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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": "\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. 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>“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": "\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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"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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"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": "\u003cdiv class=\"post-body\">\u003cp>\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\u003c/div>\u003c/p>",
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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": "\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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"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",
"title": "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": "\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. There are many examples of prominent people who got their start in childhood, often when a caring \u003c/span>\u003ca href=\"https://www.brainpickings.org/2013/06/10/ursula-nordstrom-letter-maurice-sendak/\">\u003cspan style=\"font-weight: 400\">adult\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as a teacher, identified that spark and helped the child reach their potential. After all, those adults who we consider genius got their start somewhere in childhood. For instance, long before \u003c/span>\u003ca href=\"https://www.civilbeat.org/2020/10/lee-cataluna-remembering-the-hilo-teacher-who-inspired-a-nobel-prize-winner/\">\u003cspan style=\"font-weight: 400\">Jennifer Doudna\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> won the Nobel prize for her CRISPR gene editing research, she was a high school student who didn’t even see herself as a scientist. She told the Washington Post she didn’t think about becoming a scientist until one person saw the brilliance in her: 10th grade chemistry teacher Jeannette Wong. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But not everyone gets a Jeanette Wong at the front of their class. And it’s not that teachers \u003c/span>\u003cspan style=\"font-weight: 400\">can’t\u003c/span>\u003cspan style=\"font-weight: 400\"> see potential. As a teacher-trainer, Gholdy Muhammad noticed a gap between how teachers saw the brilliance in their own children vs. what they saw in the students they taught. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[Teachers] would say things like, ‘they’re confrontational, defiant,’” said Muhammad, describing what teachers she trained in professional development sessions would say to her about their students. “Teachers would tell me this in high schools where you have to test to get into the high school; you had to test at a college level.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“And then I would ask them to tell me about their own sons and daughters and magically it became a positive. 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. Muhammad distilled what matters into the five tenets of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57137/how-historically-responsive-literacy-can-make-learning-more-relevant-to-students\">\u003cspan style=\"font-weight: 400\">Historically Responsive Literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> framework: identity, skills, intellectualism, criticality and joy. \u003c/span>\u003c/p>\n\u003cp>[aside postID=’mindshift_57137′ label=’How Historically Responsive Literacy Can Make Learning More Relevant to Students’, heroLink=’\u003cimg decoding=\"async\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/12/iStock-592385908-e1608542288903-1020x501.jpg\">‘]\u003c/p>\n\u003cp>Take a listen to this episode of the MindShift Podcast to learn more about how the five tenets of historically responsive literacy work together to inspire and engage students. Or you can read more about it \u003ca href=\"https://www.kqed.org/mindshift/57137/how-historically-responsive-literacy-can-make-learning-more-relevant-to-students\">here\u003c/a>.\u003c/p>\n\u003cp>Subscribe in your favorite podcast app so you won’t miss a single episode. You can listen 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/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8112288081\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\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://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. There are many examples of prominent people who got their start in childhood, often when a caring \u003c/span>\u003ca href=\"https://www.brainpickings.org/2013/06/10/ursula-nordstrom-letter-maurice-sendak/\">\u003cspan style=\"font-weight: 400\">adult\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as a teacher, identified that spark and helped the child reach their potential. After all, those adults who we consider genius got their start somewhere in childhood. For instance, long before \u003c/span>\u003ca href=\"https://www.civilbeat.org/2020/10/lee-cataluna-remembering-the-hilo-teacher-who-inspired-a-nobel-prize-winner/\">\u003cspan style=\"font-weight: 400\">Jennifer Doudna\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> won the Nobel prize for her CRISPR gene editing research, she was a high school student who didn’t even see herself as a scientist. She told the Washington Post she didn’t think about becoming a scientist until one person saw the brilliance in her: 10th grade chemistry teacher Jeannette Wong. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But not everyone gets a Jeanette Wong at the front of their class. And it’s not that teachers \u003c/span>\u003cspan style=\"font-weight: 400\">can’t\u003c/span>\u003cspan style=\"font-weight: 400\"> see potential. As a teacher-trainer, Gholdy Muhammad noticed a gap between how teachers saw the brilliance in their own children vs. what they saw in the students they taught. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Take a listen to this episode of the MindShift Podcast to learn more about how the five tenets of historically responsive literacy work together to inspire and engage students. Or you can read more about it \u003ca href=\"https://www.kqed.org/mindshift/57137/how-historically-responsive-literacy-can-make-learning-more-relevant-to-students\">here\u003c/a>.\u003c/p>\n\u003cp>Subscribe in your favorite podcast app so you won’t miss a single episode. You can listen 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/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8112288081\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\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/how-to-improve-mental-health-at-school/id1078765985?i=1000533850620\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGRiOGRlZGEtMDlkNC0xMWVjLTg5ZTAtYmJmYjg2NGFlODk0?hl=en&ved=2ahUKEwi56-zAyf_yAhVtGDQIHRNfBT0QieUEegQIAhAI&ep=6\">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/0xIxQc7ovef6wGCv4anToU?si=Ol8YW72eQcq0NH7FEIS1Sw&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/show/stories-teachers-share/episode/how-to-improve-mental-health-at-school-86459977\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>Mental health has only become more important and more fraught as the pandemic has confined children to their homes and limited their social interactions. With parents losing jobs and COVID-19 claiming loved ones, adolescents are experiencing a lot more strain on their mental health.\u003c/p>\n\u003cp>“There’s just a lot more worry about everyday things. So there’s anxiety about things – and I’m not talking necessarily diagnostic anxiety. I’m just talking about the result of living in a really chaotic, stressful world,” says Tracy Smith, director of the Wright Institute’s \u003ca href=\"https://www.wi.edu/training-sbc\">School-Based Collaboration\u003c/a>, a clinical psychology program that connects therapists in masters and doctoral programs with schools in the San Francisco Bay Area.\u003c/p>\n\u003cp>According to Smith, middle-school-age students experienced anxiety about general safety and whether they’re communicating with their peers enough, whereas high schoolers are stressed about family security and took on more responsibilities like childcare or jobs outside of school.\u003c/p>\n\u003cfigure id=\"attachment_58406\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-58406\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444-160x216.jpg\" alt=\"\" width=\"160\" height=\"216\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444-160x216.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444.jpg 519w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Tracy Smith, director of the Wright Institute’s School-Based Collaboration (Courtesy of Tracy Smith)\u003c/figcaption>\u003c/figure>\n\u003cp>There are ways, however, that schools can try to ensure that children can get their needs met when they are struggling and be proactive about maintaining their mental health and wellbeing. Long before the pandemic, educators at Urban Promise Academy (UPA), a middle school in Oakland, California, started offering their students therapy services through a partnership with the Wright Institute to address mental health concerns. UPA’s students faced things that many adolescents experience, like anxiety, trauma and self harm. Although UPA uses social and emotional learning and counseling that’s common in many schools, they benefited from having therapy services that offer individualized and hands-on support tailored to each student. With a few big adjustments, they continued to support students’ mental health even when they were no longer in school buildings.\u003c/p>\n\u003ch2>Cultivate a Positive School Culture\u003c/h2>\n\u003cp>When UPA first opened in 2001, the founders, including current school counselor Mary Ellen Bayardo, wanted to create a school that responded to students’ needs and focused on student mental health. Bayardo worked to destigmatize mental health care by giving counseling and support services a strong presence at the school. Outfitted with plush chairs and blankets, her counseling office is a comforting space where students are encouraged to drop in with any concerns. “When you have that kind of environment, you really get all the information you need to be able to really match the services to the kid,” says Bayardo.\u003c/p>\n\u003cfigure id=\"attachment_58407\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-58407\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-160x197.jpg\" alt=\"\" width=\"160\" height=\"197\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-160x197.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-800x985.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-1020x1255.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-768x945.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-1248x1536.jpg 1248w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283.jpg 1638w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Mary Ellen Bayardo, UPA school counselor (Courtesy of Mary Ellen Bayardo)\u003c/figcaption>\u003c/figure>\n\u003cp>School environments are complex and one solution rarely solves all problems. Additionally, people often overlook how schools can be sites of trauma and the attention is usually focused on addressing the trauma that children “\u003ca href=\"https://www.kqed.org/mindshift/57982/trauma-is-a-lens-not-a-label-how-schools-can-support-all-students\">bring to school.\u003c/a>” For UPA, \u003ca href=\"https://www.edweek.org/leadership/the-essential-traits-of-a-positive-school-climate/2020/10\">school culture was as important\u003c/a> as the services themselves. “If a school is iffy or mixed about how important mental health is to education, we have a harder time,” says Smith about how schools must normalize mental health care to make therapy services more effective.\u003c/p>\n\u003ch2>Getting Help\u003c/h2>\n\u003cp>Strong relationships with teachers is a priority at UPA because teachers are instrumental in noticing signs that a student might be in need of support. Research shows that it’s important for children to have at least \u003ca href=\"https://burkefoundation.org/what-drives-us/adverse-childhood-experiences-aces/\">one trusted adult\u003c/a> in their life. “We’ve had strong leadership and because we have teachers that stay for years and years, this is what’s built up: that core of resiliency, that core of safety and stability,” says Bayardo.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2327673806\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>One UPA sixth grader I spoke with got connected with therapy services when a teacher noticed she had lower energy than usual. “[The teacher] said that it’s not good to keep my problems inside of me. It’s better to talk to someone than to keep it to myself,” said the student, recalling when her teacher invited her to use UPA’s therapy services.\u003c/p>\n\u003cp>Many students are new to therapy and just starting to learn how to describe their complex emotions as they navigate home life and adolescence. “There are questions that I really don’t want to answer, but I have the need to answer them because I don’t want to keep them in my chest,” says the sixth grader.\u003c/p>\n\u003cp>But not all needs are visible to teachers, so in order to help identify students in need of support, UPA distributes a school-wide student wellness survey every six weeks. These \u003ca href=\"https://www.kqed.org/mindshift/53780/its-ok-to-not-be-ok-how-one-high-school-saved-lives-with-a-34-question-survey\">types of surveys\u003c/a> are used in school districts around the country to assess every student and then connect them with services. The survey asks questions such as, “Is there food in the fridge?” to get more information about how things are at students’ homes. There are also questions about students’ experience at UPA like: “Do you have friends?” and “What is your overall rating of UPA?” Then there are general questions about their state of mind, including “How are you feeling?” and “Do you need support for those feelings?”\u003c/p>\n\u003cp>After receiving survey results, Bayardo and other members of UPA’s care team will follow up individually with students who need help.\u003c/p>\n\u003cfigure id=\"attachment_58408\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-58408\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-800x714.png\" alt=\"\" width=\"800\" height=\"714\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Sample-mental-health-survey-800x714.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Sample-mental-health-survey-1020x911.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Sample-mental-health-survey-160x143.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Sample-mental-health-survey-768x686.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Sample-mental-health-survey.png 1286w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sample questions from UPA’s student wellness survey\u003c/figcaption>\u003c/figure>\n\u003ch2>Connecting with Reluctant Parents and Caregivers\u003c/h2>\n\u003cp>Even though UPA has systems in place to provide mental health services, parents and caregivers play an important role. However, it can be challenging for schools to engage them. In particular, many families of color and caregivers who are recent immigrants have stigma around therapy, so they are often concerned when asked if their child can be in therapy, \u003ca href=\"https://www.nami.org/Your-Journey/Identity-and-Cultural-Dimensions\">according to the National Alliance on Mental Illness\u003c/a>. That’s where UPA’s family coordinator Glendy Cordero Rodriguez plays an important outreach role. She’s there to help families, often in Spanish, understand how therapy can help their children.\u003c/p>\n\u003cfigure id=\"attachment_58409\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58409\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Glendy-family-coordinator.jpg\" alt=\"\" width=\"512\" height=\"341\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Glendy-family-coordinator.jpg 512w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Glendy-family-coordinator-160x107.jpg 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Glendy Cordero Rodriguez, UPA’s family coordinator (Courtesy of UPA)\u003c/figcaption>\u003c/figure>\n\u003cp>“I personally make the first call to the families and let them know how we have our intakes for therapy,” says Rodriguez. “I explain to them clearly what those reasons are – mainly feeling overwhelmed, stressed out, all other emotional situations that had been happening in the child’s life.”\u003c/p>\n\u003cp>She works with parents and caregivers who are initially resistant to having their children start therapy and patiently answers any questions they might have. She’s even invited them to see their child on the playground. Her hope is that parents see the way their child interacts with others and gain insights into bullying, isolation or fighting that they wouldn’t know about at home. She also provides resources like parenting workshops or English classes to caregivers to support families and build stronger community relationships.\u003c/p>\n\u003cp>Parents’ continued support is important. “Not just by signing the agreement or waivers,” says Rodriguez. “But as well to continue developing their skills at home so they can support the child.”\u003c/p>\n\u003ch2>Communication and Flexibility\u003c/h2>\n\u003cp>When remote learning started, UPA had to scramble to make sure students had the devices they needed to continue therapy at home. Some of the essentials include access to Wi-Fi, access to a computer, access to a phone and “enough minutes on the phone to have regular sessions,” says Smith.\u003c/p>\n\u003cp>“Sometimes, some of our kids don’t have phones, so they’re using their parents’ phones. And so they can only do that when their parents are home,” according to Smith.\u003c/p>\n\u003cp>With entire families in the house, privacy is also hard to come by. Kids who are normally comfortable sharing about their struggles on campus may shut down when siblings are within earshot. Glendy recalls checking in with a student on Zoom when the screen suddenly got darker. “And I asked, ‘Where are you right now?’ And he said, ‘I opened up my tent in the middle of the living room just to have a sense of privacy.’”\u003c/p>\n\u003cp>UPA staff addressed students’ access and space concerns by upping the communication and flexibility, knowing that students were going to miss appointments.\u003c/p>\n\u003cp>“We used to say, ‘Oh, yeah, that student is in room 21, let me go get that kid for you.’ All of a sudden it’s like, ‘I need to find that phone number, I need to track that kid down, I need to make sure we have a secure line – Zoom or phone – for you to talk to that kid,’” says Bayardo.\u003c/p>\n\u003cp>Bayardo and Rodriguez were constantly following up with students to work around their childcare duties, jobs and device schedules. They tried to find a time that would allow for students to have consistent weekly support.\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=KQINC2327673806\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>And with many districts committed to having students in school buildings this year, therapy will continue to be important in supporting students during the transition, especially for children who have fared better with remote schooling.\u003c/p>\n\u003cp>“What I realized is that for some of my students, their biggest source of stress is their peers,” says Bayardo about kids’ experiences with bullying and social anxiety. She says that many aspects of remote therapy will remain as they figure out the safest way to have students in the school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We’ll be checking in with our students and anybody who has anxiety, anybody who’s really having trouble adjusting from pajama wardrobe to dress code, from mom’s cooking to school lunch, whoever is having whatever difficulty. That’s why we have therapy.”\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/how-to-improve-mental-health-at-school/id1078765985?i=1000533850620\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGRiOGRlZGEtMDlkNC0xMWVjLTg5ZTAtYmJmYjg2NGFlODk0?hl=en&ved=2ahUKEwi56-zAyf_yAhVtGDQIHRNfBT0QieUEegQIAhAI&ep=6\">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/0xIxQc7ovef6wGCv4anToU?si=Ol8YW72eQcq0NH7FEIS1Sw&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/show/stories-teachers-share/episode/how-to-improve-mental-health-at-school-86459977\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>Mental health has only become more important and more fraught as the pandemic has confined children to their homes and limited their social interactions. With parents losing jobs and COVID-19 claiming loved ones, adolescents are experiencing a lot more strain on their mental health.\u003c/p>\n\u003cp>“There’s just a lot more worry about everyday things. So there’s anxiety about things – and I’m not talking necessarily diagnostic anxiety. I’m just talking about the result of living in a really chaotic, stressful world,” says Tracy Smith, director of the Wright Institute’s \u003ca href=\"https://www.wi.edu/training-sbc\">School-Based Collaboration\u003c/a>, a clinical psychology program that connects therapists in masters and doctoral programs with schools in the San Francisco Bay Area.\u003c/p>\n\u003cp>According to Smith, middle-school-age students experienced anxiety about general safety and whether they’re communicating with their peers enough, whereas high schoolers are stressed about family security and took on more responsibilities like childcare or jobs outside of school.\u003c/p>\n\u003cfigure id=\"attachment_58406\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-58406\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444-160x216.jpg\" alt=\"\" width=\"160\" height=\"216\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444-160x216.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Tracy-Wright-school-based-partnerships-e1630395396444.jpg 519w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Tracy Smith, director of the Wright Institute’s School-Based Collaboration (Courtesy of Tracy Smith)\u003c/figcaption>\u003c/figure>\n\u003cp>There are ways, however, that schools can try to ensure that children can get their needs met when they are struggling and be proactive about maintaining their mental health and wellbeing. Long before the pandemic, educators at Urban Promise Academy (UPA), a middle school in Oakland, California, started offering their students therapy services through a partnership with the Wright Institute to address mental health concerns. UPA’s students faced things that many adolescents experience, like anxiety, trauma and self harm. Although UPA uses social and emotional learning and counseling that’s common in many schools, they benefited from having therapy services that offer individualized and hands-on support tailored to each student. With a few big adjustments, they continued to support students’ mental health even when they were no longer in school buildings.\u003c/p>\n\u003ch2>Cultivate a Positive School Culture\u003c/h2>\n\u003cp>When UPA first opened in 2001, the founders, including current school counselor Mary Ellen Bayardo, wanted to create a school that responded to students’ needs and focused on student mental health. Bayardo worked to destigmatize mental health care by giving counseling and support services a strong presence at the school. Outfitted with plush chairs and blankets, her counseling office is a comforting space where students are encouraged to drop in with any concerns. “When you have that kind of environment, you really get all the information you need to be able to really match the services to the kid,” says Bayardo.\u003c/p>\n\u003cfigure id=\"attachment_58407\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-58407\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-160x197.jpg\" alt=\"\" width=\"160\" height=\"197\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-160x197.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-800x985.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-1020x1255.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-768x945.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283-1248x1536.jpg 1248w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Bayardo-school-counselor-scaled-e1630395472283.jpg 1638w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Mary Ellen Bayardo, UPA school counselor (Courtesy of Mary Ellen Bayardo)\u003c/figcaption>\u003c/figure>\n\u003cp>School environments are complex and one solution rarely solves all problems. Additionally, people often overlook how schools can be sites of trauma and the attention is usually focused on addressing the trauma that children “\u003ca href=\"https://www.kqed.org/mindshift/57982/trauma-is-a-lens-not-a-label-how-schools-can-support-all-students\">bring to school.\u003c/a>” For UPA, \u003ca href=\"https://www.edweek.org/leadership/the-essential-traits-of-a-positive-school-climate/2020/10\">school culture was as important\u003c/a> as the services themselves. “If a school is iffy or mixed about how important mental health is to education, we have a harder time,” says Smith about how schools must normalize mental health care to make therapy services more effective.\u003c/p>\n\u003ch2>Getting Help\u003c/h2>\n\u003cp>Strong relationships with teachers is a priority at UPA because teachers are instrumental in noticing signs that a student might be in need of support. Research shows that it’s important for children to have at least \u003ca href=\"https://burkefoundation.org/what-drives-us/adverse-childhood-experiences-aces/\">one trusted adult\u003c/a> in their life. “We’ve had strong leadership and because we have teachers that stay for years and years, this is what’s built up: that core of resiliency, that core of safety and stability,” says Bayardo.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2327673806\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>One UPA sixth grader I spoke with got connected with therapy services when a teacher noticed she had lower energy than usual. “[The teacher] said that it’s not good to keep my problems inside of me. It’s better to talk to someone than to keep it to myself,” said the student, recalling when her teacher invited her to use UPA’s therapy services.\u003c/p>\n\u003cp>Many students are new to therapy and just starting to learn how to describe their complex emotions as they navigate home life and adolescence. “There are questions that I really don’t want to answer, but I have the need to answer them because I don’t want to keep them in my chest,” says the sixth grader.\u003c/p>\n\u003cp>But not all needs are visible to teachers, so in order to help identify students in need of support, UPA distributes a school-wide student wellness survey every six weeks. These \u003ca href=\"https://www.kqed.org/mindshift/53780/its-ok-to-not-be-ok-how-one-high-school-saved-lives-with-a-34-question-survey\">types of surveys\u003c/a> are used in school districts around the country to assess every student and then connect them with services. The survey asks questions such as, “Is there food in the fridge?” to get more information about how things are at students’ homes. There are also questions about students’ experience at UPA like: “Do you have friends?” and “What is your overall rating of UPA?” Then there are general questions about their state of mind, including “How are you feeling?” and “Do you need support for those feelings?”\u003c/p>\n\u003cp>After receiving survey results, Bayardo and other members of UPA’s care team will follow up individually with students who need help.\u003c/p>\n\u003cfigure id=\"attachment_58408\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-58408\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Sample-mental-health-survey-800x714.png\" alt=\"\" width=\"800\" height=\"714\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Sample-mental-health-survey-800x714.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Sample-mental-health-survey-1020x911.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Sample-mental-health-survey-160x143.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Sample-mental-health-survey-768x686.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Sample-mental-health-survey.png 1286w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sample questions from UPA’s student wellness survey\u003c/figcaption>\u003c/figure>\n\u003ch2>Connecting with Reluctant Parents and Caregivers\u003c/h2>\n\u003cp>Even though UPA has systems in place to provide mental health services, parents and caregivers play an important role. However, it can be challenging for schools to engage them. In particular, many families of color and caregivers who are recent immigrants have stigma around therapy, so they are often concerned when asked if their child can be in therapy, \u003ca href=\"https://www.nami.org/Your-Journey/Identity-and-Cultural-Dimensions\">according to the National Alliance on Mental Illness\u003c/a>. That’s where UPA’s family coordinator Glendy Cordero Rodriguez plays an important outreach role. She’s there to help families, often in Spanish, understand how therapy can help their children.\u003c/p>\n\u003cfigure id=\"attachment_58409\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58409\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Glendy-family-coordinator.jpg\" alt=\"\" width=\"512\" height=\"341\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Glendy-family-coordinator.jpg 512w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Glendy-family-coordinator-160x107.jpg 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Glendy Cordero Rodriguez, UPA’s family coordinator (Courtesy of UPA)\u003c/figcaption>\u003c/figure>\n\u003cp>“I personally make the first call to the families and let them know how we have our intakes for therapy,” says Rodriguez. “I explain to them clearly what those reasons are – mainly feeling overwhelmed, stressed out, all other emotional situations that had been happening in the child’s life.”\u003c/p>\n\u003cp>She works with parents and caregivers who are initially resistant to having their children start therapy and patiently answers any questions they might have. She’s even invited them to see their child on the playground. Her hope is that parents see the way their child interacts with others and gain insights into bullying, isolation or fighting that they wouldn’t know about at home. She also provides resources like parenting workshops or English classes to caregivers to support families and build stronger community relationships.\u003c/p>\n\u003cp>Parents’ continued support is important. “Not just by signing the agreement or waivers,” says Rodriguez. “But as well to continue developing their skills at home so they can support the child.”\u003c/p>\n\u003ch2>Communication and Flexibility\u003c/h2>\n\u003cp>When remote learning started, UPA had to scramble to make sure students had the devices they needed to continue therapy at home. Some of the essentials include access to Wi-Fi, access to a computer, access to a phone and “enough minutes on the phone to have regular sessions,” says Smith.\u003c/p>\n\u003cp>“Sometimes, some of our kids don’t have phones, so they’re using their parents’ phones. And so they can only do that when their parents are home,” according to Smith.\u003c/p>\n\u003cp>With entire families in the house, privacy is also hard to come by. Kids who are normally comfortable sharing about their struggles on campus may shut down when siblings are within earshot. Glendy recalls checking in with a student on Zoom when the screen suddenly got darker. “And I asked, ‘Where are you right now?’ And he said, ‘I opened up my tent in the middle of the living room just to have a sense of privacy.’”\u003c/p>\n\u003cp>UPA staff addressed students’ access and space concerns by upping the communication and flexibility, knowing that students were going to miss appointments.\u003c/p>\n\u003cp>“We used to say, ‘Oh, yeah, that student is in room 21, let me go get that kid for you.’ All of a sudden it’s like, ‘I need to find that phone number, I need to track that kid down, I need to make sure we have a secure line – Zoom or phone – for you to talk to that kid,’” says Bayardo.\u003c/p>\n\u003cp>Bayardo and Rodriguez were constantly following up with students to work around their childcare duties, jobs and device schedules. They tried to find a time that would allow for students to have consistent weekly support.\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=KQINC2327673806\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>And with many districts committed to having students in school buildings this year, therapy will continue to be important in supporting students during the transition, especially for children who have fared better with remote schooling.\u003c/p>\n\u003cp>“What I realized is that for some of my students, their biggest source of stress is their peers,” says Bayardo about kids’ experiences with bullying and social anxiety. She says that many aspects of remote therapy will remain as they figure out the safest way to have students in the school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We’ll be checking in with our students and anybody who has anxiety, anybody who’s really having trouble adjusting from pajama wardrobe to dress code, from mom’s cooking to school lunch, whoever is having whatever difficulty. That’s why we have therapy.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "could-data-science-diversify-the-stem-field-why-courses-designed-this-century-feel-so-relevant-to-all-students",
"title": "Could Data Science Diversify the STEM Field? Why Courses Designed This Century Feel so Relevant to All Students",
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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/could-data-science-diversify-the-stem-field/id1078765985?i=1000532256214\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/NjA5YWUxMDAtMTRkNS0xMWVjLTkyZGQtZmJmZThkOWZiZGY5?sa=X&ved=0CAcQkfYCahcKEwigsp2Qp__yAhUAAAAAHQAAAAAQcQ&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/2HCGMMmYrXNYHTl0Hro7DW?si=VTdbD-qCSZmoHdSJ0IFcUw&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/show/stories-teachers-share/episode/could-data-science-diversify-the-stem-field-86155696\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many reasons students don’t like math: stressful timed tests, right and wrong answers, \u003ca href=\"https://www.kqed.org/mindshift/45012/how-a-strengths-based-approach-to-math-redefines-who-is-smart\">isolated work\u003c/a>, math \u003ca href=\"https://www.kqed.org/mindshift/52749/how-to-make-sure-your-math-anxiety-doesnt-make-your-kids-hate-math\">anxiety\u003c/a> learned from adults around you.\u003c/span>\u003cspan style=\"font-weight: 400\"> A 2012 PISA \u003c/span>\u003ca href=\"https://www.oecd.org/pisa/keyfindings/PISA2012-Vol3-Chap4.pdf\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that one third of high school students feel helpless and emotionally stressed when doing math. And if you don’t see people who look like you succeeding in a subject or a field, it can be isolating, especially for young people. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">Something that’s really important, particularly for adolescents and high school students, is that they feel a sense of belonging inside STEM,” said Stanford maths education professor Jo Boaler. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.hewlett.org/wp-content/uploads/2016/08/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\">\u003cspan style=\"font-weight: 400\">R\u003c/span>\u003c/a>\u003ca href=\"https://www.hewlett.org/wp-content/uploads/2016/08/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\">\u003cspan style=\"font-weight: 400\">esearchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have found that a sense of belonging helps students succeed, in part because feeling like you’re a part of a community of learners is a powerful motivator to do well. “And unfortunately, a lot of students do not feel that they belong inside traditional high school maths classes,” said Boaler.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there is one subject that students, including those who are math confident, enjoy learning: data science. As of 2020, \u003c/span>\u003ca href=\"https://edsource.org/2020/university-of-california-expands-list-of-courses-that-meet-math-requirement-for-admission/643173\">\u003cspan style=\"font-weight: 400\">data science is accepted math coursework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for University of California and Cal State University’s A-G requirements, so students might see it offered in more schools.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the last decade, teams of teachers, researchers and academics have been developing data science curriculum and tools for the classroom, and having a modern approach to teaching is resonating with students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s kind of a unique opportunity because there wasn’t a high school data science course before,” said Suyen Machado, director of the \u003c/span>\u003ca href=\"https://www.idsucla.org/\">\u003cspan style=\"font-weight: 400\">Introduction to Data Science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program, which was started as a partnership between UCLA and the Los Angeles Unified School District nearly ten years ago. The program was funded with a National Science Foundation grant to increase the amount of students going into STEM careers and to bring computational and statistical thinking to underrepresented high school students, according to Machado. \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=KQINC1092079008\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Engaging lessons that are inquiry driven, student driven and collaborative are really well suited for underrepresented groups, and you will find all of that in our \u003c/span>\u003ca href=\"https://curriculum.idsucla.org/\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And they’re good for students in general,” Machado said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>REAL WORLD USES\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The data science curriculum gives students opportunities to look at real data instead of abstract formulas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s just so much fun,” said \u003c/span>\u003cspan style=\"font-weight: 400\">James Molyneux, a professor at Oregon State University who was involved in the development of IDS. For example, students can collect their data and compare themselves to larger government data sets, like the American \u003c/span>\u003ca href=\"https://www.bls.gov/news.release/pdf/atus.pdf\">\u003cspan style=\"font-weight: 400\">Time Use Survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the Bureau of Labor Statistics. Students can measure how much time they spend grooming, eating, being with family and consuming social media, according to Molyneux. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58333\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58333\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9804.jpg\" alt=\"\" width=\"1024\" height=\"629\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9804.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9804-800x491.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9804-1020x627.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9804-160x98.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9804-768x472.jpg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">A snapshot of students in Ding-ay Tadena’s class. \u003ccite>(Courtesy of Ding-ay Tadena)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among students, there’s a growing interest in data sets, such as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56450/how-culturally-relevant-teaching-can-build-relationships-while-students-are-home\">\u003cspan style=\"font-weight: 400\">pollution\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://iase-web.org/documents/papers/rt2016/Gould.pdf\">\u003cspan style=\"font-weight: 400\">school communities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and which \u003c/span>\u003ca href=\"https://curriculum.idsucla.org/unit2/lab2e/\">\u003cspan style=\"font-weight: 400\">gender\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> character is most likely to survive a horror film. For IDS participants, the most popular data project involves \u003ca href=\"https://curriculum.idsucla.org/unit1/lesson6/\">snacks\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It honestly made me more aware of what I was taking in and putting in my body,” said student Linda Solares of Leuzinger High School of the snack project. Not to worry, the unit is not about encouraging weight loss or anything. Students used the IDS app to track information like the amount of salt, sugar content, cost, number of ingredients or their reasons for eating.\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">“We’re in quarantine, \u003c/span>\u003cspan style=\"font-weight: 400\">we’re eating a lot more out of boredom and stuff. So honestly, it really helped me,” said Solares. “After I finished the survey, I was like, whoa,” she said, “I was really eating not so healthy.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://drive.google.com/file/d/0B1Nho2Ty0ZnYbE5wT1FCU2RtZExSN290WVJsM0htc0NqbzFn/view?resourcekey=0-VL7HSox62czWW_XB9gGXYw\">\u003cspan style=\"font-weight: 400\">Surveys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of IDS students in LAUSD found that coding was the most challenging part of the course, but also, the most important skill students learned. Using programming tools, like RStudio, they persisted by trying over and over again to get their code right. And that helped boost confidence in their ability to problem solve. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The lab is a lesson for us to learn about the codes and how we can implement them in certain situations,” said Leuzinger student Peter Tran, who would \u003c/span>\u003ca href=\"https://curriculum.idsucla.org/table/\">\u003cspan style=\"font-weight: 400\">test\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> different variables against one another, like finding the most common time of day students ate unhealthy snacks. \u003c/span>\u003c/p>\n\u003cp>An important part of the data science curriculum is understanding privacy matters, and knowing how data is collected about people and used against them. This knowledge can help develop a person’s media literacy.\u003c/p>\n\u003cp>“There’s a lot of misinformation out there,” said Boaler. “Having students develop a critical perspective – that’s one of the things we can teach in data science. Be skeptical of data that’s put in front of you, ask questions of it, think about who put that data together, what purpose did they have for it.”\u003c/p>\n\u003ch2>\u003cb>LEARNING GETS MESSY\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The messiness of the data sets is part of the appeal for students; it’s what engages them in learning and not shying away from unknown outcomes, according to \u003ca href=\"https://concord.org/data-fluency/\">Concord Consortium\u003c/a>’s Chad Dorsey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s almost sort of pre-chewed and preordained,” said Dorsey of traditional curriculum that doesn’t engage students. “And when we do that, we take a lot of the discovery away. We’re finding the value in putting students into the place of needing to ask and answer questions with data that might be ambiguous or that might have a missing value,” said Dorsey. As part of an NSF grant, the group developed the free CODAP tool so teachers can integrate data skills into their classes, such as science. The group also provides teachers with professional development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re finding the value of putting students in the driver’s seat to do the exploration themselves, to uncover new things in the data that maybe the teachers didn’t understand was there in the first place and where students are finding something different than their neighbors,” said Dorsey.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=nAwu2x6HPNg\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Leuzinger High School IDS t\u003c/span>\u003cspan style=\"font-weight: 400\">eacher Ding-ay Tadena, that has meant giving students agency over the topics they want to investigate, such as sports. “They learn how to think deeper and then use these math skills and eventually they love it,” says Tadena, who has seen students of all math levels succeed in data science. She says that in data science class, students see themselves as more than the math track they’re in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It taught them how to dream bigger rather than just being profiled as lower performing in terms of math,” she said. “And that is the beauty of it because you teach them how to code, how to do this data, how to scrape data from the internet and push it in R in the field that interests them.” Tadena, who has been teaching math for about two decades, says data science is in many ways a re\u003c/span>\u003cspan style=\"font-weight: 400\">spite for math teachers like herself who are looking for ways to engage their students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The students are so interested,” Tadena said. “They’re so into it.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For science teacher \u003c/span>\u003ca href=\"https://concord.org/blog/never-stop-learning/\">\u003cspan style=\"font-weight: 400\">Emerlyn Gatchalian\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, having Concord Consortium’s CODAP tool makes understanding the periodic table easier for some of her students. “They’re looking at the different properties of elements in the periodic table using data like the atomic size, ionic size,” she said. “Because they’re using data using CODAP, it’s so easy for them to look for patterns and trends and make them feel that they can actually understand and interpret data instead of using all the equations that they’re learning in math.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For high school special education teacher \u003c/span>\u003ca href=\"https://concord.org/blog/the-science-teacher-accessible-physics-for-all/\">\u003cspan style=\"font-weight: 400\">Michelle Murtha\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to graph their data using digital tools helped them understand it. “Sometimes, graphing itself is so hard for the students. But because the program helps them through it,” she said, “they’re able to actually see the graph. And for us, that’s more important, so they can actually analyze the data versus, ‘can you plot this point?’”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>REDEFINING HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Emilio Jaime was a student at Phineas Banning High School, he was on track to take AP Calculus his senior year. He had been confident about math throughout school, but decided to take IDS based on a teacher’s suggestion. Plus, one less AP class would help ease his senior year course load. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>“I decided to let go of calculus and took on IDS, which I’m so glad I did, because I guess I was just scared because it wasn’t the norm that students were doing,\u003cem>” \u003c/em>said Jaime, who graduated from UC Berkeley last spring.\u003c/p>\n\u003cfigure id=\"attachment_58348\" class=\"wp-caption alignnone\" style=\"max-width: 1136px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58348\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Emilio-Jaime-2.png\" alt=\"\" width=\"1136\" height=\"1702\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2.png 1136w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2-800x1199.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2-1020x1528.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2-160x240.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2-768x1151.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2-1025x1536.png 1025w\" sizes=\"(max-width: 1136px) 100vw, 1136px\">\u003cfigcaption class=\"wp-caption-text\">Emilio Jaime \u003ccite>(Courtesy of Emilio Jaime)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">What he liked about data science was the ability to play with formulas and not feel limited by right and wrong answers that were the hallmark of his math education. “This is how the formula is, and this is the answer, and there is a wrong answer,” he said of his earlier relationship to math. But data science was more fluid. “On our projects, I tried so many different graphs and so many different solutions to try to create so many different conclusions.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think IDS and data science really allows students to try different things without being scared to fail,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">IDS trains teachers across the country and abroad on how to teach data science as a course. It’s one of several programs, including ones operated by the \u003ca href=\"https://concord.org/data-fluency/\">Concord Consortium\u003c/a> and Boaler’s \u003ca href=\"https://www.youcubed.org/resource/data-literacy/\">YouCubed\u003c/a>. The outcome of getting more underrepresented students in the STEM field has yet to be seen. But for now, these educators are shifting students’ experiences with STEM to increase the odds that they’ll stay. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58330\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58330\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9812.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9812.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9812-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9812-768x576.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students in Ding-ay Tadena’s data science class. \u003ccite>(Courtesy of Ding-ay Tadena)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">All of these skills will hopefully help students become better informed members of society. \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=KQINC1092079008\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think that’s the biggest gift that we can give students right now – no matter how we’re doing it – is to help them understand that there are data all around them, that those data have answers, that they come from people, and that the things that they are doing are generating data all over, and to give them the ability to start to feel empowered to work with this data themselves,” said Dorsey. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Subscribe to the MindShift Podcast in your favorite podcast app so you won’t miss a single episode. You can listen on \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>, \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">Stitcher\u003c/a> or wherever you get your podcasts. \u003c/strong>\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/could-data-science-diversify-the-stem-field/id1078765985?i=1000532256214\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/NjA5YWUxMDAtMTRkNS0xMWVjLTkyZGQtZmJmZThkOWZiZGY5?sa=X&ved=0CAcQkfYCahcKEwigsp2Qp__yAhUAAAAAHQAAAAAQcQ&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/2HCGMMmYrXNYHTl0Hro7DW?si=VTdbD-qCSZmoHdSJ0IFcUw&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/show/stories-teachers-share/episode/could-data-science-diversify-the-stem-field-86155696\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many reasons students don’t like math: stressful timed tests, right and wrong answers, \u003ca href=\"https://www.kqed.org/mindshift/45012/how-a-strengths-based-approach-to-math-redefines-who-is-smart\">isolated work\u003c/a>, math \u003ca href=\"https://www.kqed.org/mindshift/52749/how-to-make-sure-your-math-anxiety-doesnt-make-your-kids-hate-math\">anxiety\u003c/a> learned from adults around you.\u003c/span>\u003cspan style=\"font-weight: 400\"> A 2012 PISA \u003c/span>\u003ca href=\"https://www.oecd.org/pisa/keyfindings/PISA2012-Vol3-Chap4.pdf\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that one third of high school students feel helpless and emotionally stressed when doing math. And if you don’t see people who look like you succeeding in a subject or a field, it can be isolating, especially for young people. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">Something that’s really important, particularly for adolescents and high school students, is that they feel a sense of belonging inside STEM,” said Stanford maths education professor Jo Boaler. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.hewlett.org/wp-content/uploads/2016/08/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\">\u003cspan style=\"font-weight: 400\">R\u003c/span>\u003c/a>\u003ca href=\"https://www.hewlett.org/wp-content/uploads/2016/08/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\">\u003cspan style=\"font-weight: 400\">esearchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have found that a sense of belonging helps students succeed, in part because feeling like you’re a part of a community of learners is a powerful motivator to do well. “And unfortunately, a lot of students do not feel that they belong inside traditional high school maths classes,” said Boaler.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there is one subject that students, including those who are math confident, enjoy learning: data science. As of 2020, \u003c/span>\u003ca href=\"https://edsource.org/2020/university-of-california-expands-list-of-courses-that-meet-math-requirement-for-admission/643173\">\u003cspan style=\"font-weight: 400\">data science is accepted math coursework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for University of California and Cal State University’s A-G requirements, so students might see it offered in more schools.\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\">Over the last decade, teams of teachers, researchers and academics have been developing data science curriculum and tools for the classroom, and having a modern approach to teaching is resonating with students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s kind of a unique opportunity because there wasn’t a high school data science course before,” said Suyen Machado, director of the \u003c/span>\u003ca href=\"https://www.idsucla.org/\">\u003cspan style=\"font-weight: 400\">Introduction to Data Science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program, which was started as a partnership between UCLA and the Los Angeles Unified School District nearly ten years ago. The program was funded with a National Science Foundation grant to increase the amount of students going into STEM careers and to bring computational and statistical thinking to underrepresented high school students, according to Machado. \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=KQINC1092079008\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Engaging lessons that are inquiry driven, student driven and collaborative are really well suited for underrepresented groups, and you will find all of that in our \u003c/span>\u003ca href=\"https://curriculum.idsucla.org/\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And they’re good for students in general,” Machado said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>REAL WORLD USES\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The data science curriculum gives students opportunities to look at real data instead of abstract formulas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s just so much fun,” said \u003c/span>\u003cspan style=\"font-weight: 400\">James Molyneux, a professor at Oregon State University who was involved in the development of IDS. For example, students can collect their data and compare themselves to larger government data sets, like the American \u003c/span>\u003ca href=\"https://www.bls.gov/news.release/pdf/atus.pdf\">\u003cspan style=\"font-weight: 400\">Time Use Survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the Bureau of Labor Statistics. Students can measure how much time they spend grooming, eating, being with family and consuming social media, according to Molyneux. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58333\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58333\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9804.jpg\" alt=\"\" width=\"1024\" height=\"629\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9804.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9804-800x491.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9804-1020x627.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9804-160x98.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9804-768x472.jpg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">A snapshot of students in Ding-ay Tadena’s class. \u003ccite>(Courtesy of Ding-ay Tadena)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among students, there’s a growing interest in data sets, such as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56450/how-culturally-relevant-teaching-can-build-relationships-while-students-are-home\">\u003cspan style=\"font-weight: 400\">pollution\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://iase-web.org/documents/papers/rt2016/Gould.pdf\">\u003cspan style=\"font-weight: 400\">school communities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and which \u003c/span>\u003ca href=\"https://curriculum.idsucla.org/unit2/lab2e/\">\u003cspan style=\"font-weight: 400\">gender\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> character is most likely to survive a horror film. For IDS participants, the most popular data project involves \u003ca href=\"https://curriculum.idsucla.org/unit1/lesson6/\">snacks\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It honestly made me more aware of what I was taking in and putting in my body,” said student Linda Solares of Leuzinger High School of the snack project. Not to worry, the unit is not about encouraging weight loss or anything. Students used the IDS app to track information like the amount of salt, sugar content, cost, number of ingredients or their reasons for eating.\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">“We’re in quarantine, \u003c/span>\u003cspan style=\"font-weight: 400\">we’re eating a lot more out of boredom and stuff. So honestly, it really helped me,” said Solares. “After I finished the survey, I was like, whoa,” she said, “I was really eating not so healthy.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://drive.google.com/file/d/0B1Nho2Ty0ZnYbE5wT1FCU2RtZExSN290WVJsM0htc0NqbzFn/view?resourcekey=0-VL7HSox62czWW_XB9gGXYw\">\u003cspan style=\"font-weight: 400\">Surveys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of IDS students in LAUSD found that coding was the most challenging part of the course, but also, the most important skill students learned. Using programming tools, like RStudio, they persisted by trying over and over again to get their code right. And that helped boost confidence in their ability to problem solve. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The lab is a lesson for us to learn about the codes and how we can implement them in certain situations,” said Leuzinger student Peter Tran, who would \u003c/span>\u003ca href=\"https://curriculum.idsucla.org/table/\">\u003cspan style=\"font-weight: 400\">test\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> different variables against one another, like finding the most common time of day students ate unhealthy snacks. \u003c/span>\u003c/p>\n\u003cp>An important part of the data science curriculum is understanding privacy matters, and knowing how data is collected about people and used against them. This knowledge can help develop a person’s media literacy.\u003c/p>\n\u003cp>“There’s a lot of misinformation out there,” said Boaler. “Having students develop a critical perspective – that’s one of the things we can teach in data science. Be skeptical of data that’s put in front of you, ask questions of it, think about who put that data together, what purpose did they have for it.”\u003c/p>\n\u003ch2>\u003cb>LEARNING GETS MESSY\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The messiness of the data sets is part of the appeal for students; it’s what engages them in learning and not shying away from unknown outcomes, according to \u003ca href=\"https://concord.org/data-fluency/\">Concord Consortium\u003c/a>’s Chad Dorsey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s almost sort of pre-chewed and preordained,” said Dorsey of traditional curriculum that doesn’t engage students. “And when we do that, we take a lot of the discovery away. We’re finding the value in putting students into the place of needing to ask and answer questions with data that might be ambiguous or that might have a missing value,” said Dorsey. As part of an NSF grant, the group developed the free CODAP tool so teachers can integrate data skills into their classes, such as science. The group also provides teachers with professional development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re finding the value of putting students in the driver’s seat to do the exploration themselves, to uncover new things in the data that maybe the teachers didn’t understand was there in the first place and where students are finding something different than their neighbors,” said Dorsey.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/nAwu2x6HPNg'\n title='//www.youtube.com/embed/nAwu2x6HPNg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For Leuzinger High School IDS t\u003c/span>\u003cspan style=\"font-weight: 400\">eacher Ding-ay Tadena, that has meant giving students agency over the topics they want to investigate, such as sports. “They learn how to think deeper and then use these math skills and eventually they love it,” says Tadena, who has seen students of all math levels succeed in data science. She says that in data science class, students see themselves as more than the math track they’re in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It taught them how to dream bigger rather than just being profiled as lower performing in terms of math,” she said. “And that is the beauty of it because you teach them how to code, how to do this data, how to scrape data from the internet and push it in R in the field that interests them.” Tadena, who has been teaching math for about two decades, says data science is in many ways a re\u003c/span>\u003cspan style=\"font-weight: 400\">spite for math teachers like herself who are looking for ways to engage their students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The students are so interested,” Tadena said. “They’re so into it.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For science teacher \u003c/span>\u003ca href=\"https://concord.org/blog/never-stop-learning/\">\u003cspan style=\"font-weight: 400\">Emerlyn Gatchalian\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, having Concord Consortium’s CODAP tool makes understanding the periodic table easier for some of her students. “They’re looking at the different properties of elements in the periodic table using data like the atomic size, ionic size,” she said. “Because they’re using data using CODAP, it’s so easy for them to look for patterns and trends and make them feel that they can actually understand and interpret data instead of using all the equations that they’re learning in math.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For high school special education teacher \u003c/span>\u003ca href=\"https://concord.org/blog/the-science-teacher-accessible-physics-for-all/\">\u003cspan style=\"font-weight: 400\">Michelle Murtha\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to graph their data using digital tools helped them understand it. “Sometimes, graphing itself is so hard for the students. But because the program helps them through it,” she said, “they’re able to actually see the graph. And for us, that’s more important, so they can actually analyze the data versus, ‘can you plot this point?’”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>REDEFINING HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Emilio Jaime was a student at Phineas Banning High School, he was on track to take AP Calculus his senior year. He had been confident about math throughout school, but decided to take IDS based on a teacher’s suggestion. Plus, one less AP class would help ease his senior year course load. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>“I decided to let go of calculus and took on IDS, which I’m so glad I did, because I guess I was just scared because it wasn’t the norm that students were doing,\u003cem>” \u003c/em>said Jaime, who graduated from UC Berkeley last spring.\u003c/p>\n\u003cfigure id=\"attachment_58348\" class=\"wp-caption alignnone\" style=\"max-width: 1136px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58348\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Emilio-Jaime-2.png\" alt=\"\" width=\"1136\" height=\"1702\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2.png 1136w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2-800x1199.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2-1020x1528.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2-160x240.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2-768x1151.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2-1025x1536.png 1025w\" sizes=\"(max-width: 1136px) 100vw, 1136px\">\u003cfigcaption class=\"wp-caption-text\">Emilio Jaime \u003ccite>(Courtesy of Emilio Jaime)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">What he liked about data science was the ability to play with formulas and not feel limited by right and wrong answers that were the hallmark of his math education. “This is how the formula is, and this is the answer, and there is a wrong answer,” he said of his earlier relationship to math. But data science was more fluid. “On our projects, I tried so many different graphs and so many different solutions to try to create so many different conclusions.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think IDS and data science really allows students to try different things without being scared to fail,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">IDS trains teachers across the country and abroad on how to teach data science as a course. It’s one of several programs, including ones operated by the \u003ca href=\"https://concord.org/data-fluency/\">Concord Consortium\u003c/a> and Boaler’s \u003ca href=\"https://www.youcubed.org/resource/data-literacy/\">YouCubed\u003c/a>. The outcome of getting more underrepresented students in the STEM field has yet to be seen. But for now, these educators are shifting students’ experiences with STEM to increase the odds that they’ll stay. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58330\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58330\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9812.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9812.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9812-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9812-768x576.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students in Ding-ay Tadena’s data science class. \u003ccite>(Courtesy of Ding-ay Tadena)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">All of these skills will hopefully help students become better informed members of society. \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=KQINC1092079008\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think that’s the biggest gift that we can give students right now – no matter how we’re doing it – is to help them understand that there are data all around them, that those data have answers, that they come from people, and that the things that they are doing are generating data all over, and to give them the ability to start to feel empowered to work with this data themselves,” said Dorsey. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Subscribe to the MindShift Podcast in your favorite podcast app so you won’t miss a single episode. You can listen on \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>, \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">Stitcher\u003c/a> or wherever you get your podcasts. \u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "down-with-toxic-positivity-for-teachers-and-students-healing-isnt-blind-optimism",
"title": "Down With Toxic Positivity! For Teachers and Students, Healing Isn’t Blind Optimism",
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"headTitle": "Down With Toxic Positivity! For Teachers and Students, Healing Isn’t Blind Optimism | KQED",
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"content": "\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/down-with-toxic-positivity/id1078765985?i=1000530854437\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MjhiZjI5ZjYtZjNiMi0xMWViLWFkZTYtZGYwYmEzMmU5YmEz?hl=en&ved=2ahUKEwi72fGNp__yAhWhNn0KHfbCBtQQjrkEegQIAhAF&ep=6\">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/0jDFwHNPnvvDKtW7ubLcAT?si=rPHSDmXHRKiW8JyUmZ9Vuw&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85853328&af_web_dp=https://www.stitcher.com/episode/85853328\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New York-based English teacher Irene Yannascoli was already drained after jumpstarting distance learning in March 2020 and facing uncertain school plans for the fall. So when Irene had to come into school to have in-person meetings about whether or not school buildings would be reopening, she felt even more depleted. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had a lot of concerns on a lot of levels: the condition of my old school building, [and] whether I was going to have the support or the PPE to do my job properly and safely,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What she had experienced was in stark contrast to the meeting’s tone: bright decorations, icebreaker questions and energetic affirmations about how hard the school and staff were working. They all seemed out of place in what had been an extremely challenging year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, her school leaders sat the staff down to watch Kelly McGonigal’s 2013 \u003c/span>\u003cspan style=\"font-weight: 400\">TED Talk entitled “\u003c/span>\u003ca href=\"https://www.ted.com/talks/kelly_mcgonigal_how_to_make_stress_your_friend?language=en\">\u003cspan style=\"font-weight: 400\">How to Make Stress Your Friend.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” It’s a well-intentioned video about how reframing one’s mindset towards stress can lessen its negative effects on a person’s health. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But to Yannascoli, these were all displays of toxic positivity – a phenomenon that was acute during the COVID-19 pandemic – in which people focus on the good and reject the bad in a way that is unrealistic and borders on gaslighting. Even though positivity and optimism are good things, many teachers, including Irene, were tired of being complimented while being told they have to do twice the work and risk their lives with almost no structural support. Irene wasn’t trying to criticize her administrator because she knew everyone was trying their best and no one was prepared for teaching during a pandemic. But she was concerned by this attention to mindset.* \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Everything was framed in such an overwhelmingly positive way that I felt really alone and really unheard,” says Yannascoli. “I’m a senior person in the school and I was completely unable to lead because I couldn’t function in the framework that they had created.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These feelings aren’t necessarily new. Teachers typically fall into – or are forced into – the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57540/why-setting-boundaries-is-helpful-for-teachers-and-their-students\">\u003cspan style=\"font-weight: 400\">teacher martyr stereotype.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And studies have found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57280/strategies-for-retaining-teachers-of-color-and-making-schools-more-equitable\">\u003cspan style=\"font-weight: 400\">Black and brown teachers are doubly burdened\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because they are both dealing with their own grief and stress while showing up to support students of color who are disproportionately affected by the pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Toxic positivity can also harm students, according to Arlène Elizabeth Casimir, an elementary school teacher who taught in New Orleans in the aftermath of Hurricane Katrina and saw how blind optimism rolled down from teacher to classroom to student. “The way the teachers were being treated, that’s how they were treating kids,” says Casimir. “They were being told to be gracious with the kids, to understand what they’re going through, [but] it’s like that wasn’t being offered to them.”\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=KQINC5026206656\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">“Tired, Stressed, Overwhelmed” \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One commonality between these two events is that teachers were told to ignore their emotions. However, those emotions can help teachers maintain their boundaries and keep toxic positivity at bay. Teachers and school leaders can develop strategies to ensure their staff are recognizing and navigating challenges in a way that promotes health and authentic healing for all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Centering teachers’ emotions is a critical step that many schools miss in their focus on productivity and positivity, says consultant and educator Elena Aguilar. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think there is no other conversation which has greater potential for freedom, for figuring out how we can serve kids, living the kind of lives we want to live, having the kinds of relationships we want to have than having that conversation about emotions,” says Aguilar. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She says emotions are educators’ “greatest untapped resource” because they provide information about growth areas and important boundaries. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you ask a teacher, ‘How are you doing today’ or ‘How are you feeling?’ Eighty five or ninety percent of the time the response I hear is one of three words,” says Aguilar. “Tired, stressed, overwhelmed.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Aguilar those aren’t even words that describe a singular emotion. “Those are words that describe a whole ‘stew’ of emotions.” She says in this case, overwhelmed is the stew and its ingredients are sadness, frustration, emotional fatigue, confusion and fear.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers can unpack the emotions in their “stew” they can be better informed to figure out what actions they want to take next. However, when strong emotions are at play it can be easy for someone to be reactive. To develop next steps that are aligned with their values, Aguilar recommends teachers ask themselves, “What action can I take in the moment that is one that I’m going to feel really good about tonight, in 10 years, when I retire?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By recognizing and understanding those emotions, teachers can be honest about what they’re up against while\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53640/12-ways-teachers-can-build-resilience-so-they-can-make-systemic-change\">\u003cspan style=\"font-weight: 400\"> exercising their influence and agency, according to Aguilar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That way, they can take action to advocate for the changes they need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders also have an important role in helping teachers. Principals can make it a priority to check in with teachers during everyday interactions like walking down the hall. Instead of asking “How are you doing?” school leaders should make an effort to connect with teachers by asking deeper and more specific questions. For example, a school leader might say, “I know you had a rough week last week. What has been coming up for you?”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Student-centered Learning to Meet Kids’ Needs\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Arlène Casimir was teaching during the aftermath of Hurricane Katrina, she experienced a school system that wanted teachers to put on a brave face for young students. It didn’t work. “And teachers were having nervous breakdowns. There was not a time to pause and witness what was happening to us,” says Casimir. “I often asked myself, ‘Who takes care of the caretakers? Who nurtures the nurturers?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Casimir focused on how taking care of herself enabled her to show up better for her students. She directed her attention towards “inner work,” namely cultivating her core values of integrity and authenticity. She examined how her lived experience, culture and past school experiences shape the way that she shows up in the classroom. Instead of trying to ignore her experiences or sidestep her values, she paid attention to the ways that they aligned with community needs. She asked herself “Where do I need to get a better understanding or make adjustments?” and “Where are my students affirming those core values? And where are they challenging them?”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58224\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-58224 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-800x413.jpg\" alt=\"\" width=\"800\" height=\"413\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-800x413.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-1020x526.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-160x83.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-768x396.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-1536x792.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student from Casimir’s class writes about how they will bring about their vision for the community. Courtesy of Arlène Elizabeth Casimir\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Casimir was a student and there was a disaster or tragedy reported in the news, she remembers feeling as if there was no space to grieve or process in the classroom, so she made sure her students felt as if they could be honest about their experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a lot that we can learn from kids as adults,” she says. “We can use our experience and wisdom from being an adult to help children process, learn from and notice all that they bring to the table.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Civic Education and Healing\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much like how toxic positivity can overlook the real experiences teachers are having, \u003c/span>\u003cspan style=\"font-weight: 400\">for students, that can look like character education – such as grit, optimism, self control, curiosity and gratitude – especially when they’re disproportionately pushed on Black and brown children, according to educator and author \u003ca href=\"https://bettinalove.com/\">Dr. Bettina Love\u003c/a>. In her book, “\u003ca href=\"https://www.penguinrandomhouse.com/books/622408/we-want-to-do-more-than-survive-by-bettina-love/\">We Want To Do More Than Survive,\u003c/a>” Love says that having good character isn’t a bad thing, but it can be when it becomes a tool to enforce compliance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to recognize and sidestep these harmful practices, Dr. Love promotes abolitionist teaching, which encourages young people to participate in civics education, because for too long, schools have been failing many children, specifically Black and brown students, who are erased in curricula and\u003c/span>\u003ca href=\"https://www.edweek.org/leadership/black-students-bear-uneven-brunt-of-discipline-data-show/2018/05\">\u003cspan style=\"font-weight: 400\"> disciplined at higher rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “A robust civics education should include discussion focused on current events, opportunities for students to participate in school government, history, law, economics and geography,” writes Love. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way abolitionist teaching is taking shape is at \u003c/span>\u003ca href=\"https://www.wokekindergarten.org/\">\u003cspan style=\"font-weight: 400\">Ki Gross’s Woke Kindergarten\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is based on their experiences as a kindergarten teacher in New York. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://https://www.youtube.com/watch?v=HUR3p4c4OTI\">http://https://www.youtube.com/watch?v=HUR3p4c4OTI\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2016, Gross’s kindergarten class took to the halls of their school to protest the results of the 2016 election. Inspired by Audrey Faye, the Civil Rights Movement’s youngest marcher, they made signs with popsicle sticks and cardstock and walked up all seven floors of their school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students felt that issues directly affecting their families like immigration and healthcare were hanging in the balance. Gross made space for them to air out their concerns by taking action. Civic action practices like a march through the halls of a school are empowering because it shows students that they aren’t just victims of their circumstance, according to Gross. They have an important role to play in shaping their own futures and creating a more just world.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Part of abolition is really about thriving, not about just survival anymore,” says Gross about how abolitionist teaching practices empower students to get active if they feel something is unjust. “Existing in survivalist mode really gets you thinking about the trauma. But when you’re thinking about thriving, you’re thinking about the healing.” Gross specifically focuses on uplifting counternarratives for Black, brown, queer and trans students. “Because our stories are not just stories of death and hurt and pain. In actuality, our stories are that of brilliance and joy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Woke Kindergarten is also an abolitionist teaching resource where teachers can get curriculum advice and consulting help, especially to help with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57757/dr-sonja-cherry-paul-using-stamped-for-kids-to-have-age-appropriate-discussions-about-race\">\u003cspan style=\"font-weight: 400\">the tough conversations that adults are often too nervous to have with children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For Gross, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54150/teaching-6-year-olds-about-privilege-and-power\">\u003cspan style=\"font-weight: 400\">discussions about power, privilege\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or disheartening events need to be paired with healing and civic action.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What’s important here is that we don’t stay in that sadness. We make space for that sadness to exist,” says Gross. Acknowledging emotions – even if the emotion is sadness – might even provide a roadmap for how to create conditions for actual positivity.\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=KQINC5026206656\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>*Editors note: This article was updated to include more information about Yannascoli’s experience in school. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Subscribe to the MindShift Podcast in your favorite podcast app so you won’t miss a single episode. You can listen on \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>, \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">Stitcher\u003c/a> or wherever you get your podcasts. \u003c/strong>\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/down-with-toxic-positivity/id1078765985?i=1000530854437\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MjhiZjI5ZjYtZjNiMi0xMWViLWFkZTYtZGYwYmEzMmU5YmEz?hl=en&ved=2ahUKEwi72fGNp__yAhWhNn0KHfbCBtQQjrkEegQIAhAF&ep=6\">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/0jDFwHNPnvvDKtW7ubLcAT?si=rPHSDmXHRKiW8JyUmZ9Vuw&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85853328&af_web_dp=https://www.stitcher.com/episode/85853328\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New York-based English teacher Irene Yannascoli was already drained after jumpstarting distance learning in March 2020 and facing uncertain school plans for the fall. So when Irene had to come into school to have in-person meetings about whether or not school buildings would be reopening, she felt even more depleted. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had a lot of concerns on a lot of levels: the condition of my old school building, [and] whether I was going to have the support or the PPE to do my job properly and safely,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What she had experienced was in stark contrast to the meeting’s tone: bright decorations, icebreaker questions and energetic affirmations about how hard the school and staff were working. They all seemed out of place in what had been an extremely challenging year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, her school leaders sat the staff down to watch Kelly McGonigal’s 2013 \u003c/span>\u003cspan style=\"font-weight: 400\">TED Talk entitled “\u003c/span>\u003ca href=\"https://www.ted.com/talks/kelly_mcgonigal_how_to_make_stress_your_friend?language=en\">\u003cspan style=\"font-weight: 400\">How to Make Stress Your Friend.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” It’s a well-intentioned video about how reframing one’s mindset towards stress can lessen its negative effects on a person’s health. \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 to Yannascoli, these were all displays of toxic positivity – a phenomenon that was acute during the COVID-19 pandemic – in which people focus on the good and reject the bad in a way that is unrealistic and borders on gaslighting. Even though positivity and optimism are good things, many teachers, including Irene, were tired of being complimented while being told they have to do twice the work and risk their lives with almost no structural support. Irene wasn’t trying to criticize her administrator because she knew everyone was trying their best and no one was prepared for teaching during a pandemic. But she was concerned by this attention to mindset.* \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Everything was framed in such an overwhelmingly positive way that I felt really alone and really unheard,” says Yannascoli. “I’m a senior person in the school and I was completely unable to lead because I couldn’t function in the framework that they had created.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These feelings aren’t necessarily new. Teachers typically fall into – or are forced into – the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57540/why-setting-boundaries-is-helpful-for-teachers-and-their-students\">\u003cspan style=\"font-weight: 400\">teacher martyr stereotype.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And studies have found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57280/strategies-for-retaining-teachers-of-color-and-making-schools-more-equitable\">\u003cspan style=\"font-weight: 400\">Black and brown teachers are doubly burdened\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because they are both dealing with their own grief and stress while showing up to support students of color who are disproportionately affected by the pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Toxic positivity can also harm students, according to Arlène Elizabeth Casimir, an elementary school teacher who taught in New Orleans in the aftermath of Hurricane Katrina and saw how blind optimism rolled down from teacher to classroom to student. “The way the teachers were being treated, that’s how they were treating kids,” says Casimir. “They were being told to be gracious with the kids, to understand what they’re going through, [but] it’s like that wasn’t being offered to them.”\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=KQINC5026206656\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">“Tired, Stressed, Overwhelmed” \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One commonality between these two events is that teachers were told to ignore their emotions. However, those emotions can help teachers maintain their boundaries and keep toxic positivity at bay. Teachers and school leaders can develop strategies to ensure their staff are recognizing and navigating challenges in a way that promotes health and authentic healing for all.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Centering teachers’ emotions is a critical step that many schools miss in their focus on productivity and positivity, says consultant and educator Elena Aguilar. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think there is no other conversation which has greater potential for freedom, for figuring out how we can serve kids, living the kind of lives we want to live, having the kinds of relationships we want to have than having that conversation about emotions,” says Aguilar. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She says emotions are educators’ “greatest untapped resource” because they provide information about growth areas and important boundaries. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you ask a teacher, ‘How are you doing today’ or ‘How are you feeling?’ Eighty five or ninety percent of the time the response I hear is one of three words,” says Aguilar. “Tired, stressed, overwhelmed.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Aguilar those aren’t even words that describe a singular emotion. “Those are words that describe a whole ‘stew’ of emotions.” She says in this case, overwhelmed is the stew and its ingredients are sadness, frustration, emotional fatigue, confusion and fear.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers can unpack the emotions in their “stew” they can be better informed to figure out what actions they want to take next. However, when strong emotions are at play it can be easy for someone to be reactive. To develop next steps that are aligned with their values, Aguilar recommends teachers ask themselves, “What action can I take in the moment that is one that I’m going to feel really good about tonight, in 10 years, when I retire?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By recognizing and understanding those emotions, teachers can be honest about what they’re up against while\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53640/12-ways-teachers-can-build-resilience-so-they-can-make-systemic-change\">\u003cspan style=\"font-weight: 400\"> exercising their influence and agency, according to Aguilar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That way, they can take action to advocate for the changes they need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders also have an important role in helping teachers. Principals can make it a priority to check in with teachers during everyday interactions like walking down the hall. Instead of asking “How are you doing?” school leaders should make an effort to connect with teachers by asking deeper and more specific questions. For example, a school leader might say, “I know you had a rough week last week. What has been coming up for you?”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Student-centered Learning to Meet Kids’ Needs\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Arlène Casimir was teaching during the aftermath of Hurricane Katrina, she experienced a school system that wanted teachers to put on a brave face for young students. It didn’t work. “And teachers were having nervous breakdowns. There was not a time to pause and witness what was happening to us,” says Casimir. “I often asked myself, ‘Who takes care of the caretakers? Who nurtures the nurturers?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Casimir focused on how taking care of herself enabled her to show up better for her students. She directed her attention towards “inner work,” namely cultivating her core values of integrity and authenticity. She examined how her lived experience, culture and past school experiences shape the way that she shows up in the classroom. Instead of trying to ignore her experiences or sidestep her values, she paid attention to the ways that they aligned with community needs. She asked herself “Where do I need to get a better understanding or make adjustments?” and “Where are my students affirming those core values? And where are they challenging them?”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58224\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-58224 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-800x413.jpg\" alt=\"\" width=\"800\" height=\"413\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-800x413.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-1020x526.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-160x83.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-768x396.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class-1536x792.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Toxic-positivity-post_arlenes-class.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student from Casimir’s class writes about how they will bring about their vision for the community. Courtesy of Arlène Elizabeth Casimir\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Casimir was a student and there was a disaster or tragedy reported in the news, she remembers feeling as if there was no space to grieve or process in the classroom, so she made sure her students felt as if they could be honest about their experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a lot that we can learn from kids as adults,” she says. “We can use our experience and wisdom from being an adult to help children process, learn from and notice all that they bring to the table.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Civic Education and Healing\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much like how toxic positivity can overlook the real experiences teachers are having, \u003c/span>\u003cspan style=\"font-weight: 400\">for students, that can look like character education – such as grit, optimism, self control, curiosity and gratitude – especially when they’re disproportionately pushed on Black and brown children, according to educator and author \u003ca href=\"https://bettinalove.com/\">Dr. Bettina Love\u003c/a>. In her book, “\u003ca href=\"https://www.penguinrandomhouse.com/books/622408/we-want-to-do-more-than-survive-by-bettina-love/\">We Want To Do More Than Survive,\u003c/a>” Love says that having good character isn’t a bad thing, but it can be when it becomes a tool to enforce compliance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to recognize and sidestep these harmful practices, Dr. Love promotes abolitionist teaching, which encourages young people to participate in civics education, because for too long, schools have been failing many children, specifically Black and brown students, who are erased in curricula and\u003c/span>\u003ca href=\"https://www.edweek.org/leadership/black-students-bear-uneven-brunt-of-discipline-data-show/2018/05\">\u003cspan style=\"font-weight: 400\"> disciplined at higher rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “A robust civics education should include discussion focused on current events, opportunities for students to participate in school government, history, law, economics and geography,” writes Love. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way abolitionist teaching is taking shape is at \u003c/span>\u003ca href=\"https://www.wokekindergarten.org/\">\u003cspan style=\"font-weight: 400\">Ki Gross’s Woke Kindergarten\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is based on their experiences as a kindergarten teacher in New York. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://https://www.youtube.com/watch?v=HUR3p4c4OTI\">http://https://www.youtube.com/watch?v=HUR3p4c4OTI\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2016, Gross’s kindergarten class took to the halls of their school to protest the results of the 2016 election. Inspired by Audrey Faye, the Civil Rights Movement’s youngest marcher, they made signs with popsicle sticks and cardstock and walked up all seven floors of their school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students felt that issues directly affecting their families like immigration and healthcare were hanging in the balance. Gross made space for them to air out their concerns by taking action. Civic action practices like a march through the halls of a school are empowering because it shows students that they aren’t just victims of their circumstance, according to Gross. They have an important role to play in shaping their own futures and creating a more just world.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Part of abolition is really about thriving, not about just survival anymore,” says Gross about how abolitionist teaching practices empower students to get active if they feel something is unjust. “Existing in survivalist mode really gets you thinking about the trauma. But when you’re thinking about thriving, you’re thinking about the healing.” Gross specifically focuses on uplifting counternarratives for Black, brown, queer and trans students. “Because our stories are not just stories of death and hurt and pain. In actuality, our stories are that of brilliance and joy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Woke Kindergarten is also an abolitionist teaching resource where teachers can get curriculum advice and consulting help, especially to help with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57757/dr-sonja-cherry-paul-using-stamped-for-kids-to-have-age-appropriate-discussions-about-race\">\u003cspan style=\"font-weight: 400\">the tough conversations that adults are often too nervous to have with children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For Gross, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54150/teaching-6-year-olds-about-privilege-and-power\">\u003cspan style=\"font-weight: 400\">discussions about power, privilege\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or disheartening events need to be paired with healing and civic action.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What’s important here is that we don’t stay in that sadness. We make space for that sadness to exist,” says Gross. Acknowledging emotions – even if the emotion is sadness – might even provide a roadmap for how to create conditions for actual positivity.\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=KQINC5026206656\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>*Editors note: This article was updated to include more information about Yannascoli’s experience in school. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Subscribe to the MindShift Podcast in your favorite podcast app so you won’t miss a single episode. You can listen on \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>, \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">Stitcher\u003c/a> or wherever you get your podcasts. \u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "grades-have-huge-impact-but-are-they-effective",
"title": "Grades Have Huge Impact, But Are They Effective? ",
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"headTitle": "Grades Have Huge Impact, But Are They Effective? | KQED",
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"content": "\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/grades-have-huge-impact-but-are-they-effective/id1078765985?i=1000529450475\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGY0NWJhN2UtZThkMy0xMWViLWEzZmEtN2JiZjVmNDk4NGNi?sa=X&ved=0CAUQkfYCahgKEwigsp2Qp__yAhUAAAAAHQAAAAAQiwE&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/75ukPmBPTOHv517Ta8ajEa?si=9dnOsP22QsenEAIo_GGI5Q&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85542758&af_web_dp=https://www.stitcher.com/episode/85542758\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grades can determine so much of a child’s future – the ability to get into college, qualify for scholarships and lessen student debt, land a higher paying job that will lead to a better quality of life and accelerate social mobility. At the start of the pandemic, several school districts switched to pass/fail models, but that period of \u003c/span>\u003ca href=\"https://lbpost.com/news/education/failing-grades-distance-learning-lbusd\">\u003cspan style=\"font-weight: 400\">grace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> disappeared by fall 2020. Subsequently, students this year saw a spike in \u003c/span>\u003ca href=\"https://apnews.com/article/distance-learning-coronavirus-pandemic-oregon-7fde612c3dbfd2e21fab9673ca49ad89\">\u003cspan style=\"font-weight: 400\">Fs and Ds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as they struggled with distance learning, financial and physical security at home, mental health, work and more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This reignited some of the \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/should-schools-be-giving-so-many-failing-grades-this-year/2020/12\">\u003cspan style=\"font-weight: 400\">debates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading\">\u003cspan style=\"font-weight: 400\">equitable grading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, putting into question what teachers grade and the accuracy of their methods. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If I don’t grade it, the student won’t do it.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s a common phrase used by teachers to extrinsically motivate students to do homework, turn in assignments, show up for class and test students on their knowledge. Teachers’ ability to grade everything became even more pronounced in the 1990s due to ed tech and digital grading programs that average scores based on a 100-point scale. Some outcomes of the 100-point scale meant that getting a zero on an assignment could derail a student’s average. Also, failure is over represented on a 100-point scale, making up nearly 60 percent of the possible grades. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-58157\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Web-Res-Color-Joe_Feldman-0008-RT-WEB-e1626728726283-160x189.jpg\" alt=\"\" width=\"160\" height=\"189\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Web-Res-Color-Joe_Feldman-0008-RT-WEB-e1626728726283-160x189.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Web-Res-Color-Joe_Feldman-0008-RT-WEB-e1626728726283-768x909.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Web-Res-Color-Joe_Feldman-0008-RT-WEB-e1626728726283.jpg 783w\" sizes=\"(max-width: 160px) 100vw, 160px\">Former principal and teacher \u003c/span>\u003ca href=\"https://crescendoedgroup.org/about-us/who-we-are/\">\u003cspan style=\"font-weight: 400\">Joe Feldman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> wrote about these issues in his book, “\u003c/span>\u003ca href=\"https://gradingforequity.org/\">\u003cspan style=\"font-weight: 400\">Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” I asked him to fact-check some of the intractable beliefs we’ve been carrying around for generations about grading. Some of these will sound very familiar to you. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Claim: An F, or fear of getting an F, will motivate a student to work harder.\u003cbr>\n\u003c/b>\u003cb>FALSE\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Joe Feldman: There’s no research that F’s motivate students to do better except for a tiny slice of students. The only research that supports that F’s motivate, or that low grades motivate, is for the students who have gotten A’s historically. And when they start to get a B or a C, they scramble like mad because they don’t want to get anything lower because it implicates all aspects of the fixed mindset they have about themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for everyone else, in all other circumstances, there is no research to support that Fs motivate. In fact, there’s research that Fs demotivate students because they know that they don’t know something. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And in the way that we historically average performance over time, that F now is a hole that students have to dig themselves out of. And they know the math. They know that if they get a couple of F’s early, forget having high grades at the end of the term. And so what’s the point? They might as well use their energy elsewhere.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">W\u003c/span>\u003cspan style=\"font-weight: 400\">hat we’ve got to do instead is help students understand that even if they fail early, if they get low grades early, miss things early, they can always keep learning, they can always redeem themselves with our help and support, and success is never out of reach for them. \u003c/span>\u003c/p>\n\u003cp>\u003cb>CLAIM: Giving some students more time – without any penalties – is unfair to those who do turn it in on time.\u003cbr>\n\u003c/b>\u003cb>FALSE \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman: So I think there’s a couple of things underneath that. One is that if something is unfair, that suggests that there’s a competition. And I think we’ve come a long way in disabusing ourselves of the idea that grades should be a competition. Because if I’m trying to teach a class, I really shouldn’t care if I have a whole lot of kids who are successful. \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=KQINC3243617409\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You know, we don’t want students to feel like they’re competing against each other because we know that only adds stress and demotivates students and lowers performance. And learning is not a race. Just because someone is able to learn something quicker, that doesn’t have any value in whether or not a student learned. A grade should only reflect the level of understanding a student has of the content, not the speed at which they learned. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Claim: Students can learn without being graded on their behavior.\u003cbr>\n\u003c/b>\u003cb>TRUE\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman: We want students to learn how to manage their time and we want students to know how to work diligently and to take notes and to be a good citizen of the classroom. We can have ways of giving feedback to students and even consequences that can help them understand how to learn effectively and to learn the skills – the soft skills they’ll need for success in the professional world. But that doesn’t mean that it has to be included in the grade. We, as teachers, want students to self regulate. We want them to understand that if I didn’t take very good notes one time, I can connect not taking very good notes to having lower performance on that quiz or assessment. So now I will learn that I have to take good notes so I do well on the next test. And that’s what we want to get kids to do.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58158\" class=\"wp-caption alignnone\" style=\"max-width: 1072px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-58158 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM.png\" alt=\"\" width=\"1072\" height=\"1020\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM.png 1072w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM-800x761.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM-1020x971.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM-160x152.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM-768x731.png 768w\" sizes=\"(max-width: 1072px) 100vw, 1072px\">\u003cfigcaption class=\"wp-caption-text\">From “Grading for Equity”: A survey of teachers found that nearly all teachers think they grade accurately. However, about half of all teachers think their colleagues do not grade accurately, revealing some of the discrepancies in grading. \u003ccite>(Joe Feldman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>Claim: If I don’t grade it, the student won’t do it.\u003cbr>\n\u003c/b>\u003cb>FALSE\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman: So that is a commonly held belief based on extrinsic motivation – that the only way a student will do it is if the value that I invest in it is through the points that I use to grade it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was just talking to a teacher yesterday who said, ‘I used to grade every single \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/should-schools-be-giving-so-many-failing-grades-this-year/2020/12\">\u003cspan style=\"font-weight: 400\">homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> assignment because I thought that if I didn’t grade it, the students wouldn’t do it. And then I stopped including homework in the grade and I was shocked that the students kept doing it. And in fact, some students did more than before. And then when the students handed it in, I knew it was actually their work rather than copying because so many students copy each other’s homework because otherwise they lose points.’\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">(Note: There are plenty of students who don’t do the homework even when it counts towards their grades.)\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>CLAIM: Giving points for extra credit helps those who fell behind during the year.\u003cbr>\n\u003c/b>\u003cb>TRUE, BUT\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman: Oh, well, that is a “true, but.” It certainly can help them get the points that they missed out so I guess it does mathematically help them in their grade. But the problem is it renders the grade inaccurate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, I didn’t know the political causes of Reconstruction, but I brought in cake. So points are just fungible, I guess. And if I didn’t learn something there, I can just get the points over here. It doesn’t matter whether I actually learned the thing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So it teaches students that all you have to do is get points. You don’t actually have to learn, you just have to get points. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It perpetuates institutional biases because the students who can do the extra credit usually require additional resources, whether that be time or money or transportation. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">You can read an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading\">\u003cspan style=\"font-weight: 400\">excerpt\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Joe Feldman’s book “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading\">\u003cspan style=\"font-weight: 400\">Grading for Equity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” on MindShift and check out his \u003c/span>\u003ca href=\"https://gradingforequity.org/\">\u003cspan style=\"font-weight: 400\">website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/em>\u003c/p>\n\u003ch2>\u003cb>So When a Teacher Reimagines Grading, What Happens to Students? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The disruptions caused by the pandemic gave teachers, students and families deep insights into some of the inequities in learning. The spike in Ds and Fs in school districts across the country, especially for high school students, has a lot of people thinking about what’s important to learning. Experts at the start of the pandemic called for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans\">\u003cspan style=\"font-weight: 400\">cutting down curriculum clutter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and focusing on relationships. But these practices shouldn’t be just a reaction to a pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.letschangeeducation.com/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-58162\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Monte-Syrie-160x213.jpeg\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Monte-Syrie-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Monte-Syrie-800x1065.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Monte-Syrie-1020x1358.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Monte-Syrie-768x1022.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Monte-Syrie-1154x1536.jpeg 1154w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Monte-Syrie-1539x2048.jpeg 1539w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Monte-Syrie-1920x2556.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Monte-Syrie-scaled.jpeg 1923w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>English teacher \u003c/span>\u003ca href=\"http://www.letschangeeducation.com/\">\u003cspan style=\"font-weight: 400\">Monte Syrie\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> had been troubled by inequitable grading practices for many years before the pandemic. He felt the way he had been grading his students didn’t accurately reflect what they learned. Like so many teachers, he graded students on everything – participation, assignments, homework, tests. But the points for behavior overshadowed content knowledge in his grade book; and averaging scores, especially on a 100-point scale, didn’t capture the progress students would make over time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to better assess his students, Syrie changed how he graded. Instead of being the sole distributor of points, he asked students to self-assess their work and tell him what grade they deserved. And if their grades were unsatisfactory, students could revise their work, demonstrate what they learned and improve their grade. But for Syrie, this also meant changing how he teaches because teaching and grading go hand in hand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I no longer have the power to motivate kids with points,” said Syrie, who teaches at Cheney High School in Spokane County, Washington. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He had to create meaningful learning tasks that would help students on assessments. These tasks weren’t graded, but students would have to find the value in doing the work in order to feel better prepared for the assessments. He said transitioning to this model had its challenges because some students wouldn’t see the value of the tasks until after stumbling on the first assessment. “And then they started to realize, like, wait a minute, [this learning task] is putting things in place for us so by the time we get to the assessment, we’re prepared for the assessment,” he said. \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=KQINC3243617409\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This model of learning and grading was a major adjustment for students who were used to programming all their efforts on the expectations of a teacher. Instead, students had to reflect more upon their own efforts and abilities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We had a full conversation about our grades and why we believed we deserved the one we chose, and that was something I literally never experienced before,” said Lauren Hinrichs, who was Syrie’s student three years ago when he started to implement these changes. “I think we always saw the teacher-student relationship as a parent-child relationship. Or, as a student, I always viewed the teachers as someone above me, never as a fellow human, always kind of that other more significant figure,” she said. The new system allowed her to see her teacher and herself differently. “Instead, it’s kind of a human-to-human [relationship], eye-to-eye.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not being graded on everything meant feeling more open to learning and engaging more deeply with peers as a community, even for students like Lauren who take high-pressure courses. “It allowed me to ‘chill out’ in the best way possible. And you know what? That motivated me even more to get my schoolwork done.” \u003c/span>\u003c/p>\n\u003cp>The feedback process was an important part of Syrie’s class – for grades, assignments, revisions – and opinions were not exclusive to the teacher; students were active participants, too. Throughout the year, students gave feedback to one another on class presentations, which helped build camaraderie among students.\u003c/p>\n\u003cfigure id=\"attachment_58160\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-58160 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/IMG_4446-scaled-e1626729107371.jpg\" alt=\"\" width=\"1920\" height=\"472\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Lauren Hinrichs\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the first five minutes of each class, students did check-ins sharing things that made them smile (like having a great snack) or frown (a personal setback). Hinrichs said getting to know each other this way helped build greater community among her classmates, but also, helped understand inequities in the classroom. Just because teens show up in the same space every day doesn’t mean they know about each others’ joys and struggles outside of school. But getting to know each other through \u003ca href=\"http://www.letschangeeducation.com/reflections-reality-relationships-are-not-accidents/\">smiles and frowns\u003c/a> created the space to do that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are 15-year-olds out there working night shifts or working right after school to provide for their family. And they don’t have time to do three hours of homework for a project,” she said. These check-ins helped students who were not in each other’s worlds connect in ways they wouldn’t in a typical classroom. She said the sense of community helped the students learn in ways she hadn’t in any other class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’ve never been able to take five minutes to engage with my fellow students. It was constantly work, work, work, work, work,” she said. Getting to know other students helped her see how inequitable school can be and she felt fortunate to have the time after school to do homework in other classes. But the \u003ca href=\"http://www.letschangeeducation.com/reflections-reality-relationships-are-not-accidents/\">smiles and frowns activity\u003c/a> helped her see what her classmates were going through no matter what their peer groups were. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58159\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-58159 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/IMG_4446-1-scaled-e1626729151255.jpg\" alt=\"\" width=\"1920\" height=\"539\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Lauren Hinrichs \u003ccite>(Courtesy of Lauren Hinrichs)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We were all so close. And to be honest, I would have never gotten to know some of those kids the way I did in Syrie’s class had it not been for the few minutes he took every day to spend with us and spend to connect one another,” Hinrichs said. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can read more about Monte Syrie’s journey with grading on his \u003c/span>\u003ca href=\"http://www.letschangeeducation.com/\">\u003cspan style=\"font-weight: 400\">Project180\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> site.\u003c/span>\u003c/p>\n\u003cdiv class=\"post-body\">\n\u003cp>\u003cspan style=\"font-weight: 400\">Subscribe in your favorite podcast app so you won’t miss a single episode. You can listen on \u003c/span>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">\u003cspan style=\"font-weight: 400\">Apple Podcasts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">\u003cspan style=\"font-weight: 400\">Google Podcasts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">\u003cspan style=\"font-weight: 400\">NPR One\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">\u003cspan style=\"font-weight: 400\">Spotify\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">\u003cspan style=\"font-weight: 400\">Stitcher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or wherever you get your podcasts.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003c/div>\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\">Grades can determine so much of a child’s future – the ability to get into college, qualify for scholarships and lessen student debt, land a higher paying job that will lead to a better quality of life and accelerate social mobility. At the start of the pandemic, several school districts switched to pass/fail models, but that period of \u003c/span>\u003ca href=\"https://lbpost.com/news/education/failing-grades-distance-learning-lbusd\">\u003cspan style=\"font-weight: 400\">grace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> disappeared by fall 2020. Subsequently, students this year saw a spike in \u003c/span>\u003ca href=\"https://apnews.com/article/distance-learning-coronavirus-pandemic-oregon-7fde612c3dbfd2e21fab9673ca49ad89\">\u003cspan style=\"font-weight: 400\">Fs and Ds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as they struggled with distance learning, financial and physical security at home, mental health, work and more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This reignited some of the \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/should-schools-be-giving-so-many-failing-grades-this-year/2020/12\">\u003cspan style=\"font-weight: 400\">debates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading\">\u003cspan style=\"font-weight: 400\">equitable grading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, putting into question what teachers grade and the accuracy of their methods. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If I don’t grade it, the student won’t do it.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s a common phrase used by teachers to extrinsically motivate students to do homework, turn in assignments, show up for class and test students on their knowledge. Teachers’ ability to grade everything became even more pronounced in the 1990s due to ed tech and digital grading programs that average scores based on a 100-point scale. Some outcomes of the 100-point scale meant that getting a zero on an assignment could derail a student’s average. Also, failure is over represented on a 100-point scale, making up nearly 60 percent of the possible grades. \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\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-58157\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Web-Res-Color-Joe_Feldman-0008-RT-WEB-e1626728726283-160x189.jpg\" alt=\"\" width=\"160\" height=\"189\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Web-Res-Color-Joe_Feldman-0008-RT-WEB-e1626728726283-160x189.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Web-Res-Color-Joe_Feldman-0008-RT-WEB-e1626728726283-768x909.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Web-Res-Color-Joe_Feldman-0008-RT-WEB-e1626728726283.jpg 783w\" sizes=\"(max-width: 160px) 100vw, 160px\">Former principal and teacher \u003c/span>\u003ca href=\"https://crescendoedgroup.org/about-us/who-we-are/\">\u003cspan style=\"font-weight: 400\">Joe Feldman\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> wrote about these issues in his book, “\u003c/span>\u003ca href=\"https://gradingforequity.org/\">\u003cspan style=\"font-weight: 400\">Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” I asked him to fact-check some of the intractable beliefs we’ve been carrying around for generations about grading. Some of these will sound very familiar to you. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Claim: An F, or fear of getting an F, will motivate a student to work harder.\u003cbr>\n\u003c/b>\u003cb>FALSE\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Joe Feldman: There’s no research that F’s motivate students to do better except for a tiny slice of students. The only research that supports that F’s motivate, or that low grades motivate, is for the students who have gotten A’s historically. And when they start to get a B or a C, they scramble like mad because they don’t want to get anything lower because it implicates all aspects of the fixed mindset they have about themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for everyone else, in all other circumstances, there is no research to support that Fs motivate. In fact, there’s research that Fs demotivate students because they know that they don’t know something. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And in the way that we historically average performance over time, that F now is a hole that students have to dig themselves out of. And they know the math. They know that if they get a couple of F’s early, forget having high grades at the end of the term. And so what’s the point? They might as well use their energy elsewhere.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">W\u003c/span>\u003cspan style=\"font-weight: 400\">hat we’ve got to do instead is help students understand that even if they fail early, if they get low grades early, miss things early, they can always keep learning, they can always redeem themselves with our help and support, and success is never out of reach for them. \u003c/span>\u003c/p>\n\u003cp>\u003cb>CLAIM: Giving some students more time – without any penalties – is unfair to those who do turn it in on time.\u003cbr>\n\u003c/b>\u003cb>FALSE \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman: So I think there’s a couple of things underneath that. One is that if something is unfair, that suggests that there’s a competition. And I think we’ve come a long way in disabusing ourselves of the idea that grades should be a competition. Because if I’m trying to teach a class, I really shouldn’t care if I have a whole lot of kids who are successful. \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=KQINC3243617409\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You know, we don’t want students to feel like they’re competing against each other because we know that only adds stress and demotivates students and lowers performance. And learning is not a race. Just because someone is able to learn something quicker, that doesn’t have any value in whether or not a student learned. A grade should only reflect the level of understanding a student has of the content, not the speed at which they learned. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>Claim: Students can learn without being graded on their behavior.\u003cbr>\n\u003c/b>\u003cb>TRUE\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman: We want students to learn how to manage their time and we want students to know how to work diligently and to take notes and to be a good citizen of the classroom. We can have ways of giving feedback to students and even consequences that can help them understand how to learn effectively and to learn the skills – the soft skills they’ll need for success in the professional world. But that doesn’t mean that it has to be included in the grade. We, as teachers, want students to self regulate. We want them to understand that if I didn’t take very good notes one time, I can connect not taking very good notes to having lower performance on that quiz or assessment. So now I will learn that I have to take good notes so I do well on the next test. And that’s what we want to get kids to do.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58158\" class=\"wp-caption alignnone\" style=\"max-width: 1072px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-58158 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM.png\" alt=\"\" width=\"1072\" height=\"1020\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM.png 1072w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM-800x761.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM-1020x971.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM-160x152.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Screen-Shot-2021-07-03-at-7.08.32-AM-768x731.png 768w\" sizes=\"(max-width: 1072px) 100vw, 1072px\">\u003cfigcaption class=\"wp-caption-text\">From “Grading for Equity”: A survey of teachers found that nearly all teachers think they grade accurately. However, about half of all teachers think their colleagues do not grade accurately, revealing some of the discrepancies in grading. \u003ccite>(Joe Feldman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>Claim: If I don’t grade it, the student won’t do it.\u003cbr>\n\u003c/b>\u003cb>FALSE\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman: So that is a commonly held belief based on extrinsic motivation – that the only way a student will do it is if the value that I invest in it is through the points that I use to grade it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was just talking to a teacher yesterday who said, ‘I used to grade every single \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/should-schools-be-giving-so-many-failing-grades-this-year/2020/12\">\u003cspan style=\"font-weight: 400\">homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> assignment because I thought that if I didn’t grade it, the students wouldn’t do it. And then I stopped including homework in the grade and I was shocked that the students kept doing it. And in fact, some students did more than before. And then when the students handed it in, I knew it was actually their work rather than copying because so many students copy each other’s homework because otherwise they lose points.’\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">(Note: There are plenty of students who don’t do the homework even when it counts towards their grades.)\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cb>CLAIM: Giving points for extra credit helps those who fell behind during the year.\u003cbr>\n\u003c/b>\u003cb>TRUE, BUT\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Feldman: Oh, well, that is a “true, but.” It certainly can help them get the points that they missed out so I guess it does mathematically help them in their grade. But the problem is it renders the grade inaccurate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, I didn’t know the political causes of Reconstruction, but I brought in cake. So points are just fungible, I guess. And if I didn’t learn something there, I can just get the points over here. It doesn’t matter whether I actually learned the thing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So it teaches students that all you have to do is get points. You don’t actually have to learn, you just have to get points. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It perpetuates institutional biases because the students who can do the extra credit usually require additional resources, whether that be time or money or transportation. \u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">You can read an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading\">\u003cspan style=\"font-weight: 400\">excerpt\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Joe Feldman’s book “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52679/why-its-crucial-and-really-hard-to-talk-about-more-equitable-grading\">\u003cspan style=\"font-weight: 400\">Grading for Equity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” on MindShift and check out his \u003c/span>\u003ca href=\"https://gradingforequity.org/\">\u003cspan style=\"font-weight: 400\">website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/em>\u003c/p>\n\u003ch2>\u003cb>So When a Teacher Reimagines Grading, What Happens to Students? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The disruptions caused by the pandemic gave teachers, students and families deep insights into some of the inequities in learning. The spike in Ds and Fs in school districts across the country, especially for high school students, has a lot of people thinking about what’s important to learning. Experts at the start of the pandemic called for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans\">\u003cspan style=\"font-weight: 400\">cutting down curriculum clutter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and focusing on relationships. But these practices shouldn’t be just a reaction to a pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.letschangeeducation.com/\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-58162\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Monte-Syrie-160x213.jpeg\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Monte-Syrie-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Monte-Syrie-800x1065.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Monte-Syrie-1020x1358.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Monte-Syrie-768x1022.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Monte-Syrie-1154x1536.jpeg 1154w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Monte-Syrie-1539x2048.jpeg 1539w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Monte-Syrie-1920x2556.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/07/Monte-Syrie-scaled.jpeg 1923w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>English teacher \u003c/span>\u003ca href=\"http://www.letschangeeducation.com/\">\u003cspan style=\"font-weight: 400\">Monte Syrie\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> had been troubled by inequitable grading practices for many years before the pandemic. He felt the way he had been grading his students didn’t accurately reflect what they learned. Like so many teachers, he graded students on everything – participation, assignments, homework, tests. But the points for behavior overshadowed content knowledge in his grade book; and averaging scores, especially on a 100-point scale, didn’t capture the progress students would make over time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to better assess his students, Syrie changed how he graded. Instead of being the sole distributor of points, he asked students to self-assess their work and tell him what grade they deserved. And if their grades were unsatisfactory, students could revise their work, demonstrate what they learned and improve their grade. But for Syrie, this also meant changing how he teaches because teaching and grading go hand in hand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I no longer have the power to motivate kids with points,” said Syrie, who teaches at Cheney High School in Spokane County, Washington. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He had to create meaningful learning tasks that would help students on assessments. These tasks weren’t graded, but students would have to find the value in doing the work in order to feel better prepared for the assessments. He said transitioning to this model had its challenges because some students wouldn’t see the value of the tasks until after stumbling on the first assessment. “And then they started to realize, like, wait a minute, [this learning task] is putting things in place for us so by the time we get to the assessment, we’re prepared for the assessment,” he said. \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=KQINC3243617409\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This model of learning and grading was a major adjustment for students who were used to programming all their efforts on the expectations of a teacher. Instead, students had to reflect more upon their own efforts and abilities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We had a full conversation about our grades and why we believed we deserved the one we chose, and that was something I literally never experienced before,” said Lauren Hinrichs, who was Syrie’s student three years ago when he started to implement these changes. “I think we always saw the teacher-student relationship as a parent-child relationship. Or, as a student, I always viewed the teachers as someone above me, never as a fellow human, always kind of that other more significant figure,” she said. The new system allowed her to see her teacher and herself differently. “Instead, it’s kind of a human-to-human [relationship], eye-to-eye.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not being graded on everything meant feeling more open to learning and engaging more deeply with peers as a community, even for students like Lauren who take high-pressure courses. “It allowed me to ‘chill out’ in the best way possible. And you know what? That motivated me even more to get my schoolwork done.” \u003c/span>\u003c/p>\n\u003cp>The feedback process was an important part of Syrie’s class – for grades, assignments, revisions – and opinions were not exclusive to the teacher; students were active participants, too. Throughout the year, students gave feedback to one another on class presentations, which helped build camaraderie among students.\u003c/p>\n\u003cfigure id=\"attachment_58160\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-58160 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/IMG_4446-scaled-e1626729107371.jpg\" alt=\"\" width=\"1920\" height=\"472\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Lauren Hinrichs\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the first five minutes of each class, students did check-ins sharing things that made them smile (like having a great snack) or frown (a personal setback). Hinrichs said getting to know each other this way helped build greater community among her classmates, but also, helped understand inequities in the classroom. Just because teens show up in the same space every day doesn’t mean they know about each others’ joys and struggles outside of school. But getting to know each other through \u003ca href=\"http://www.letschangeeducation.com/reflections-reality-relationships-are-not-accidents/\">smiles and frowns\u003c/a> created the space to do that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are 15-year-olds out there working night shifts or working right after school to provide for their family. And they don’t have time to do three hours of homework for a project,” she said. These check-ins helped students who were not in each other’s worlds connect in ways they wouldn’t in a typical classroom. She said the sense of community helped the students learn in ways she hadn’t in any other class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’ve never been able to take five minutes to engage with my fellow students. It was constantly work, work, work, work, work,” she said. Getting to know other students helped her see how inequitable school can be and she felt fortunate to have the time after school to do homework in other classes. But the \u003ca href=\"http://www.letschangeeducation.com/reflections-reality-relationships-are-not-accidents/\">smiles and frowns activity\u003c/a> helped her see what her classmates were going through no matter what their peer groups were. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58159\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-58159 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/IMG_4446-1-scaled-e1626729151255.jpg\" alt=\"\" width=\"1920\" height=\"539\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Lauren Hinrichs \u003ccite>(Courtesy of Lauren Hinrichs)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We were all so close. And to be honest, I would have never gotten to know some of those kids the way I did in Syrie’s class had it not been for the few minutes he took every day to spend with us and spend to connect one another,” Hinrichs said. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can read more about Monte Syrie’s journey with grading on his \u003c/span>\u003ca href=\"http://www.letschangeeducation.com/\">\u003cspan style=\"font-weight: 400\">Project180\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> site.\u003c/span>\u003c/p>\n\u003cdiv class=\"post-body\">\n\u003cp>\u003cspan style=\"font-weight: 400\">Subscribe in your favorite podcast app so you won’t miss a single episode. You can listen on \u003c/span>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">\u003cspan style=\"font-weight: 400\">Apple Podcasts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">\u003cspan style=\"font-weight: 400\">Google Podcasts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">\u003cspan style=\"font-weight: 400\">NPR One\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">\u003cspan style=\"font-weight: 400\">Spotify\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">\u003cspan style=\"font-weight: 400\">Stitcher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or wherever you get your podcasts.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
"site": "radio",
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},
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"rss": "https://feeds.megaphone.fm/KQINC2275451163"
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"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.",
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