.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>PART 2: THE COMPASS \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The next part of the protocol is the compass, which helps people recognize the source and influences of their and others’ responses to conversations about race. The compass highlights four broad categories that people draw from to deal with racial information.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Thinking\u003c/b>\u003cspan style=\"font-weight: 400;\"> is usually a tendency to look for more information or data. People who default to thinking tend to personally disconnect from the subject of race or constantly require more evidence to justify its importance.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Believing\u003c/b>\u003cspan style=\"font-weight: 400;\"> is where one tries to figure out the rightness or wrongness of a racial issue based on the values or systems in which they were raised. \u003c/span>\u003c/li>\n\u003cli>\u003cb>Doing\u003c/b>\u003cspan style=\"font-weight: 400;\"> is a desire to respond with behaviors or action, which may include \u003c/span>\u003ca href=\"https://voxatl.org/the-dangers-of-performative-activism/\">\u003cspan style=\"font-weight: 400;\">performative gestures of solidarity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. People in the doing quadrant want to have next steps or get something done when they are faced with a racial issue, which can sidestep deeper structural issues.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Feeling\u003c/b>\u003cspan style=\"font-weight: 400;\"> is an impulse to respond through emotions like anger, defensiveness or sadness. When racial information comes up, it triggers people in the feelings category to have an internal reaction.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>PART 3: CONDITIONS \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The final part of the protocol are the conditions, which are six conditions organized into three sequential tiers. The conditions ”guide participants through what they are supposed to talk about and what they need to be mindful of during the interracial dialogue.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Engage:\u003c/b>\u003cspan style=\"font-weight: 400;\"> The first tier is focused on personalizing race as it pertains to the individual’s experience and not getting sidetracked by anyone else’s experience. “I’m not talking about Prince Harry and Meghan Markle right now, but talking about my experiences,” Singleton says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One of the activities educators can do to practice personalizing race is a racial autobiography. “It makes you think about when you really become first aware that you are the race you are. How does that impact you? And how has that shaped your life going forward?” says Colton Griffith, a fourth grade teacher at a Broward County school. “I came out of it knowing myself better.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sustain: \u003c/b>\u003cspan style=\"font-weight: 400;\">The next tier is about surfacing as many perspectives as possible to fuel the conversation. “You want to organize and get into conversation with people who don’t necessarily share your beliefs or your feelings or your thinking,” says Singleton. The challenge in this tier is to prevent living in an echo chamber and hear multiple perspectives without a need to judge or place agreement or disagreement. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Deepen: \u003c/b>\u003cspan style=\"font-weight: 400;\">After completing the engage and sustain tiers, the last step focuses on expanding one’s understanding about race and identifying meaningful next steps. “Then we get to the deep end and we’re really talking about race as a system of power and we’re talking about how that power plays out and what is my relationship – and all of us have a relationship – to race as a system of power,” says Singleton. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Deepening Racial Understanding to Transform Teaching \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For behavior specialist and autism coach Gary Blandina, the Courageous Conversations course transformed the way he talked about race with other teachers and administrators. For example, he’s changed the way he writes behavioral assessments after he’s called in by teachers to observe students. He uses what he calls “non-judgemental language” that excludes the use of adjectives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Because adjectives, while they add color to a great piece of literature, when you are describing a human being and what they’re doing or saying, adjectives betray your attitude towards that person,” according to Blandina. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, when he was called in to observe a young Black girl whose teacher said had “behavioral issues,” Blandina drew on what he learned from Courageous Conversations and brought an awareness that he didn’t have before.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“She looked fine; she was on point; she was answering. She was squirming in her chair, but that’s not a crime,” says Blandina. “Behavior is communication. There’s a reason the student is behaving that way and we might not have uncovered that reason. And so even in a situation like that, I’ve developed a mindset that I’m going to go in to understand.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For fourth grade teacher Colton Griffith, the training emboldened him to reexamine his class curriculum when learning about Florida Native Americans. “We got to compare the resources that our district uses to talk about what happened to them and then go directly to \u003c/span>\u003ca href=\"https://www.semtribe.com/stof\">\u003cspan style=\"font-weight: 400;\">a similar website \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">where we can see their version of the history,” he said. While the textbook treated Native American history as the past, learning directly from the source helped them have a better understanding of race at this moment. “And that it’s not that something happened, it’s that they’re still here.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Participating in the course enabled these teachers to connect their personal racial experiences to how race shows up in school settings. Now instead of cringing when race comes up, they feel prepared to be a part of the discussion. Since starting Courageous Conversations, Broward County has seen\u003c/span>\u003ca href=\"https://www.fldoe.org/accountability/assessments/k-12-student-assessment/results/2021.stml\">\u003cspan style=\"font-weight: 400;\"> increased literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> for third grade students, which is a key academic benchmark, and \u003c/span>\u003ca href=\"https://www.browardschools.com/cms/lib/FL01803656/Centricity/domain/13537/releases/briefs/2020_Incident_Suspension_Report.pdf\">\u003cspan style=\"font-weight: 400;\">decreased discipline disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. While Dan Gohl says they do not credit these changes to any one program, they acknowledge that participating in the course sparked needed discussion in the district.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I think it responded to a hunger that was in our community,” says Gohl. “What Courageous Conversations was able to do was to give us a structured process and common language.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite this training, no one is perfect. This past Juneteenth, the count\u003c/span>\u003cspan style=\"font-weight: 400;\">y had to correct a \u003c/span>\u003ca href=\"https://twitter.com/smtravis/status/1408220226618068995?s=21\">\u003cspan style=\"font-weight: 400;\">mistake they made\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400;\">in connection to the holiday, which, as Singleton would say, is part of the ongoing work\u003c/span>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">.\u003ca href=\"https://twitter.com/browardschools?ref_src=twsrc%5Etfw\">@browardschools\u003c/a> understandably wants to educate the community about Juneteenth, our new federal holiday. Unfortunately it did so with info they now admit was factually inaccurate. Parent \u003ca href=\"https://twitter.com/adamrherman?ref_src=twsrc%5Etfw\">@adamrherman\u003c/a> identified the errors. \u003ca href=\"https://twitter.com/KatherineKoch?ref_src=twsrc%5Etfw\">@KatherineKoch\u003c/a> told him info has been changed. \u003ca href=\"https://t.co/ktByjAfm4l\">pic.twitter.com/ktByjAfm4l\u003c/a>\u003c/p>\n\u003cp>— Scott Travis (@smtravis) \u003ca href=\"https://twitter.com/smtravis/status/1408220226618068995?ref_src=twsrc%5Etfw\">June 25, 2021\u003c/a>\u003cspan style=\"color: #2b2b2b; font-size: 16px;\"> \u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>Listen to this episode of the MindShift Podcast for more information on how an entire district got on board with using Courageous Conversations about Race. And download \u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/CCAR-Protocol-Overview.pdf\">the PDF here\u003c/a> to follow along with each part of the protocol.\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=KQINC4990773915\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5\">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/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\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>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5\">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/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Talking about race makes a lot of people feel like squirming away. And even as there has been more widespread acknowledgement that race should be at the center of conversations about inequity, people still get scared or freeze up when it’s mentioned. This can leave a person wondering, “Is there anyone who is good at navigating these types of conversations?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Not necessarily. However, there are ways to have those conversations in a way that is engaged and productive in one of the institutions that needs it most: schools. There’s been no shortage of schools recently blundering issues of race, such as \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2020/06/12/scores-public-schools-still-have-names-glorifying-confederate-icons-changing-it-isnt-easy/\">\u003cspan style=\"font-weight: 400;\">racist namesakes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, unfairly \u003c/span>\u003ca href=\"https://hechingerreport.org/dress-codes-are-the-new-whites-only-signs/\">\u003cspan style=\"font-weight: 400;\">enforced dress codes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2019/09/10/western-middle-school-indiana-cancels-slave-ship-role-play-lesson/2276633001/\">\u003cspan style=\"font-weight: 400;\">reenactments of historical oppression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. And these are experiences that ultimately affect how students learn.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.browardschools.com/\">\u003cspan style=\"font-weight: 400;\">Broward County Public Schools District\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> had its own \u003c/span>\u003ca href=\"https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/2412/Strat_Plan_Flyer.pdf\">\u003cspan style=\"font-weight: 400;\">issues with racial disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in academic achievement, placement in advanced classes and discipline. In order to get to the root of the troubling data, former Broward County Superintendent Robert Runcie brought \u003c/span>\u003ca href=\"https://courageousconversation.com/about/\">\u003cspan style=\"font-weight: 400;\">Glenn Singleton’s Courageous Conversations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> course to the district in 2015 as a \u003ca href=\"https://www.educatored.com/courses/courageous_conversations.html\">months-long professional development training\u003c/a> to help teachers understand how race can be central to outcomes for children. Gary Blandina was one of the first teachers to sign up.\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=KQINC4990773915\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Reexamining Student Behavior and Discipline \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Blandina saw the outcomes of implicit bias firsthand. As an autism coach and behavioral specialist in Broward County, he has insight into student discipline because teachers call him when they \u003c/span>\u003cspan style=\"font-weight: 400;\">say\u003c/span>\u003cspan style=\"font-weight: 400;\"> students aren’t acting appropriately. \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;\">“Frequently when you go into the situation, the teachers are pretty stressed. There’s a heightened energy,” says Blandina.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In his role, Blandina noticed how race and bias affected student outcomes. As the sixth largest school district in the nation, Broward County contains 31 cities in Florida with students representing 170 different countries and speaking over one hundred languages. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I’m an older white guy doing this work,” says Blandina. “There’s been a history of over-identifying Black students, Hispanic students – especially Black and Hispanic males – as having some sort of a learning or behavioral problem.” He’s referring to national data that shows \u003c/span>\u003cspan style=\"font-weight: 400;\">Black, Latino and Native American students are disciplined \u003ca href=\"https://www.washingtonpost.com/local/education/racial-disparities-in-school-discipline-are-growing-federal-data-shows/2018/04/24/67b5d2b8-47e4-11e8-827e-190efaf1f1ee_story.html\">more harshly\u003c/a> than their white counterparts with higher rates of suspension, expulsion and referral to law enforcement.\u003c/span>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This is in part because\u003c/span>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/clr\"> teachers in Broward County\u003c/a> – and schools across the nation\u003c/span>\u003cspan style=\"font-weight: 400;\"> – \u003c/span>\u003cspan style=\"font-weight: 400;\">\u003ca href=\"https://nces.ed.gov/programs/coe/indicator/cge\">don’t reflect\u003c/a> the identities of the students they teach\u003c/span>\u003cspan style=\"font-weight: 400;\">, according to Dan Gohl, Broward County’s Chief Academic Officer. There’s already a\u003c/span>\u003ca href=\"https://www.learningforjustice.org/professional-development/culture-in-the-classroom\">\u003cspan style=\"font-weight: 400;\"> cultural difference \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">between teachers – who are enforcing what they think is appropriate classroom behavior – and students, he says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Singleton’s Courageous Conversation training aims to help educators have the tools they need to participate in generative conversations about race. \u003c/span>\u003cspan style=\"font-weight: 400;\">Developing \u003ca href=\"https://www.edsurge.com/news/2020-07-22-how-to-start-meaningful-conversations-about-race-in-the-classroom\">racial understanding\u003c/a> and having interracial dialogue\u003c/span>\u003cspan style=\"font-weight: 400;\"> about race is the foundation of creating equitable changes in schools and can improve student achievement. \u003c/span>\u003cspan style=\"font-weight: 400;\">He says normalizing generative conversations about race allows other important priorities to happen. “[It] allows us to enter into the space to develop the skills, knowledge and capacities that we need to be able to take on the challenges presented to us by race,” says Singleton.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58556\" class=\"wp-caption alignright\" style=\"max-width: 328px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/Glenn-Singleton.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-58556\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/Glenn-Singleton-800x533.jpeg\" alt=\"\" width=\"328\" height=\"218\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/Glenn-Singleton.jpeg 900w\" sizes=\"(max-width: 328px) 100vw, 328px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Glenn Singleton (Courtesy of Glenn Singleton)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The Courageous Conversation framework for talking about race can be boiled down to what he calls \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/09/CCAR-Protocol-Overview.pdf\">the protocol\u003c/a>. It’s made up of three parts: the agreements, compass and conditions. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>PART 1: AGREEMENTS\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Before engaging in a courageous conversation about race, participants need to acknowledge and commit to practicing the four agreements. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">\u003cb>Stay engaged\u003c/b>\u003cspan style=\"font-weight: 400;\"> means participants will be “morally, emotionally, intellectually and socially involved in the dialogue” and will not check out of the conversation. It’s not unheard of for people to shut down when the topic of race comes up. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Speak your truth \u003c/b>\u003cspan style=\"font-weight: 400;\">is being completely honest about one’s thoughts, feelings and opinions. Participants will say what’s on their mind, not just what they think others want to hear.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Experience discomfort \u003c/b>\u003cspan style=\"font-weight: 400;\">ensures that participants might feel some distressing emotions. That’s normal. “Race was put into the human experience for less than noble purpose,” says Singleton about how race was created to assign value to certain people over others. And because of that, conversations about race are inherently uncomfortable. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Expect and accept nonclosure \u003c/b>means\u003cspan style=\"font-weight: 400;\"> there are no quick fixes and these conversations will be ongoing. Singleton likens this last agreement to continuously \u003c/span>\u003ca href=\"https://www.goldengate.org/bridge/bridge-maintenance/painting-the-bridge/\">\u003cspan style=\"font-weight: 400;\">painting the Golden Gate Bridge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in order to keep it from getting rusty.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>PART 2: THE COMPASS \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The next part of the protocol is the compass, which helps people recognize the source and influences of their and others’ responses to conversations about race. The compass highlights four broad categories that people draw from to deal with racial information.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Thinking\u003c/b>\u003cspan style=\"font-weight: 400;\"> is usually a tendency to look for more information or data. People who default to thinking tend to personally disconnect from the subject of race or constantly require more evidence to justify its importance.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Believing\u003c/b>\u003cspan style=\"font-weight: 400;\"> is where one tries to figure out the rightness or wrongness of a racial issue based on the values or systems in which they were raised. \u003c/span>\u003c/li>\n\u003cli>\u003cb>Doing\u003c/b>\u003cspan style=\"font-weight: 400;\"> is a desire to respond with behaviors or action, which may include \u003c/span>\u003ca href=\"https://voxatl.org/the-dangers-of-performative-activism/\">\u003cspan style=\"font-weight: 400;\">performative gestures of solidarity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. People in the doing quadrant want to have next steps or get something done when they are faced with a racial issue, which can sidestep deeper structural issues.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Feeling\u003c/b>\u003cspan style=\"font-weight: 400;\"> is an impulse to respond through emotions like anger, defensiveness or sadness. When racial information comes up, it triggers people in the feelings category to have an internal reaction.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>PART 3: CONDITIONS \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The final part of the protocol are the conditions, which are six conditions organized into three sequential tiers. The conditions ”guide participants through what they are supposed to talk about and what they need to be mindful of during the interracial dialogue.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Engage:\u003c/b>\u003cspan style=\"font-weight: 400;\"> The first tier is focused on personalizing race as it pertains to the individual’s experience and not getting sidetracked by anyone else’s experience. “I’m not talking about Prince Harry and Meghan Markle right now, but talking about my experiences,” Singleton says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One of the activities educators can do to practice personalizing race is a racial autobiography. “It makes you think about when you really become first aware that you are the race you are. How does that impact you? And how has that shaped your life going forward?” says Colton Griffith, a fourth grade teacher at a Broward County school. “I came out of it knowing myself better.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sustain: \u003c/b>\u003cspan style=\"font-weight: 400;\">The next tier is about surfacing as many perspectives as possible to fuel the conversation. “You want to organize and get into conversation with people who don’t necessarily share your beliefs or your feelings or your thinking,” says Singleton. The challenge in this tier is to prevent living in an echo chamber and hear multiple perspectives without a need to judge or place agreement or disagreement. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Deepen: \u003c/b>\u003cspan style=\"font-weight: 400;\">After completing the engage and sustain tiers, the last step focuses on expanding one’s understanding about race and identifying meaningful next steps. “Then we get to the deep end and we’re really talking about race as a system of power and we’re talking about how that power plays out and what is my relationship – and all of us have a relationship – to race as a system of power,” says Singleton. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Deepening Racial Understanding to Transform Teaching \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For behavior specialist and autism coach Gary Blandina, the Courageous Conversations course transformed the way he talked about race with other teachers and administrators. For example, he’s changed the way he writes behavioral assessments after he’s called in by teachers to observe students. He uses what he calls “non-judgemental language” that excludes the use of adjectives.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Because adjectives, while they add color to a great piece of literature, when you are describing a human being and what they’re doing or saying, adjectives betray your attitude towards that person,” according to Blandina. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, when he was called in to observe a young Black girl whose teacher said had “behavioral issues,” Blandina drew on what he learned from Courageous Conversations and brought an awareness that he didn’t have before.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“She looked fine; she was on point; she was answering. She was squirming in her chair, but that’s not a crime,” says Blandina. “Behavior is communication. There’s a reason the student is behaving that way and we might not have uncovered that reason. And so even in a situation like that, I’ve developed a mindset that I’m going to go in to understand.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For fourth grade teacher Colton Griffith, the training emboldened him to reexamine his class curriculum when learning about Florida Native Americans. “We got to compare the resources that our district uses to talk about what happened to them and then go directly to \u003c/span>\u003ca href=\"https://www.semtribe.com/stof\">\u003cspan style=\"font-weight: 400;\">a similar website \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">where we can see their version of the history,” he said. While the textbook treated Native American history as the past, learning directly from the source helped them have a better understanding of race at this moment. “And that it’s not that something happened, it’s that they’re still here.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Participating in the course enabled these teachers to connect their personal racial experiences to how race shows up in school settings. Now instead of cringing when race comes up, they feel prepared to be a part of the discussion. Since starting Courageous Conversations, Broward County has seen\u003c/span>\u003ca href=\"https://www.fldoe.org/accountability/assessments/k-12-student-assessment/results/2021.stml\">\u003cspan style=\"font-weight: 400;\"> increased literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> for third grade students, which is a key academic benchmark, and \u003c/span>\u003ca href=\"https://www.browardschools.com/cms/lib/FL01803656/Centricity/domain/13537/releases/briefs/2020_Incident_Suspension_Report.pdf\">\u003cspan style=\"font-weight: 400;\">decreased discipline disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. While Dan Gohl says they do not credit these changes to any one program, they acknowledge that participating in the course sparked needed discussion in the district.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I think it responded to a hunger that was in our community,” says Gohl. “What Courageous Conversations was able to do was to give us a structured process and common language.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite this training, no one is perfect. This past Juneteenth, the count\u003c/span>\u003cspan style=\"font-weight: 400;\">y had to correct a \u003c/span>\u003ca href=\"https://twitter.com/smtravis/status/1408220226618068995?s=21\">\u003cspan style=\"font-weight: 400;\">mistake they made\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400;\">in connection to the holiday, which, as Singleton would say, is part of the ongoing work\u003c/span>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">.\u003ca href=\"https://twitter.com/browardschools?ref_src=twsrc%5Etfw\">@browardschools\u003c/a> understandably wants to educate the community about Juneteenth, our new federal holiday. Unfortunately it did so with info they now admit was factually inaccurate. Parent \u003ca href=\"https://twitter.com/adamrherman?ref_src=twsrc%5Etfw\">@adamrherman\u003c/a> identified the errors. \u003ca href=\"https://twitter.com/KatherineKoch?ref_src=twsrc%5Etfw\">@KatherineKoch\u003c/a> told him info has been changed. \u003ca href=\"https://t.co/ktByjAfm4l\">pic.twitter.com/ktByjAfm4l\u003c/a>\u003c/p>\n\u003cp>— Scott Travis (@smtravis) \u003ca href=\"https://twitter.com/smtravis/status/1408220226618068995?ref_src=twsrc%5Etfw\">June 25, 2021\u003c/a>\u003cspan style=\"color: #2b2b2b; font-size: 16px;\"> \u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>Listen to this episode of the MindShift Podcast for more information on how an entire district got on board with using Courageous Conversations about Race. And download \u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/09/CCAR-Protocol-Overview.pdf\">the PDF here\u003c/a> to follow along with each part of the protocol.\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=KQINC4990773915\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5\">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/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\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\u003c/div>\u003c/p>",
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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/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">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/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">‘Genius’ is a rare title often reserved for adults who have accomplished something extraordinary, like making discoveries after decades of research in their field. \u003c/span>\u003cspan style=\"font-weight: 400\">But we shortchange ourselves by reserving genius to a select few, according to Gholdy Muhammad, a professor, teacher-trainer and author of the best-selling book, “\u003c/span>\u003ca href=\"https://shop.scholastic.com/teachers-ecommerce/teacher/books/cultivating-genius-an-equity-framework-9781338594898.html\">\u003cspan style=\"font-weight: 400\">Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Genius means how are our students intellectually creative, smart, what can they do that is special, intuitive, innovative,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said we have more to gain by starting earlier and seeing genius as the brilliance that can be developed in each person. 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But that positivity did not carry over, particularly to Black children and Latinx children.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cultivating a genius isn’t just about introducing someone to a set of facts or skills and believing in them. 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"closealltabs": {
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"order": 1
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"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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"id": "commonwealth-club",
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"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.",
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"order": 9
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
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"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. ",
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"order": 15
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"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. ",
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"order": 18
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},
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"title": "Latino USA",
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"link": "/radio/program/latino-usa",
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},
"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/",
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"source": "American Public Media"
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"masters-of-scale": {
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"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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"rss": "https://rss.art19.com/masters-of-scale"
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},
"mindshift": {
"id": "mindshift",
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"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>",
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"meta": {
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"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
"id": "morning-edition",
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"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.",
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"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",
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"officialWebsiteLink": "/podcasts/onourwatch",
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"order": 11
},
"link": "/podcasts/onourwatch",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"on-the-media": {
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"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",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
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},
"link": "/radio/program/on-the-media",
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"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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},
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"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
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},
"perspectives": {
"id": "perspectives",
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"tagline": "KQED's series of daily listener commentaries since 1991",
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"order": 14
},
"link": "/perspectives",
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"planet-money": {
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"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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