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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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"headTitle": "Could Data Science Diversify the STEM Field? Why Courses Designed This Century Feel so Relevant to All Students | 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/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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"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": "\u003cp>\u003cspan style=\"font-weight: 400\">As we enter a third school year in the coronavirus pandemic, the MindShift team examines sustaining teaching practices that can help educators and their students. This season, we’ll bring you stories and strategies that helped school communities prioritize what’s important in a child’s education. The crises of 2020 created opportunities for change in how teachers grade and how school leaders treat their staff, but some change didn’t go far enough.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This season, co-host Ki Sung fact-checks some entrenched beliefs about grading practices and reports on more helpful – and more accurate – ways teachers can grade what students learn. Our new co-host Nimah Gobir takes us to a school that’s been proactive about student mental health in much-needed ways. You’ll hear from teachers who are struggling with colleagues’ toxic positivity and how they overcame it. We’ll also cover data science in math education, cultivating genius in all students and how school communities can have real conversations about race. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Take a listen to our \u003ca href=\"https://dcs.megaphone.fm/KQINC9963435268.mp3?key=807aa2dfb4ce718ae3f57627c65d0fd8\">trailer\u003c/a> to hear what’s coming up! The first episode of the season launches on July 20 and you’ll hear new episodes every other week. \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=KQINC9963435268\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\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\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As we enter a third school year in the coronavirus pandemic, the MindShift team examines sustaining teaching practices that can help educators and their students. This season, we’ll bring you stories and strategies that helped school communities prioritize what’s important in a child’s education. The crises of 2020 created opportunities for change in how teachers grade and how school leaders treat their staff, but some change didn’t go far enough.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This season, co-host Ki Sung fact-checks some entrenched beliefs about grading practices and reports on more helpful – and more accurate – ways teachers can grade what students learn. Our new co-host Nimah Gobir takes us to a school that’s been proactive about student mental health in much-needed ways. You’ll hear from teachers who are struggling with colleagues’ toxic positivity and how they overcame it. We’ll also cover data science in math education, cultivating genius in all students and how school communities can have real conversations about race. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Take a listen to our \u003ca href=\"https://dcs.megaphone.fm/KQINC9963435268.mp3?key=807aa2dfb4ce718ae3f57627c65d0fd8\">trailer\u003c/a> to hear what’s coming up! The first episode of the season launches on July 20 and you’ll hear new episodes every other week. \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=KQINC9963435268\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\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\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/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\">Sit down, sit still and use your head. In our brain-centric culture, we often equate thinking with quiet focus. \u003c/span>\u003cspan style=\"font-weight: 400\">But when it comes to deep learning, the brain is only part of the story, says Annie Murphy Paul, author of the new book \u003c/span>\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">\u003cspan style=\"font-weight: 400\">“The Extended Mind: The Power of Thinking Outside the Brain.” \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yes, the brain is an incredible organ, she says, but it also “has firm limits on what it can do in terms of paying attention, remembering, staying focused, staying motivated and grasping abstract concepts.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, the human brain evolved to engage in activities that are quite different from the abstract, complex tasks required in modern classrooms and workplaces. “There is a mismatch between what our brain is and what we expect of it,” says Paul, and because of that, “our brains inevitably let us down.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students, these natural limitations can feel very distressing. “When students’ brains don’t work quite as well as they want – when they are forgetful or distracted – they blame themselves.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book, Paul argues that if we want to extend the capacity of our brain – and engage in deeper, more creative learning – we need to capitalize on other body systems, on our surroundings and on our relationships. “The way to get better at thinking and learning is not to keep pushing the brain and certainly not to blame ourselves for its failures, but to reach outside the brain and transcend its limits by bringing in these external resources.”\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=KQINC8693244115\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two of these resources that educators, parents and caregivers can readily employ are movement and gesture.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Thinking with Movement\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Humans did not evolve to do their best work while sitting down, says Paul. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think about a child struggling to keep their body still during a lesson. “It takes a fair amount of mental bandwidth to keep our bodies still because we’re meant to be in a kind of state of constant motion. And to control your impulse to move – especially for children – uses up some of the mental resources that they could otherwise apply to their learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Paul’s research, she encountered a common theme in the writings of many influential scholars: they did their best thinking while walking. As Henry David Thoreau wrote, “the moment my legs begin to move, my thoughts begin to flow.” He’s not alone. In experiments out of \u003c/span>\u003ca href=\"https://news.stanford.edu/2014/04/24/walking-vs-sitting-042414/\">\u003cspan style=\"font-weight: 400\">Stanford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students who completed creative tasks while walking – such as coming up with unexpected uses for a paperclip – came up with more ideas than those who brainstormed sitting down. Even our language reflects this understanding, says Paul. “We say we are ‘stuck’ or in a ‘rut’ \u003c/span>\u003cspan style=\"font-weight: 400\">because we have this idea that stasis and non-movement do not promote creativity. And then when we are thinking creatively, we say we are ‘on a roll’ or our thoughts are ‘flowing.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The benefits of movement are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53681/how-movement-and-exercise-help-kids-learn\">\u003cspan style=\"font-weight: 400\">well-documented\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: physical activity improves students’ focus, retention, memory consolidation, creativity and mood. Movement breaks – from recess to a short dance party to doing standing stretches at their desks – boost students’ mental sharpness. Research finds that a single workout can improve a student’s ability to focus on a task for up to two hours. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even micro-movements – such as shifting our weight while working at a standing desk – can help us stay more alert. “Activity-permissive classrooms” are helpful for all kids, says Paul, but particularly for students with ADHD for whom “low-intensity movement helps them regulate their state of physiological arousal and alertness.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Incorporating Purposeful Movement Into Instruction\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers weave in purposeful movement, they enhance students’ comprehension and retention. The phrase for this is \u003c/span>\u003ca href=\"https://blogs.scientificamerican.com/guest-blog/a-brief-guide-to-embodied-cognition-why-you-are-not-your-brain/\">\u003cspan style=\"font-weight: 400\">“embodied cognition”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: our brain influences our body, but our body also influences our brain. Paul points to research that found students who incorporated movement into their learning strategy remembered 76 percent of the material, while those who simply used their brain to memorize recalled only 37 percent. “\u003c/span>\u003cspan style=\"font-weight: 400\">We just don’t remember what we hear that well, or even what we see. Most of all we remember what we’ve done, the actions that we’ve taken. The traditional classroom is still focused on written and spoken language, and we’re leaving out this incredibly powerful human capacity to relate things to the movements of the body.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can design lessons that incorporate congruent, novel and self-referential movement. Congruent movement involves engaging in physical activity that matches a concept – such as kids creating a number line with their bodies or acting out a math word problem. Novel movement asks students to do something unfamiliar to acquaint them with a new concept – such as physics students holding on to a tilting, spinning wheel to experience torque. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-referential movements involve students casting themselves as a character in the story of a concept. As Paul notes, Einstein imagined himself riding on a beam of light as he developed the theory of relativity, and polio vaccine inventor Jonas Salk imagined himself as a virus or cancer cell. Teachers, likewise, can ask students to act out the story of photosynthesis, or link arms to become human chromosomes. According to research, role-playing in science helped students achieve a more accurate understanding of a concept. Working with manipulatives is helpful, says Paul, but “students learn even more when the manipulatives they employ are their own body.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Tapping into the Power of Gesture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While you’d be hard-pressed to find a professional development workshop on using gesture in the classroom, gesturing was our first language and remains key to communicating ideas. As Paul says, “The movements of the hands are a co-equal partner with speech. When we don’t attend to gesture, our own or others, we’re missing out on half the conversation. There’s fascinating research that suggests our most advanced, newest and cutting-edge ideas – the ones that we can’t quite put into words yet – show up first in our gestures.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does this mean for parents and teachers? The possibilities are myriad, says Paul. Look for instructional videos that include people gesturing – and not just talking heads; studies show that improves retention. Think about your own gestures as you explain new concepts and be purposeful in your movements. Teach students to pair new vocabulary words with an associated movement. Give them objects or diagrams to point to. Pay attention to student gestures to see what they might be communicating without words. And actively encourage students to gesture as part of the learning process. “The more you gesture, the deeper your understanding becomes,” says Paul, “so you should create as many opportunities for students to gesture as possible. Ask them, ‘Can you move your hands when you say that?’” That simple prompt not only gives the teacher more information about a student’s understanding, it also “moves the student’s own thinking ahead a step.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, it’s a perspective shift, says Paul. Our moving, fidgeting bodies are not at odds with learning but are rather a powerful way to extend our mind. “The movement and gesture of the body should be as much a part of the classroom as our thinking and talking brain.” \u003c/span>\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/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>[ad floatright]\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=KQINC8693244115\" 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/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\">Sit down, sit still and use your head. In our brain-centric culture, we often equate thinking with quiet focus. \u003c/span>\u003cspan style=\"font-weight: 400\">But when it comes to deep learning, the brain is only part of the story, says Annie Murphy Paul, author of the new book \u003c/span>\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">\u003cspan style=\"font-weight: 400\">“The Extended Mind: The Power of Thinking Outside the Brain.” \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yes, the brain is an incredible organ, she says, but it also “has firm limits on what it can do in terms of paying attention, remembering, staying focused, staying motivated and grasping abstract concepts.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, the human brain evolved to engage in activities that are quite different from the abstract, complex tasks required in modern classrooms and workplaces. “There is a mismatch between what our brain is and what we expect of it,” says Paul, and because of that, “our brains inevitably let us down.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students, these natural limitations can feel very distressing. “When students’ brains don’t work quite as well as they want – when they are forgetful or distracted – they blame themselves.”\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 her book, Paul argues that if we want to extend the capacity of our brain – and engage in deeper, more creative learning – we need to capitalize on other body systems, on our surroundings and on our relationships. “The way to get better at thinking and learning is not to keep pushing the brain and certainly not to blame ourselves for its failures, but to reach outside the brain and transcend its limits by bringing in these external resources.”\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=KQINC8693244115\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two of these resources that educators, parents and caregivers can readily employ are movement and gesture.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Thinking with Movement\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Humans did not evolve to do their best work while sitting down, says Paul. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think about a child struggling to keep their body still during a lesson. “It takes a fair amount of mental bandwidth to keep our bodies still because we’re meant to be in a kind of state of constant motion. And to control your impulse to move – especially for children – uses up some of the mental resources that they could otherwise apply to their learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Paul’s research, she encountered a common theme in the writings of many influential scholars: they did their best thinking while walking. As Henry David Thoreau wrote, “the moment my legs begin to move, my thoughts begin to flow.” He’s not alone. In experiments out of \u003c/span>\u003ca href=\"https://news.stanford.edu/2014/04/24/walking-vs-sitting-042414/\">\u003cspan style=\"font-weight: 400\">Stanford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students who completed creative tasks while walking – such as coming up with unexpected uses for a paperclip – came up with more ideas than those who brainstormed sitting down. Even our language reflects this understanding, says Paul. “We say we are ‘stuck’ or in a ‘rut’ \u003c/span>\u003cspan style=\"font-weight: 400\">because we have this idea that stasis and non-movement do not promote creativity. And then when we are thinking creatively, we say we are ‘on a roll’ or our thoughts are ‘flowing.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The benefits of movement are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53681/how-movement-and-exercise-help-kids-learn\">\u003cspan style=\"font-weight: 400\">well-documented\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: physical activity improves students’ focus, retention, memory consolidation, creativity and mood. Movement breaks – from recess to a short dance party to doing standing stretches at their desks – boost students’ mental sharpness. Research finds that a single workout can improve a student’s ability to focus on a task for up to two hours. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even micro-movements – such as shifting our weight while working at a standing desk – can help us stay more alert. “Activity-permissive classrooms” are helpful for all kids, says Paul, but particularly for students with ADHD for whom “low-intensity movement helps them regulate their state of physiological arousal and alertness.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Incorporating Purposeful Movement Into Instruction\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers weave in purposeful movement, they enhance students’ comprehension and retention. The phrase for this is \u003c/span>\u003ca href=\"https://blogs.scientificamerican.com/guest-blog/a-brief-guide-to-embodied-cognition-why-you-are-not-your-brain/\">\u003cspan style=\"font-weight: 400\">“embodied cognition”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: our brain influences our body, but our body also influences our brain. Paul points to research that found students who incorporated movement into their learning strategy remembered 76 percent of the material, while those who simply used their brain to memorize recalled only 37 percent. “\u003c/span>\u003cspan style=\"font-weight: 400\">We just don’t remember what we hear that well, or even what we see. Most of all we remember what we’ve done, the actions that we’ve taken. The traditional classroom is still focused on written and spoken language, and we’re leaving out this incredibly powerful human capacity to relate things to the movements of the body.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can design lessons that incorporate congruent, novel and self-referential movement. Congruent movement involves engaging in physical activity that matches a concept – such as kids creating a number line with their bodies or acting out a math word problem. Novel movement asks students to do something unfamiliar to acquaint them with a new concept – such as physics students holding on to a tilting, spinning wheel to experience torque. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-referential movements involve students casting themselves as a character in the story of a concept. As Paul notes, Einstein imagined himself riding on a beam of light as he developed the theory of relativity, and polio vaccine inventor Jonas Salk imagined himself as a virus or cancer cell. Teachers, likewise, can ask students to act out the story of photosynthesis, or link arms to become human chromosomes. According to research, role-playing in science helped students achieve a more accurate understanding of a concept. Working with manipulatives is helpful, says Paul, but “students learn even more when the manipulatives they employ are their own body.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Tapping into the Power of Gesture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While you’d be hard-pressed to find a professional development workshop on using gesture in the classroom, gesturing was our first language and remains key to communicating ideas. As Paul says, “The movements of the hands are a co-equal partner with speech. When we don’t attend to gesture, our own or others, we’re missing out on half the conversation. There’s fascinating research that suggests our most advanced, newest and cutting-edge ideas – the ones that we can’t quite put into words yet – show up first in our gestures.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does this mean for parents and teachers? The possibilities are myriad, says Paul. Look for instructional videos that include people gesturing – and not just talking heads; studies show that improves retention. Think about your own gestures as you explain new concepts and be purposeful in your movements. Teach students to pair new vocabulary words with an associated movement. Give them objects or diagrams to point to. Pay attention to student gestures to see what they might be communicating without words. And actively encourage students to gesture as part of the learning process. “The more you gesture, the deeper your understanding becomes,” says Paul, “so you should create as many opportunities for students to gesture as possible. Ask them, ‘Can you move your hands when you say that?’” That simple prompt not only gives the teacher more information about a student’s understanding, it also “moves the student’s own thinking ahead a step.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, it’s a perspective shift, says Paul. Our moving, fidgeting bodies are not at odds with learning but are rather a powerful way to extend our mind. “The movement and gesture of the body should be as much a part of the classroom as our thinking and talking brain.” \u003c/span>\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/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>\u003c/p>\u003c/div>",
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"slug": "dr-sonja-cherry-paul-using-stamped-for-kids-to-have-age-appropriate-discussions-about-race",
"title": "Dr. Sonja Cherry-Paul: Using 'Stamped (For Kids)' to Have Age-Appropriate Discussions About Race",
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"headTitle": "Dr. Sonja Cherry-Paul: Using ‘Stamped (For Kids)’ to Have Age-Appropriate Discussions About Race | KQED",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When you first hold “Stamped from the Beginning,” it’s heavy, even as a paperback. At almost 600 pages and dense with text, a person can tell at once that author Dr. Ibram X. Kendi wasn’t pulling any punches when he set out to write “The Definitive History of Racist Ideas in America.” “Stamped from the Beginning” has since been remixed as\u003c/span> \u003cspan style=\"font-weight: 400\">“\u003ca href=\"https://www.lbyr.com/titles/jason-reynolds/stamped-racism-antiracism-and-you/9780316453707/\">Stamped: Racism, Antiracism, and You\u003c/a>,” a version of the book that was re-written for teens by best-selling author \u003ca href=\"https://www.jasonwritesbooks.com/\">Jason Reynolds\u003c/a>. Now, we have “\u003ca href=\"https://www.lbyr.com/titles/jason-reynolds/stamped-for-kids/9780316167581/\">Stamped (For Kids): Racism, Antiracism, and You\u003c/a>,” an adaptation aimed at 7- to 12-year-olds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These youth-centered books about race\u003c/span> \u003cspan style=\"font-weight: 400\">do the research for teachers so they don’t have to spend huge amounts of time figuring out how to tackle units about American history and\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54150/teaching-6-year-olds-about-privilege-and-power\">\u003cspan style=\"font-weight: 400\"> race in the classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, explains author \u003ca href=\"https://www.sonjacherrypaul.com/\">Dr. Sonja Cherry-Paul\u003c/a>. She is an educator and researcher who wrote “Stamped (For Kids)” as an adaptation of Kendi’s original book. She’s applying her 20 years of experience in middle school classrooms helping schools “shatter any kind of \u003c/span>\u003cspan style=\"font-weight: 400\">silence around race and \u003c/span>\u003cspan style=\"font-weight: 400\">racism.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57763\" class=\"wp-caption alignleft\" style=\"max-width: 195px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-57763 \" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-5-.jpg\" alt=\"\" width=\"195\" height=\"197\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/04/STAMPED-Ch-5-.jpg 507w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/04/STAMPED-Ch-5--160x161.jpg 160w\" sizes=\"(max-width: 195px) 100vw, 195px\">\u003cfigcaption class=\"wp-caption-text\">(Rachelle Baker/ Little, Brown Books for Young Readers)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">With recent elections and a global pandemic, race is one of several real-world topics pressing for educators’ attention. In the aftermath of the widespread protests of George Floyd’s murder by a Minneapolis police officer, many institutions across the U.S. released statements against racism, often pledging to make strides to rectify wrongdoings and oversights. While the national reckoning around race feels relatively new, teachers have been wrestling with the best ways to teach about race and racism long before the summer of 2020. Fortunately, there are reliable ways to take on these topics. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reckoning with conversations about race with kids\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Young children, especially children of color, perceive race a lot more than most people think. In fact, many kids are coming into schools already having experiences with racism, says \u003c/span>\u003cspan style=\"font-weight: 400\">Cherry-Paul, referring to the research that suggests initial \u003c/span>\u003ca href=\"https://www.utoronto.ca/news/racial-bias-may-begin-babies-six-months-u-t-research-reveals\">\u003cspan style=\"font-weight: 400\">awareness of race begins at six months of age\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While several research studies show that children recognize race at a young age, \u003c/span>\u003ca href=\"https://www.academia.edu/3094721/Children_Are_Not_Colorblind_How_Young_Children_Learn_Race\">\u003cspan style=\"font-weight: 400\"> Dr. Erin N. Winkler’s publications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer a digestible overview of how kids ages 3 to 5 years old use racial categories to make generalizations about behavior and express bias. Young children rely more on stereotyping because their cognitive abilities are usually not advanced enough to process multiple qualities at once. Additionally, Winkler’s research suggests children’s racial beliefs may not even be related to those of their parents, but instead reflect societal and social norms about how whiteness is normalized and privileged from books, songs and media. \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Award-Winning PBS KIDS Talk About: Race & Racism | FULL EPISODE | PBS KIDS\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/_fbQBKwdWPg?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although parents of color are more likely to have discussions about race with their children – since it is their lived experience – many\u003c/span>\u003cspan style=\"font-weight: 400\"> white caregivers and educators \u003ca href=\"https://www.sesameworkshop.org/what-we-do/research-and-innovation/sesame-workshop-identity-matters-study\">balk at the thought\u003c/a> of a conversation about race with elementary school age children,\u003c/span>\u003cspan style=\"font-weight: 400\"> even though research has shown children have already been processing race. Understandably, there are concerns about discouraging and disempowering young students with too much hard-to-process information. In response, Cherry-Paul says, “We often talk about the ways in which we want to educate kids so they become the change makers that our society needs. We can’t wait until they’re in high school for that to happen.” She notes psychologist Dr. Beverly Daniel Tatum’s research in her book about racial identity development “\u003ca href=\"https://www.goodreads.com/book/show/16280.Why_Are_All_The_Black_Kids_Sitting_Together_in_the_Cafeteria_\">Why are All the Black Kids Sitting Together in the Cafeteria?\u003c/a>” by remarking that children are better able to resist negative messages that are named and identifiable.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>How parents, caregivers and educators equip themselves to guide conversations about race\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like so many topics, caregivers and educators are entrusted with the\u003c/span>\u003ca href=\"https://www.npr.org/2019/04/24/716700866/talking-race-with-young-children\">\u003cspan style=\"font-weight: 400\"> tough task of figuring out what is age-appropriate.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> But when it comes to race and racism, many may find themselves dodging the topic altogether to avoid saying the wrong thing or feeling uncomfortable. However, according to Cherry-Paul, these conversations are worth having and they’re critical for adults to embrace.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">What we need them to do is lean into those discomforts to reckon with the unsettling truths of race and racism in the United States and then to acquire racial literacy themselves and then to teach it to kids,” she says. Not teaching about race at all does a lot of harm to young students of color particularly because children experiencing racial bias and discrimination will try to fill in the gaps about their experiences without the right context and framing. Denying racism can make people feel gaslit.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57764\" class=\"wp-caption alignright\" style=\"max-width: 215px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-57764\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-7-Sojourner-Truth.jpg\" alt=\"\" width=\"215\" height=\"235\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/04/STAMPED-Ch-7-Sojourner-Truth.jpg 492w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/04/STAMPED-Ch-7-Sojourner-Truth-160x175.jpg 160w\" sizes=\"(max-width: 215px) 100vw, 215px\">\u003cfigcaption class=\"wp-caption-text\">(Rachelle Baker/ Little, Brown Books for Young Readers)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Racism is systemic, but too often people focus on racist acts of individuals, which can obscure larger issues at work. “What we need to do is shift to systems to help kids understand that there is a legacy of systems treating people unfairly, and giving them examples of that across time so that they can understand how we got here,” says Cherry-Paul. She also notes that books like “Stamped (For Kids)” or Reynolds and Kendi’s “Stamped: Racism, Antiracism, and You” can help teachers avoid teaching about racism as isolated incidents. “One of the most powerful things we can do is help young kids understand that we’re not just talking about name calling or unkindness that happens between individuals.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How to “adapt” content for kids \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After creating a digestible way to have conversations about race and racism, Cherry-Paul shared a few ways to take into account kids’ developmental stage and cognitive ability when discussing tough topics.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Leave some things out\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>.\u003c/strong> Cherry-Paul approached adapting “Stamped: Racism, Antiracism, and You” with the nervousness many parents and educators feel when trying to convey a complicated topic to a young child. Her biggest challenge: how does one decide what to take out, and how do those decisions impact students’ understanding? She had to make difficult decisions when tailoring “Stamped (For Kids)” for young learners. “Reworking Jason’s writing and my own writing again and again was totally intimidating. Here’s this magnificent, powerful writing and I’m like, ‘This has to go. This has to go differently because an eight or a nine year old is not necessarily going to get it in this way.’” \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=KQINC1225566275\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Considering youth development and cognitive capability, broad strokes of nuanced ideas will do the trick for young learners. Instead of focusing on small details, concentrate on big picture ideas and how to stoke sustainable interest. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">I just had to remind myself that ‘Stamped (For Kids)’ is a start and not an end to the kind of reading that students should have access to across their lives about race and racism. And if I’ve done my job well, they’ll want to read more,\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">” \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">says Cherry-Paul.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Take breaks\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>.\u003c/strong> Those who have had the pleasure of reading Kendi and Reynolds’ “Stamped: Racism, Antiracism, and You” are familiar with “time-outs” and “time-ins.” They’re opportunities for readers to take breaks after reading heavier content. “In ‘Stamped (For Kids),’ there are more moments for kids to do that, more moments for kids to pause and then unpause as we keep going,” she explains. Instead of powering through pages, she urges educators to anticipate moments when kids are going to need a break to process what they just read and give young learners ample time to absorb new information.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57762\" class=\"wp-caption alignleft\" style=\"max-width: 192px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-57762 \" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-7-Frederick-Douglass.jpg\" alt=\"\" width=\"192\" height=\"210\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/04/STAMPED-Ch-7-Frederick-Douglass.jpg 492w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/04/STAMPED-Ch-7-Frederick-Douglass-160x175.jpg 160w\" sizes=\"(max-width: 192px) 100vw, 192px\">\u003cfigcaption class=\"wp-caption-text\">(Rachelle Baker/ Little, Brown Books for Young Readers)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Remind, re-emphasize and reiterate important information.\u003c/strong> \u003cspan style=\"font-weight: 400\">Seek out moments to check for comprehension with reminders. Cherry-Paul tried to foresee where there might be some confusion and would prepare comparisons or new ways to explain the information. One technique she relies on is reminding kids about earlier ideas, which also helps string historical events together into a cohesive story that young learners are more likely to understand. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have to find ways to talk about complex topics so we can help young learners make sense of the world that they live in. The truth is the truth, and children deserve the truth, and children want the truth and children can handle the truth,” says Cherry-Paul, referencing a quote from children’s literature author \u003c/span>\u003ca href=\"https://cbweatherford.com/\">\u003cspan style=\"font-weight: 400\">Carole Boston Weatherford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The hope is that all of the children we nurture will be \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57152/every-kid-is-motivated-action-oriented-ideas-to-revive-students-curiosity\">\u003cspan style=\"font-weight: 400\">equipped to express curiosity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, challenge when appropriate, and imagine new and better worlds. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When you first hold “Stamped from the Beginning,” it’s heavy, even as a paperback. At almost 600 pages and dense with text, a person can tell at once that author Dr. Ibram X. Kendi wasn’t pulling any punches when he set out to write “The Definitive History of Racist Ideas in America.” “Stamped from the Beginning” has since been remixed as\u003c/span> \u003cspan style=\"font-weight: 400\">“\u003ca href=\"https://www.lbyr.com/titles/jason-reynolds/stamped-racism-antiracism-and-you/9780316453707/\">Stamped: Racism, Antiracism, and You\u003c/a>,” a version of the book that was re-written for teens by best-selling author \u003ca href=\"https://www.jasonwritesbooks.com/\">Jason Reynolds\u003c/a>. Now, we have “\u003ca href=\"https://www.lbyr.com/titles/jason-reynolds/stamped-for-kids/9780316167581/\">Stamped (For Kids): Racism, Antiracism, and You\u003c/a>,” an adaptation aimed at 7- to 12-year-olds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These youth-centered books about race\u003c/span> \u003cspan style=\"font-weight: 400\">do the research for teachers so they don’t have to spend huge amounts of time figuring out how to tackle units about American history and\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54150/teaching-6-year-olds-about-privilege-and-power\">\u003cspan style=\"font-weight: 400\"> race in the classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, explains author \u003ca href=\"https://www.sonjacherrypaul.com/\">Dr. Sonja Cherry-Paul\u003c/a>. She is an educator and researcher who wrote “Stamped (For Kids)” as an adaptation of Kendi’s original book. She’s applying her 20 years of experience in middle school classrooms helping schools “shatter any kind of \u003c/span>\u003cspan style=\"font-weight: 400\">silence around race and \u003c/span>\u003cspan style=\"font-weight: 400\">racism.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57763\" class=\"wp-caption alignleft\" style=\"max-width: 195px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-57763 \" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-5-.jpg\" alt=\"\" width=\"195\" height=\"197\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/04/STAMPED-Ch-5-.jpg 507w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/04/STAMPED-Ch-5--160x161.jpg 160w\" sizes=\"(max-width: 195px) 100vw, 195px\">\u003cfigcaption class=\"wp-caption-text\">(Rachelle Baker/ Little, Brown Books for Young Readers)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">With recent elections and a global pandemic, race is one of several real-world topics pressing for educators’ attention. In the aftermath of the widespread protests of George Floyd’s murder by a Minneapolis police officer, many institutions across the U.S. released statements against racism, often pledging to make strides to rectify wrongdoings and oversights. While the national reckoning around race feels relatively new, teachers have been wrestling with the best ways to teach about race and racism long before the summer of 2020. Fortunately, there are reliable ways to take on these topics. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reckoning with conversations about race with kids\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Young children, especially children of color, perceive race a lot more than most people think. In fact, many kids are coming into schools already having experiences with racism, says \u003c/span>\u003cspan style=\"font-weight: 400\">Cherry-Paul, referring to the research that suggests initial \u003c/span>\u003ca href=\"https://www.utoronto.ca/news/racial-bias-may-begin-babies-six-months-u-t-research-reveals\">\u003cspan style=\"font-weight: 400\">awareness of race begins at six months of age\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While several research studies show that children recognize race at a young age, \u003c/span>\u003ca href=\"https://www.academia.edu/3094721/Children_Are_Not_Colorblind_How_Young_Children_Learn_Race\">\u003cspan style=\"font-weight: 400\"> Dr. Erin N. Winkler’s publications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> offer a digestible overview of how kids ages 3 to 5 years old use racial categories to make generalizations about behavior and express bias. Young children rely more on stereotyping because their cognitive abilities are usually not advanced enough to process multiple qualities at once. Additionally, Winkler’s research suggests children’s racial beliefs may not even be related to those of their parents, but instead reflect societal and social norms about how whiteness is normalized and privileged from books, songs and media. \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Award-Winning PBS KIDS Talk About: Race & Racism | FULL EPISODE | PBS KIDS\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/_fbQBKwdWPg?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although parents of color are more likely to have discussions about race with their children – since it is their lived experience – many\u003c/span>\u003cspan style=\"font-weight: 400\"> white caregivers and educators \u003ca href=\"https://www.sesameworkshop.org/what-we-do/research-and-innovation/sesame-workshop-identity-matters-study\">balk at the thought\u003c/a> of a conversation about race with elementary school age children,\u003c/span>\u003cspan style=\"font-weight: 400\"> even though research has shown children have already been processing race. Understandably, there are concerns about discouraging and disempowering young students with too much hard-to-process information. In response, Cherry-Paul says, “We often talk about the ways in which we want to educate kids so they become the change makers that our society needs. We can’t wait until they’re in high school for that to happen.” She notes psychologist Dr. Beverly Daniel Tatum’s research in her book about racial identity development “\u003ca href=\"https://www.goodreads.com/book/show/16280.Why_Are_All_The_Black_Kids_Sitting_Together_in_the_Cafeteria_\">Why are All the Black Kids Sitting Together in the Cafeteria?\u003c/a>” by remarking that children are better able to resist negative messages that are named and identifiable.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>How parents, caregivers and educators equip themselves to guide conversations about race\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like so many topics, caregivers and educators are entrusted with the\u003c/span>\u003ca href=\"https://www.npr.org/2019/04/24/716700866/talking-race-with-young-children\">\u003cspan style=\"font-weight: 400\"> tough task of figuring out what is age-appropriate.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> But when it comes to race and racism, many may find themselves dodging the topic altogether to avoid saying the wrong thing or feeling uncomfortable. However, according to Cherry-Paul, these conversations are worth having and they’re critical for adults to embrace.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">What we need them to do is lean into those discomforts to reckon with the unsettling truths of race and racism in the United States and then to acquire racial literacy themselves and then to teach it to kids,” she says. Not teaching about race at all does a lot of harm to young students of color particularly because children experiencing racial bias and discrimination will try to fill in the gaps about their experiences without the right context and framing. Denying racism can make people feel gaslit.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57764\" class=\"wp-caption alignright\" style=\"max-width: 215px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-57764\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-7-Sojourner-Truth.jpg\" alt=\"\" width=\"215\" height=\"235\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/04/STAMPED-Ch-7-Sojourner-Truth.jpg 492w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/04/STAMPED-Ch-7-Sojourner-Truth-160x175.jpg 160w\" sizes=\"(max-width: 215px) 100vw, 215px\">\u003cfigcaption class=\"wp-caption-text\">(Rachelle Baker/ Little, Brown Books for Young Readers)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Racism is systemic, but too often people focus on racist acts of individuals, which can obscure larger issues at work. “What we need to do is shift to systems to help kids understand that there is a legacy of systems treating people unfairly, and giving them examples of that across time so that they can understand how we got here,” says Cherry-Paul. She also notes that books like “Stamped (For Kids)” or Reynolds and Kendi’s “Stamped: Racism, Antiracism, and You” can help teachers avoid teaching about racism as isolated incidents. “One of the most powerful things we can do is help young kids understand that we’re not just talking about name calling or unkindness that happens between individuals.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How to “adapt” content for kids \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After creating a digestible way to have conversations about race and racism, Cherry-Paul shared a few ways to take into account kids’ developmental stage and cognitive ability when discussing tough topics.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Leave some things out\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>.\u003c/strong> Cherry-Paul approached adapting “Stamped: Racism, Antiracism, and You” with the nervousness many parents and educators feel when trying to convey a complicated topic to a young child. Her biggest challenge: how does one decide what to take out, and how do those decisions impact students’ understanding? She had to make difficult decisions when tailoring “Stamped (For Kids)” for young learners. “Reworking Jason’s writing and my own writing again and again was totally intimidating. Here’s this magnificent, powerful writing and I’m like, ‘This has to go. This has to go differently because an eight or a nine year old is not necessarily going to get it in this way.’” \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=KQINC1225566275\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Considering youth development and cognitive capability, broad strokes of nuanced ideas will do the trick for young learners. Instead of focusing on small details, concentrate on big picture ideas and how to stoke sustainable interest. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">I just had to remind myself that ‘Stamped (For Kids)’ is a start and not an end to the kind of reading that students should have access to across their lives about race and racism. And if I’ve done my job well, they’ll want to read more,\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">” \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">says Cherry-Paul.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Take breaks\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>.\u003c/strong> Those who have had the pleasure of reading Kendi and Reynolds’ “Stamped: Racism, Antiracism, and You” are familiar with “time-outs” and “time-ins.” They’re opportunities for readers to take breaks after reading heavier content. “In ‘Stamped (For Kids),’ there are more moments for kids to do that, more moments for kids to pause and then unpause as we keep going,” she explains. Instead of powering through pages, she urges educators to anticipate moments when kids are going to need a break to process what they just read and give young learners ample time to absorb new information.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57762\" class=\"wp-caption alignleft\" style=\"max-width: 192px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-57762 \" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/STAMPED-Ch-7-Frederick-Douglass.jpg\" alt=\"\" width=\"192\" height=\"210\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/04/STAMPED-Ch-7-Frederick-Douglass.jpg 492w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/04/STAMPED-Ch-7-Frederick-Douglass-160x175.jpg 160w\" sizes=\"(max-width: 192px) 100vw, 192px\">\u003cfigcaption class=\"wp-caption-text\">(Rachelle Baker/ Little, Brown Books for Young Readers)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Remind, re-emphasize and reiterate important information.\u003c/strong> \u003cspan style=\"font-weight: 400\">Seek out moments to check for comprehension with reminders. Cherry-Paul tried to foresee where there might be some confusion and would prepare comparisons or new ways to explain the information. One technique she relies on is reminding kids about earlier ideas, which also helps string historical events together into a cohesive story that young learners are more likely to understand. \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\">“We have to find ways to talk about complex topics so we can help young learners make sense of the world that they live in. The truth is the truth, and children deserve the truth, and children want the truth and children can handle the truth,” says Cherry-Paul, referencing a quote from children’s literature author \u003c/span>\u003ca href=\"https://cbweatherford.com/\">\u003cspan style=\"font-weight: 400\">Carole Boston Weatherford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The hope is that all of the children we nurture will be \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57152/every-kid-is-motivated-action-oriented-ideas-to-revive-students-curiosity\">\u003cspan style=\"font-weight: 400\">equipped to express curiosity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, challenge when appropriate, and imagine new and better worlds. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "how-families-are-pushing-schools-to-teach-reading-skills-more-effectively",
"title": "How Families are Pushing Schools to Teach Reading Skills More Effectively",
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"content": "\u003cp>\u003cstrong>Listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">A\u003c/a>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">pple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">Google Play\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">Stitcher\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003ca href=\"https://tunein.com/podcasts/Kids--Family-Podcasts/Mindshift-Podcast-p1139823/\">TuneIn\u003c/a> or wherever you get your podcasts. \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For as long as Connie LuVenia Williams\u003c/span> \u003cspan style=\"font-weight: 400\">can remember, letters have been giving her trouble. Sure, she learned the ABCs, but \u003c/span>\u003cspan style=\"font-weight: 400\">making sense of how these symbols we call letters\u003c/span>\u003cspan style=\"font-weight: 400\"> combine to form the sounds that make up the English language – that part stumped her. And from what she remembers nobody taught her those skills as a kid. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her first teachers used Dick and Jane style books with simple, repetitive phrases. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This whole-word approach to reading teaches kids to memorize and recognize entire words rather than start by sounding out individual letters, like you would with phonics. Whole-word was prevalent in the ‘60s, but for a decade, phonics proponents had already been arguing the method produced poor reading skills. In Williams’ case, they were right.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I never learned how to spell my middle name,” she told me as she struggled to spell out ‘LuVenia’ and turned to her driver’s license for help. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an adult, and throughout her childhood, Williams learned how to compensate for her inability to read. For much of her life, preparing for a trip to the grocery store meant sitting down to sketch out a list – not of words, but drawings. “I had to literally draw a peanut and then some grapes. So the peanuts represent a jar of peanut butter; the grapes represent ‘get some grape jelly,’” she said. “I learned to be a pretty good artist, so it was gifts that I accumulated to survive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among adults, \u003c/span>\u003ca href=\"https://nces.ed.gov/datapoints/2019179.asp\">\u003cspan style=\"font-weight: 400\">1 in 5 Americans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has low literacy in English – most of whom are born here. Around 8.5 million adults are functionally illiterate. Among children in the United States, \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/mathematics/supportive_files/2019_infographic.pdf\">\u003cspan style=\"font-weight: 400\">just a third\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of fourth and eighth graders are proficient readers. And the needle hasn’t moved much over the last decade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Activists in Oakland, California, where Williams lives, have been pushing schools to focus on how students are being taught to read as a way to improve literacy. Members of the NAACP and an advocacy organization called \u003c/span>\u003ca href=\"https://oaklandreach.org/\">\u003cspan style=\"font-weight: 400\">Oakland REACH\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, started by Oakland parents whose kids attend the district’s lowest performing schools, have coalesced around a campaign for better reading instruction they’re calling Literacy for All. Williams is one of its most outspoken members.\u003c/span>\u003c/p>\n\u003ch2>Struggles in School\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Williams grew up in Florida in a small panhandle town where racism and violence could be found even in its name, \u003c/span>\u003ca href=\"https://web.archive.org/web/20100809141728/http://www.elocallink.tv/web/perry/hist.html\">\u003cspan style=\"font-weight: 400\">Perry\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\u003c/span> \u003cspan style=\"font-weight: 400\">a\u003c/span>\u003ca href=\"https://dos.myflorida.com/florida-facts/florida-history/florida-governors/madison-starke-perry/\"> \u003cspan style=\"font-weight: 400\">confederate colonel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During a\u003c/span>\u003ca href=\"https://historyengine.richmond.edu/episodes/view/6508\"> \u003cspan style=\"font-weight: 400\">brutal series of lynchings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the ‘20s a white mob burned down the town’s school for Black children. In the mid ‘60s, when Williams started kindergarten, there was\u003c/span>\u003ca href=\"https://casetext.com/case/board-of-pub-ins-taylor-cty-fl-v-finch\"> \u003cspan style=\"font-weight: 400\">a single school for Black children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The school district was so slow to desegregate it\u003c/span>\u003ca href=\"https://www.courtlistener.com/opinion/286131/board-of-public-instruction-of-taylor-county-florida-v-robert-h-finch/\"> \u003cspan style=\"font-weight: 400\">lost federal funds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the late ‘60s for violating the Civil Rights Act. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was a tense school environment that Williams said left scars. “My last memory of that was this Caucasian woman coming in with a gun threatening to kill all of us. At that time, they would call us n*****s,” Williams said. “We hid under the desk, locked in our rooms, terrified.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the next few years her family moved around, following the whims of her dad’s military career. During those years, school was a blur of teachers and classrooms across Florida, North Carolina and New York, among others.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The family finally landed in Oakland, where for years Black leaders had been demanding the school board address segregation, protesting the concentration of resources in the mostly white hills schools. In the flatlands, where most Black children went to school, teachers were less experienced, classes more crowded and supplies limited. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 1967, 6th graders in the flatlands were \u003c/span>\u003ca href=\"https://www.jstor.org/stable/1084730\">\u003cspan style=\"font-weight: 400\">two grades behind in reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on average. Students in the hills schools were above average. Black organizers were considering calling a school boycott and threatening to create their own school board a couple years before Williams got there.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At 11 years old, she enrolled in Lockwood Elementary, a flatlands school in East Oakland. She was still struggling to read and other kids teased her for it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Hearing that laughter,” Williams said, “that traumatized me to the point that I was like, ‘Oh, I’m never reading out loud again.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She doesn’t remember being tested for a learning disability, and the school district has no record of her being assessed, maybe in part because she’d developed a strategy to avoid reading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had this anger because I see the other kids read and I couldn’t read and then they call me to read and I’m struggling, the kids start laughing, so I shut down and get mad and throw a book or something,” she said. She did whatever she needed to do to get sent to the principal’s office. “I’m doing stuff to get kicked out so nobody knows,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The tantrums worked, but it was a vicious cycle. She was acting out because she was behind and needed help, but instead getting help she was getting sent home. And at home there was nobody to help. Her mom was busy working two jobs as a waitress and going to school to become a nurse. She was raising three kids basically on her own, because Williams’s dad was usually away for work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So Williams didn’t get help. But she kept getting passed on from one grade to the next. She figured out other strategies to hide the fact that she couldn’t read: taking classes like PE, JROTC, and music, plus playing sports as much as possible throughout junior high and high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She and her friend Annie also developed a buddy system to compensate for each other’s weaknesses. “She would read and I would do the math problems,” Williams said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Williams doesn’t know whether they actually fooled teachers or gave them a way out of dealing with the problem. Either way, she graduated from McClymonds High School in 1978 without ever really learning to read. \u003c/span>\u003c/p>\n\u003ch2>Struggles in Adulthood\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the years she made other attempts to learn through community colleges and adult literacy programs. But mostly she found ways to get around the fact she couldn’t read. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To get her driver’s license she took the test multiple times, memorizing the different exam sheets until one repeated. When she needed spelling help she called 411. “I would call the operator and say ‘I need to know how to spell so and so and so’ and they would spell it for me,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In time, it became increasingly clear to Williams that she wasn’t alone in her struggle, and she decided telling her story might help lead to change. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she first spoke openly about her experience in front of her church community\u003c/span>\u003cb>, \u003c/b>\u003cspan style=\"font-weight: 400\">people both older and younger began confiding in her. “They tell me, ‘I graduated and couldn’t read either,’ and I was like, ‘Wow.’” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Push for Effective Reading Instruction \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it came time for Williams’ three daughters to learn to read in the ‘80s, a new theory of reading instruction called “\u003c/span>\u003ca href=\"http://www.donpotter.net/pdf/why-not-phonics-and-whole.pdf\">\u003cspan style=\"font-weight: 400\">Whole Language\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” was spreading through classrooms around the world. It shares ideological roots with the theory behind the Dick and Jane style books Williams grew up with. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The theory embraced reading as a natural process, like learning to talk, and assumed surrounding children with stimulating books was all they needed to pick it up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the time there was already\u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/jameskim/files/bookch2.pdf\"> \u003cspan style=\"font-weight: 400\">mounting research evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that learning to read is far from a natural process and kids have to be explicitly taught how our written code represents spoken language. For that, nuts and bolts phonics instruction is essential: A child may be able to name the letter “B,” but it’s phonics instruction that teaches them how the “beh” sound is connected to the letter “B.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By 1987\u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/jameskim/files/bookch2.pdf\"> \u003cspan style=\"font-weight: 400\">California embraced whole language ideology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and adopted new textbooks that minimized phonics instruction. A few years later, California’s reading scores were \u003c/span>\u003ca href=\"https://www.amazon.com/Left-Back-Century-Battles-School/dp/0743203267/ref=pd_lpo_14_t_1/144-8805916-4002157?_encoding=UTF8&pd_rd_i=0743203267&pd_rd_r=d69e3d00-3c90-44b1-baf4-76637d8266e1&pd_rd_w=CDc8j&pd_rd_wg=OIyeT&pf_rd_p=7b36d496-f366-4631-94d3-61b87b52511b&pf_rd_r=ZDF97623FJJ84ZT8R9KF&psc=1&refRID=ZDF97623FJJ84ZT8R9KF\">\u003cspan style=\"font-weight: 400\">among the worst in the country\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, falling across race and class lines. Whole language wasn’t the only factor, but many saw it as a\u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/jameskim/files/bookch2.pdf\"> \u003cspan style=\"font-weight: 400\">major contributor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This was the world Williams’ daughters were educated in. Two of her three daughters struggled with reading, and none of them did well in school. All three ended up dropping out of high school, though they later got their diplomas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now Williams is raising four of her grandchildren. She’s fought not to let them slip through the cracks the way she believes she and her daughters did. She’s regularly showing up at their schools, demanding testing for special needs and pushing for progress reports. Despite her efforts all four are behind in reading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Oakland, as in districts around the country, that’s not unusual. Today only\u003c/span>\u003ca href=\"https://caaspp-elpac.cde.ca.gov/caaspp/DashViewReport?ps=true&lstTestYear=2019&lstTestType=B&lstGroup=1&lstSubGroup=1&lstSchoolType=A&lstGrade=13&lstCounty=01&lstDistrict=61259&lstSchool=0000000\"> \u003cspan style=\"font-weight: 400\">a third of Oakland Unified students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are meeting state reading standards. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kareem Weaver, a member of the Oakland NAACP’s education committee, said adults need to better serve African-American \u003c/span>\u003ca href=\"https://caaspp-elpac.cde.ca.gov/caaspp/DashViewReport?ps=true&lstTestYear=2019&lstTestType=B&lstGroup=5&lstSubGroup=74&lstGrade=13&lstSchoolType=A&lstCounty=01&lstDistrict=61259&lstSchool=0000000&lstFocus=a\">\u003cspan style=\"font-weight: 400\">students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially if only \u003c/span>\u003ca href=\"https://caaspp-elpac.cde.ca.gov/caaspp/DashViewReport?ps=true&lstTestYear=2019&lstTestType=B&lstGroup=5&lstSubGroup=74&lstGrade=13&lstSchoolType=A&lstCounty=01&lstDistrict=61259&lstSchool=0000000&lstFocus=a\">\u003cspan style=\"font-weight: 400\">18 percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of them are reading with proficiency. “At some point in time you’d think you’d step back and objectively say, ‘Hmm, unless our collective kids are broken and damaged, then maybe it’s something that we’re doing,’” said Weaver.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> White students in Oakland are faring better than Black students when it comes to reading — at least in part because white families disproportionately have the means to supplement school reading instruction with their own educational capital, and with paid tutors — but even with those resources, almost a third of white students aren’t meeting state standards either\u003c/span>\u003cb>. \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Weaver, the district’s reading scores raise obvious questions. “ How are we teaching them to read? What does the science say?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Oakland, like in districts around the country, reading is still taught using some of the same discredited methods that failed Williams and her daughters, despite the \u003c/span>\u003ca href=\"https://www.nichd.nih.gov/publications/pubs/nrp/smallbook\">\u003cspan style=\"font-weight: 400\">robust and largely settled body of research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that supports the views of phonics champions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Weaver argues because of the way racism and poverty stack the odds against so many Oakland students, it’s essential teachers use the approach proven by researchers to give the most kids the best shot becoming strong readers. It’s why he’s working with parents like Williams on a campaign called \u003c/span>\u003ca href=\"https://www.change.org/p/city-of-oakland-literacy-for-all-it-is-time-to-ensure-every-child-becomes-a-powerful-lifelong-reader#:~:text=That's%20why%20The%20Oakland%20REACH,tackle%20the%20city's%20literacy%20crisis.&text=All%20parents%20have%20access%20to,classroom%2C%20and%20in%20the%20community.\">\u003cspan style=\"font-weight: 400\">Literacy for All\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a collaboration between the NAACP and the advocacy organization Oakland REACH. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>In Search of a Better Way\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to understand what it is about the district’s current approach to reading that’s not working, and find possible solutions, Weaver visited Oakland classrooms before the Covid-19 pandemic closed down schools in the spring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Markham Elementary School in East Oakland, just\u003c/span>\u003ca href=\"https://caaspp-elpac.cde.ca.gov/caaspp/DashViewReport?ps=true&lstTestYear=2019&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=01&lstDistrict=61259-000&lstSchool=6002059\"> \u003cspan style=\"font-weight: 400\">three percent of kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are meeting state reading standards. Weaver stopped by teacher Sabrina Causey’s first grade class where a literacy specialist, \u003c/span>\u003ca href=\"https://openupresources.org/bio/jessica-reid-sliwerski/\">\u003cspan style=\"font-weight: 400\">Jessica Sliwerski\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, had been volunteering to help Causey teach the kids to read. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Together they were trying out a different curriculum from the district standard. It uses a highly systematic approach to reading called \u003c/span>\u003ca href=\"https://www.readingrockets.org/content/pdfs/structured-literacy.pdf\">\u003cspan style=\"font-weight: 400\">structured literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students learn the smallest units of sound and build up to more complex material following a specific sequence. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re really good at hearing the sounds and the words and pulling out those sounds,” Sliwerski told the small group of kids sitting around her on a colorful rug. “Where we need more practice is looking at the letters, making the sounds and blending them to make a word. So, listen, I’ll go first. N-O-T. Not. Your turn.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For kids who struggle with reading — whether they have a disability like dyslexia, they’re English learners or have limited home exposure to literacy — researchers have found it’s \u003c/span>\u003ca href=\"https://dyslexiaida.org/structured-literacy-effective-instruction-for-students-with-dyslexia-and-related-reading-difficulties/\">\u003cspan style=\"font-weight: 400\">especially important\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to provide explicit, systematic phonics instruction. But the primary curriculum Causey was expected to use to teach reading in Oakland relies in part on a different theory of how people learn to read — one with roots in that whole-word approach used to teach Connie Williams and her daughters. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was going through the lessons and I was like, ‘this is ridiculous,’” Causey said. “How am I supposed to teach my kids that in order to be stronger readers they need to keep on trudging along when half my class doesn’t know basic alphabet sounds?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland isn’t alone. The curriculum, \u003c/span>\u003ca href=\"http://www.unitsofstudy.com/\">\u003cspan style=\"font-weight: 400\">Lucy Calkins Units of Study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, is one of the most popular in the country. But a\u003c/span>\u003ca href=\"https://achievethecore.org/page/3240/comparing-reading-research-to-program-design-an-examination-of-teachers-college-units-of-study\"> \u003cspan style=\"font-weight: 400\">review by a panel of literacy experts\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">released this year found major problems with it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A central flaw, accounting to the report, is an approach called “three-cueing” that teaches kids to guess at words based on contextual cues, including pictures. “This is in direct opposition to an enormous body of settled research,” the report authors wrote, adding that it even contradicts other materials within the Units of Study curriculum. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Weaver visited, even the strongest readers in Causey’s first-grade class were still at a kindergarten level and she expected no more than six students to end the year at grade level. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As for the rest of the kids? “They get pushed through,” Causey said, because the pressure is everywhere. “Administration, the higher ups, the community, parents.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Social promotion is what we do because it just looks bad and feels bad to hold them back,” Weaver said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not that holding kids back and trying the same approach again would necessarily fix things, Weaver acknowledged. Plus there’s evidence that holding kids back creates its own problems. But Sliwerski said the status quo isn’t working either. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You can look at the data for the city and you can see how many kids are leaving any given elementary school functionally illiterate,” Sliwerski said, “It just becomes someone else’s problem.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland school leaders are considering dropping the curriculum they were teaching to adopt something more in line with the research on reading instruction. It’s going to be a long process, and there are already fights brewing about the curriculums under consideration. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Continuing Advocacy\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, the Literacy for All coalition is hoping to give parents the tools to spot quality reading instruction and advocate for their kids in school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At an event as part of that effort, Williams sat at the front of the room with her granddaughter. “I’m excited!” she said, “‘Cause this is my story — this has been my pet peeve about helping us to read.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Williams joined a group of parents and teachers to talk about state reading assessments and other expectations of students. They took turns introducing themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My name is Connie, but they call me Momma Williams at the school ‘cause I raise a lot of sand,” she told the group. “I’ve been fighting since my kids was in school, so now to see that it’s considered a state of emergency, I’m very happy to see that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Williams was in her element. She offered advice about parents’ rights, fielded questions about navigating special education and delivered a critique of implicit bias in standardized tests. Her granddaughter Mercedes was nearby watching her grandma, looking a little amused. She’d heard all this a million times. But her reading scores are improving. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It took three generations, but for Williams it finally feels like someone is paying attention. “It reached somebody cause I didn’t get tired,” she said. “I didn’t do this in vain; I didn’t do this to have pity. I did this because I didn’t want it to be my kids’ story, it wasn’t going to be my grandkids’ story and it’s definitely not going to be my great grandkids’.” \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">A\u003c/a>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">pple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">Google Play\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">Stitcher\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003ca href=\"https://tunein.com/podcasts/Kids--Family-Podcasts/Mindshift-Podcast-p1139823/\">TuneIn\u003c/a> or wherever you get your podcasts. \u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Families are organizing to advocate for phonics instruction in schools, hoping that different teaching strategies will help their kids finally learn how to read well enough to access the rest of their education. One grandmother is hoping to put an end to intergenerational illiteracy by focusing on her grandchildren. ",
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"title": "How Families are Pushing Schools to Teach Reading Skills More Effectively | KQED",
"description": "Families are organizing to advocate for phonics instruction in schools, hoping that different teaching strategies will help their kids finally learn how to read well enough to access the rest of their education. One grandmother is hoping to put an end to intergenerational illiteracy by focusing on her grandchildren. ",
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"headline": "How Families are Pushing Schools to Teach Reading Skills More Effectively",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">A\u003c/a>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">pple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">Google Play\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">Stitcher\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003ca href=\"https://tunein.com/podcasts/Kids--Family-Podcasts/Mindshift-Podcast-p1139823/\">TuneIn\u003c/a> or wherever you get your podcasts. \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For as long as Connie LuVenia Williams\u003c/span> \u003cspan style=\"font-weight: 400\">can remember, letters have been giving her trouble. Sure, she learned the ABCs, but \u003c/span>\u003cspan style=\"font-weight: 400\">making sense of how these symbols we call letters\u003c/span>\u003cspan style=\"font-weight: 400\"> combine to form the sounds that make up the English language – that part stumped her. And from what she remembers nobody taught her those skills as a kid. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her first teachers used Dick and Jane style books with simple, repetitive phrases. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This whole-word approach to reading teaches kids to memorize and recognize entire words rather than start by sounding out individual letters, like you would with phonics. Whole-word was prevalent in the ‘60s, but for a decade, phonics proponents had already been arguing the method produced poor reading skills. In Williams’ case, they were right.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I never learned how to spell my middle name,” she told me as she struggled to spell out ‘LuVenia’ and turned to her driver’s license for help. \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\">As an adult, and throughout her childhood, Williams learned how to compensate for her inability to read. For much of her life, preparing for a trip to the grocery store meant sitting down to sketch out a list – not of words, but drawings. “I had to literally draw a peanut and then some grapes. So the peanuts represent a jar of peanut butter; the grapes represent ‘get some grape jelly,’” she said. “I learned to be a pretty good artist, so it was gifts that I accumulated to survive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among adults, \u003c/span>\u003ca href=\"https://nces.ed.gov/datapoints/2019179.asp\">\u003cspan style=\"font-weight: 400\">1 in 5 Americans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has low literacy in English – most of whom are born here. Around 8.5 million adults are functionally illiterate. Among children in the United States, \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/mathematics/supportive_files/2019_infographic.pdf\">\u003cspan style=\"font-weight: 400\">just a third\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of fourth and eighth graders are proficient readers. And the needle hasn’t moved much over the last decade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Activists in Oakland, California, where Williams lives, have been pushing schools to focus on how students are being taught to read as a way to improve literacy. Members of the NAACP and an advocacy organization called \u003c/span>\u003ca href=\"https://oaklandreach.org/\">\u003cspan style=\"font-weight: 400\">Oakland REACH\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, started by Oakland parents whose kids attend the district’s lowest performing schools, have coalesced around a campaign for better reading instruction they’re calling Literacy for All. Williams is one of its most outspoken members.\u003c/span>\u003c/p>\n\u003ch2>Struggles in School\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Williams grew up in Florida in a small panhandle town where racism and violence could be found even in its name, \u003c/span>\u003ca href=\"https://web.archive.org/web/20100809141728/http://www.elocallink.tv/web/perry/hist.html\">\u003cspan style=\"font-weight: 400\">Perry\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\u003c/span> \u003cspan style=\"font-weight: 400\">a\u003c/span>\u003ca href=\"https://dos.myflorida.com/florida-facts/florida-history/florida-governors/madison-starke-perry/\"> \u003cspan style=\"font-weight: 400\">confederate colonel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During a\u003c/span>\u003ca href=\"https://historyengine.richmond.edu/episodes/view/6508\"> \u003cspan style=\"font-weight: 400\">brutal series of lynchings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the ‘20s a white mob burned down the town’s school for Black children. In the mid ‘60s, when Williams started kindergarten, there was\u003c/span>\u003ca href=\"https://casetext.com/case/board-of-pub-ins-taylor-cty-fl-v-finch\"> \u003cspan style=\"font-weight: 400\">a single school for Black children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The school district was so slow to desegregate it\u003c/span>\u003ca href=\"https://www.courtlistener.com/opinion/286131/board-of-public-instruction-of-taylor-county-florida-v-robert-h-finch/\"> \u003cspan style=\"font-weight: 400\">lost federal funds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the late ‘60s for violating the Civil Rights Act. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was a tense school environment that Williams said left scars. “My last memory of that was this Caucasian woman coming in with a gun threatening to kill all of us. At that time, they would call us n*****s,” Williams said. “We hid under the desk, locked in our rooms, terrified.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the next few years her family moved around, following the whims of her dad’s military career. During those years, school was a blur of teachers and classrooms across Florida, North Carolina and New York, among others.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The family finally landed in Oakland, where for years Black leaders had been demanding the school board address segregation, protesting the concentration of resources in the mostly white hills schools. In the flatlands, where most Black children went to school, teachers were less experienced, classes more crowded and supplies limited. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 1967, 6th graders in the flatlands were \u003c/span>\u003ca href=\"https://www.jstor.org/stable/1084730\">\u003cspan style=\"font-weight: 400\">two grades behind in reading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on average. Students in the hills schools were above average. Black organizers were considering calling a school boycott and threatening to create their own school board a couple years before Williams got there.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At 11 years old, she enrolled in Lockwood Elementary, a flatlands school in East Oakland. She was still struggling to read and other kids teased her for it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Hearing that laughter,” Williams said, “that traumatized me to the point that I was like, ‘Oh, I’m never reading out loud again.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She doesn’t remember being tested for a learning disability, and the school district has no record of her being assessed, maybe in part because she’d developed a strategy to avoid reading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had this anger because I see the other kids read and I couldn’t read and then they call me to read and I’m struggling, the kids start laughing, so I shut down and get mad and throw a book or something,” she said. She did whatever she needed to do to get sent to the principal’s office. “I’m doing stuff to get kicked out so nobody knows,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The tantrums worked, but it was a vicious cycle. She was acting out because she was behind and needed help, but instead getting help she was getting sent home. And at home there was nobody to help. Her mom was busy working two jobs as a waitress and going to school to become a nurse. She was raising three kids basically on her own, because Williams’s dad was usually away for work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So Williams didn’t get help. But she kept getting passed on from one grade to the next. She figured out other strategies to hide the fact that she couldn’t read: taking classes like PE, JROTC, and music, plus playing sports as much as possible throughout junior high and high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She and her friend Annie also developed a buddy system to compensate for each other’s weaknesses. “She would read and I would do the math problems,” Williams said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Williams doesn’t know whether they actually fooled teachers or gave them a way out of dealing with the problem. Either way, she graduated from McClymonds High School in 1978 without ever really learning to read. \u003c/span>\u003c/p>\n\u003ch2>Struggles in Adulthood\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the years she made other attempts to learn through community colleges and adult literacy programs. But mostly she found ways to get around the fact she couldn’t read. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To get her driver’s license she took the test multiple times, memorizing the different exam sheets until one repeated. When she needed spelling help she called 411. “I would call the operator and say ‘I need to know how to spell so and so and so’ and they would spell it for me,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In time, it became increasingly clear to Williams that she wasn’t alone in her struggle, and she decided telling her story might help lead to change. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she first spoke openly about her experience in front of her church community\u003c/span>\u003cb>, \u003c/b>\u003cspan style=\"font-weight: 400\">people both older and younger began confiding in her. “They tell me, ‘I graduated and couldn’t read either,’ and I was like, ‘Wow.’” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Push for Effective Reading Instruction \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it came time for Williams’ three daughters to learn to read in the ‘80s, a new theory of reading instruction called “\u003c/span>\u003ca href=\"http://www.donpotter.net/pdf/why-not-phonics-and-whole.pdf\">\u003cspan style=\"font-weight: 400\">Whole Language\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” was spreading through classrooms around the world. It shares ideological roots with the theory behind the Dick and Jane style books Williams grew up with. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The theory embraced reading as a natural process, like learning to talk, and assumed surrounding children with stimulating books was all they needed to pick it up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the time there was already\u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/jameskim/files/bookch2.pdf\"> \u003cspan style=\"font-weight: 400\">mounting research evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that learning to read is far from a natural process and kids have to be explicitly taught how our written code represents spoken language. For that, nuts and bolts phonics instruction is essential: A child may be able to name the letter “B,” but it’s phonics instruction that teaches them how the “beh” sound is connected to the letter “B.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By 1987\u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/jameskim/files/bookch2.pdf\"> \u003cspan style=\"font-weight: 400\">California embraced whole language ideology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and adopted new textbooks that minimized phonics instruction. A few years later, California’s reading scores were \u003c/span>\u003ca href=\"https://www.amazon.com/Left-Back-Century-Battles-School/dp/0743203267/ref=pd_lpo_14_t_1/144-8805916-4002157?_encoding=UTF8&pd_rd_i=0743203267&pd_rd_r=d69e3d00-3c90-44b1-baf4-76637d8266e1&pd_rd_w=CDc8j&pd_rd_wg=OIyeT&pf_rd_p=7b36d496-f366-4631-94d3-61b87b52511b&pf_rd_r=ZDF97623FJJ84ZT8R9KF&psc=1&refRID=ZDF97623FJJ84ZT8R9KF\">\u003cspan style=\"font-weight: 400\">among the worst in the country\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, falling across race and class lines. Whole language wasn’t the only factor, but many saw it as a\u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/jameskim/files/bookch2.pdf\"> \u003cspan style=\"font-weight: 400\">major contributor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This was the world Williams’ daughters were educated in. Two of her three daughters struggled with reading, and none of them did well in school. All three ended up dropping out of high school, though they later got their diplomas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now Williams is raising four of her grandchildren. She’s fought not to let them slip through the cracks the way she believes she and her daughters did. She’s regularly showing up at their schools, demanding testing for special needs and pushing for progress reports. Despite her efforts all four are behind in reading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Oakland, as in districts around the country, that’s not unusual. Today only\u003c/span>\u003ca href=\"https://caaspp-elpac.cde.ca.gov/caaspp/DashViewReport?ps=true&lstTestYear=2019&lstTestType=B&lstGroup=1&lstSubGroup=1&lstSchoolType=A&lstGrade=13&lstCounty=01&lstDistrict=61259&lstSchool=0000000\"> \u003cspan style=\"font-weight: 400\">a third of Oakland Unified students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are meeting state reading standards. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kareem Weaver, a member of the Oakland NAACP’s education committee, said adults need to better serve African-American \u003c/span>\u003ca href=\"https://caaspp-elpac.cde.ca.gov/caaspp/DashViewReport?ps=true&lstTestYear=2019&lstTestType=B&lstGroup=5&lstSubGroup=74&lstGrade=13&lstSchoolType=A&lstCounty=01&lstDistrict=61259&lstSchool=0000000&lstFocus=a\">\u003cspan style=\"font-weight: 400\">students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially if only \u003c/span>\u003ca href=\"https://caaspp-elpac.cde.ca.gov/caaspp/DashViewReport?ps=true&lstTestYear=2019&lstTestType=B&lstGroup=5&lstSubGroup=74&lstGrade=13&lstSchoolType=A&lstCounty=01&lstDistrict=61259&lstSchool=0000000&lstFocus=a\">\u003cspan style=\"font-weight: 400\">18 percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of them are reading with proficiency. “At some point in time you’d think you’d step back and objectively say, ‘Hmm, unless our collective kids are broken and damaged, then maybe it’s something that we’re doing,’” said Weaver.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> White students in Oakland are faring better than Black students when it comes to reading — at least in part because white families disproportionately have the means to supplement school reading instruction with their own educational capital, and with paid tutors — but even with those resources, almost a third of white students aren’t meeting state standards either\u003c/span>\u003cb>. \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Weaver, the district’s reading scores raise obvious questions. “ How are we teaching them to read? What does the science say?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Oakland, like in districts around the country, reading is still taught using some of the same discredited methods that failed Williams and her daughters, despite the \u003c/span>\u003ca href=\"https://www.nichd.nih.gov/publications/pubs/nrp/smallbook\">\u003cspan style=\"font-weight: 400\">robust and largely settled body of research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that supports the views of phonics champions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Weaver argues because of the way racism and poverty stack the odds against so many Oakland students, it’s essential teachers use the approach proven by researchers to give the most kids the best shot becoming strong readers. It’s why he’s working with parents like Williams on a campaign called \u003c/span>\u003ca href=\"https://www.change.org/p/city-of-oakland-literacy-for-all-it-is-time-to-ensure-every-child-becomes-a-powerful-lifelong-reader#:~:text=That's%20why%20The%20Oakland%20REACH,tackle%20the%20city's%20literacy%20crisis.&text=All%20parents%20have%20access%20to,classroom%2C%20and%20in%20the%20community.\">\u003cspan style=\"font-weight: 400\">Literacy for All\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a collaboration between the NAACP and the advocacy organization Oakland REACH. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>In Search of a Better Way\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to understand what it is about the district’s current approach to reading that’s not working, and find possible solutions, Weaver visited Oakland classrooms before the Covid-19 pandemic closed down schools in the spring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Markham Elementary School in East Oakland, just\u003c/span>\u003ca href=\"https://caaspp-elpac.cde.ca.gov/caaspp/DashViewReport?ps=true&lstTestYear=2019&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=01&lstDistrict=61259-000&lstSchool=6002059\"> \u003cspan style=\"font-weight: 400\">three percent of kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are meeting state reading standards. Weaver stopped by teacher Sabrina Causey’s first grade class where a literacy specialist, \u003c/span>\u003ca href=\"https://openupresources.org/bio/jessica-reid-sliwerski/\">\u003cspan style=\"font-weight: 400\">Jessica Sliwerski\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, had been volunteering to help Causey teach the kids to read. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Together they were trying out a different curriculum from the district standard. It uses a highly systematic approach to reading called \u003c/span>\u003ca href=\"https://www.readingrockets.org/content/pdfs/structured-literacy.pdf\">\u003cspan style=\"font-weight: 400\">structured literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students learn the smallest units of sound and build up to more complex material following a specific sequence. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re really good at hearing the sounds and the words and pulling out those sounds,” Sliwerski told the small group of kids sitting around her on a colorful rug. “Where we need more practice is looking at the letters, making the sounds and blending them to make a word. So, listen, I’ll go first. N-O-T. Not. Your turn.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For kids who struggle with reading — whether they have a disability like dyslexia, they’re English learners or have limited home exposure to literacy — researchers have found it’s \u003c/span>\u003ca href=\"https://dyslexiaida.org/structured-literacy-effective-instruction-for-students-with-dyslexia-and-related-reading-difficulties/\">\u003cspan style=\"font-weight: 400\">especially important\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to provide explicit, systematic phonics instruction. But the primary curriculum Causey was expected to use to teach reading in Oakland relies in part on a different theory of how people learn to read — one with roots in that whole-word approach used to teach Connie Williams and her daughters. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was going through the lessons and I was like, ‘this is ridiculous,’” Causey said. “How am I supposed to teach my kids that in order to be stronger readers they need to keep on trudging along when half my class doesn’t know basic alphabet sounds?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland isn’t alone. The curriculum, \u003c/span>\u003ca href=\"http://www.unitsofstudy.com/\">\u003cspan style=\"font-weight: 400\">Lucy Calkins Units of Study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, is one of the most popular in the country. But a\u003c/span>\u003ca href=\"https://achievethecore.org/page/3240/comparing-reading-research-to-program-design-an-examination-of-teachers-college-units-of-study\"> \u003cspan style=\"font-weight: 400\">review by a panel of literacy experts\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">released this year found major problems with it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A central flaw, accounting to the report, is an approach called “three-cueing” that teaches kids to guess at words based on contextual cues, including pictures. “This is in direct opposition to an enormous body of settled research,” the report authors wrote, adding that it even contradicts other materials within the Units of Study curriculum. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Weaver visited, even the strongest readers in Causey’s first-grade class were still at a kindergarten level and she expected no more than six students to end the year at grade level. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As for the rest of the kids? “They get pushed through,” Causey said, because the pressure is everywhere. “Administration, the higher ups, the community, parents.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Social promotion is what we do because it just looks bad and feels bad to hold them back,” Weaver said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not that holding kids back and trying the same approach again would necessarily fix things, Weaver acknowledged. Plus there’s evidence that holding kids back creates its own problems. But Sliwerski said the status quo isn’t working either. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You can look at the data for the city and you can see how many kids are leaving any given elementary school functionally illiterate,” Sliwerski said, “It just becomes someone else’s problem.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland school leaders are considering dropping the curriculum they were teaching to adopt something more in line with the research on reading instruction. It’s going to be a long process, and there are already fights brewing about the curriculums under consideration. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Continuing Advocacy\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, the Literacy for All coalition is hoping to give parents the tools to spot quality reading instruction and advocate for their kids in school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At an event as part of that effort, Williams sat at the front of the room with her granddaughter. “I’m excited!” she said, “‘Cause this is my story — this has been my pet peeve about helping us to read.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Williams joined a group of parents and teachers to talk about state reading assessments and other expectations of students. They took turns introducing themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My name is Connie, but they call me Momma Williams at the school ‘cause I raise a lot of sand,” she told the group. “I’ve been fighting since my kids was in school, so now to see that it’s considered a state of emergency, I’m very happy to see that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Williams was in her element. She offered advice about parents’ rights, fielded questions about navigating special education and delivered a critique of implicit bias in standardized tests. Her granddaughter Mercedes was nearby watching her grandma, looking a little amused. She’d heard all this a million times. But her reading scores are improving. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It took three generations, but for Williams it finally feels like someone is paying attention. “It reached somebody cause I didn’t get tired,” she said. “I didn’t do this in vain; I didn’t do this to have pity. I did this because I didn’t want it to be my kids’ story, it wasn’t going to be my grandkids’ story and it’s definitely not going to be my great grandkids’.” \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">A\u003c/a>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">pple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">Google Play\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">Stitcher\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003ca href=\"https://tunein.com/podcasts/Kids--Family-Podcasts/Mindshift-Podcast-p1139823/\">TuneIn\u003c/a> or wherever you get your podcasts. \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "how-fan-fiction-inspires-kids-to-read-and-write-and-write-and-write",
"title": "How Fan Fiction Inspires Kids to Read and Write and Write and Write",
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"headTitle": "How Fan Fiction Inspires Kids to Read and Write and Write and Write | KQED",
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"content": "\u003cp class=\"p1\">Staring at a blank page can be daunting for anyone with a writing assignment. As one writes, there are all kinds of rules to adhere to: grammar, spelling, punctuation, etc. In school, writing can feel like a chore if it’s part of a class assignment or a topic the student doesn’t care about. But for those who have experienced the thrill of writing fan fiction, there’s a certain flow that can feel liberating.\u003c/p>\n\u003cp class=\"p3\">“I’ve had several students over the years who’ve come to me with the fan fiction that they’ve written that’s in the hundreds of pages,” said \u003ca href=\"https://juliaetorres.blog/about/\">Julia Torres\u003c/a>, a teacher-librarian in Denver Public Schools. “I had one student, his name was Arturo, and he had written several novels’ worth of fan fiction. And they want you to read it as their teacher because they want your feedback.”\u003c/p>\n\u003cp class=\"p1\">Fan fiction is a type of writing that builds upon or takes liberties with existing stories. Writers can create alternate endings for stories, create parallel worlds, develop side characters more deeply or cross over characters from different stories. Some of the most popular fan fic subjects are \u003ca href=\"https://archiveofourown.org/tags/Harry%20Potter%20-%20J*d*%20K*d*%20Rowling/works\">Harry Potter\u003c/a>, \u003ca href=\"https://archiveofourown.org/tags/Sherlock%20Holmes%20*a*%20Related%20Fandoms/works\">Sherlock Holmes\u003c/a> and \u003ca href=\"https://archiveofourown.org/tags/Marvel/works\">Marvel\u003c/a> comics. There’s also fan fiction about real people, like members of the K-pop band \u003ca href=\"https://archiveofourown.org/tags/%EB%B0%A9%ED%83%84%EC%86%8C%EB%85%84%EB%8B%A8%20%7C%20Bangtan%20Boys%20%7C%20BTS/works\">BTS\u003c/a>. Fan fiction can be challenging because writers have to be knowledgable about what existing characters would do or how their worlds operate.\u003c/p>\n\u003cp>“The imagined worlds that I have read are free of a lot of the oppressive structures that we have in the real world,” said Torres. “So that’s a place where our students escape from all of that, and they might do that through their favorite fantasy characters.”\u003c/p>\n\u003cp class=\"p1\">Fan fic can also enhance existing stories by \u003ca href=\"https://www.latimes.com/books/la-ca-jc-fob-roshani-chokshi-20180411-story.html\">adding characters\u003c/a> students don’t see, like Black, Indigenous and People of Color.\u003c/p>\n\u003ch2 class=\"p1\">\u003cb>Reading Fan Fiction \u003c/b>\u003c/h2>\n\u003cp class=\"p1\">“The main thing I love about fan fiction is that it’s so inclusive,” said \u003ca href=\"https://mtvernonlibrary.weebly.com/\">Julie Stivers\u003c/a>, librarian at Mt. Vernon Middle School in North Carolina. She said fan fiction can provide students with stories they might not be getting as part of the curriculum, either because they’re not represented in the books or they just aren’t interesting. “We’re about 90 percent BIPOC students [at school] and I want my collection to be 90 percent BIPOC.” She said there’s greater motivation for students to read when they’re provided with stories that build upon interests they already have.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">“If you’re a student who doesn’t read a lot, I can probably find a fan fic story for you,” said Stivers. “Let’s say you love manga and anime, there’s literally hundreds of thousands of stories you can find online. It’s another access point for literacy for kids.”*\u003c/p>\n\u003cp class=\"p1\">As a librarian, Stivers will read in advance anything she recommends to students in order to monitor for what’s age appropriate. And in the era of distance learning, she said reading fan fic can be far more accessible than waiting for a physical book; it’s a lot easier to print out pages of fan fic for students to read instead of waiting for a physical book to arrive or wait for it be returned by the patron. Fan fic can also be written by fandoms quickly, whereas authors might take several years to write a book.\u003c/p>\n\u003ch2 class=\"p1\">\u003cb>Teaching Fan Fiction\u003c/b>\u003c/h2>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">“When I was in high school, I did not enjoy reading,” said Andrew Tucker, an English teacher at \u003c/span>\u003cspan class=\"s2\">Manchester Valley High School in Maryland. It wasn’t until his Shakespeare teacher showed him that a love of literature has the same value as a love for movies, video games or comic books. He learned how to analyze stories and think about characters beyond the typical literary canon and tap into what he loved to read, watch and play growing up. As a kid, Tucker loved Star Wars, Batman, Godzilla and Dragon Ball Z. \u003c/span>\u003c/p>\n\u003cp class=\"p4\">You can see stories everywhere — in books, movies and games. And one type of story Tucker teaches his students is the \u003ca href=\"http://www.sfcenter.ku.edu/Workshop-stuff/Joseph-Campbell-Hero-Journey.htm\">Hero’s Journey\u003c/a>. It’s a framework for telling stories that was popularized by Joseph Campbell in the 1950s but dates back to ancient mythology. One of the most visible modern examples of the Hero’s Journey is in the movie Star Wars. When Tucker teaches a unit on Beowulf fan fiction, he’ll start by showing students a clip from Star Wars to show how Luke Skywalker answers the call to adventure and crosses the threshold – key elements to the Hero’s Journey. Then, students write from the perspective of someone who is not a main Beowulf character – the mother of the monster Grendel. Tucker advises students to make up any details they want, but they can’t contradict anything that’s in the original poem.\u003c/p>\n\u003cp class=\"p6\">“I even had a student say one time, ‘Are we essentially writing Grendel fan fiction?’ I said, ‘Yes, you are. But you’re showing me that you understand, A, how to write a narrative, and B, that you can write from a different point of view.’\u003cspan class=\"s4\">”\u003c/span>\u003c/p>\n\u003cp class=\"p9\">Tucker’s excitement about stories caught the attention of Kirstie Troutman, a school colleague. Her son, Drew, is passionate about writing, so she hired Tucker as a tutor to help him explore fan fiction.\u003c/p>\n\u003cp class=\"p6\">“If your child was into sports, you’d search for the teams that could build those skills and the coaches,” said Troutman. “[Writing] is where my son’s interest is, so I found the coach to match him with his interest.”\u003c/p>\n\u003ch2 class=\"p9\">\u003cspan class=\"s5\">\u003cb>Fan Fiction and Learning\u003c/b>\u003c/span>\u003c/h2>\n\u003cp class=\"p9\">When Tanner Higgin was a junior high school student, he wasn’t motivated to do homework. He would do the bare minimum to stay on a college-bound path. But when he discovered a Star Wars fan fiction community through an America Online hub, his world and word count expanded.\u003c/p>\n\u003cp class=\"p6\">“It was a tremendous amount of of writing,” said Higgin of his contributions.\u003c/p>\n\u003cp class=\"p9\">The Star Wars community was designed as a massive role-playing game. It involved writing dialogue and storylines for characters, creating challenges and organizing the members of the community. Higgin started writing for Han Solo but ultimately got recruited to write for the Imperial forces and bring order to an unruly group.\u003c/p>\n\u003cp class=\"p6\">“The Imperial side of this community was constantly facing mutinies,” recalled Higgin. “There was always someone looking to grab power and usurp power so you needed a lot of management to keep those things in check.”\u003c/p>\n\u003cp class=\"p9\">Higgin’s organizational skills gained him attention in the group and he was asked to take on more management roles. This meant holding regular meetings, sending official emails and creating rules and regulations for the community.\u003c/p>\n\u003cp class=\"p6\">“I ended up getting promoted and was one of the leaders for a time and really found myself extending my leadership skills,” said Higgin. All of the Star Wars fan fiction writing and community organizing skills were crucial developmental experiences he didn’t appreciate until he was a school teacher trying to motivate his own students.\u003c/p>\n\u003cp class=\"p6\">“This was really my introduction to the idea that you could take something you love and put your own spin on it, and most importantly, work with other people to build a shared world and –sort of like improvisational theater – play off of the contributions of other people and really try and think from the perspective of a character and act how that character would respond to other people,” said Higgin, who is Director of Education Editorial Strategy at \u003ca href=\"https://www.tannerhiggin.com/about/\">Common Sense\u003c/a>. “It was really a kind of mind-blowing, mind-expanding way of thinking about what art is.”\u003cspan class=\"Apple-converted-space\"> \u003c/span>\u003c/p>\n\u003ch2 class=\"p9\">\u003cspan class=\"s5\">\u003cb>Fan Fic community \u003c/b>\u003c/span>\u003c/h2>\n\u003cp class=\"p9\">One unique element of fan fiction is the community that coalesces in support of writers. The feedback writers get in fan fiction communities helps them get better.\u003c/p>\n\u003cp class=\"p9\">Professor \u003ca href=\"https://journals.sagepub.com/doi/abs/10.2304/elea.2006.3.2.170\">Rebecca Black\u003c/a> learned about how helpful fan fiction communities can be when she studied English Language Learners who write fan fiction. These students felt insecure about their language skills in school, but \u003ca href=\"https://journals.sagepub.com/doi/abs/10.2304/elea.2006.3.2.170\">developed confidence by practicing writing in fan fic\u003c/a> forums and getting feedback.\u003c/p>\n\u003cp class=\"p6\">“They really represented themselves as ‘I’m not a good writer,’ ‘I’m not very good in English,’ ‘I hate English class,’ ‘I hate school,’ but they would spend hours and hours writing these stories online that people were reading and giving them feedback on,” said Black, professor of informatics at UC Irvine.\u003c/p>\n\u003cp class=\"p9\">Engaging in online forums might feel risky for parents of adolescents, but Black says that the community is mostly focused on writing. It’s also a place where teens can role-play some of the issues they’re dealing with through characters in their stories.\u003c/p>\n\u003cp class=\"p4\">\u003cspan class=\"s4\">“\u003c/span>\u003cspan class=\"s2\">I’ve been part of sites where people were very strong in their critique of writing and feedback,” said Black, “but never just sort of wanton abuse that I think a lot of parents worry about.” \u003c/span>\u003c/p>\n\u003cp class=\"p9\">However, fan fiction isn’t without its critics. Fan fiction is getting more visibility for its sexual reputation with the popularity of sexual storylines, the HBO show “Euphoria” and the \u003ca href=\"https://www.npd.com/wps/portal/npd/us/news/press-releases/2019/fifty-shades-of-grey-was-the-best-selling-book-of-the-decade-in-the-us-the-npd-group-says/\">best-selling book of the decade\u003c/a>, “50 Shades of Gray.” For those reasons – in addition to time constraints and testing requirements – teachers have mostly kept their distance from deep fan fiction. However, that doesn’t mean teens will stay away.\u003c/p>\n\u003cp class=\"p9\">For students who are interested in writing fan fiction, teacher-librarian Julia Torres recommends the tools at \u003ca href=\"https://nanowrimo.org/\">NaNoWriMo\u003c/a> that can help people get into the writer’s habit. As for reading fan fiction, \u003ca href=\"https://www.fanfiction.net/\">fanfiction.net\u003c/a> has a ratings system for what’s appropriate, like what you see in movies, and teens flock to \u003ca href=\"https://archiveofourown.org/\">Archive of Our Own\u003c/a>.\u003c/p>\n\u003cp>“Please, give your students the freedom to read it without having to prove to you that it fits some sort of adult guidelines,” said Torres, “because being able to indulge in a reading life that is free of restrictions is something that we don’t really often allow kids to do. And there’s a reason for their curiosity.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p9\">\u003cem>*An earlier version of this story misquoted the number of stories. We regret this error. \u003c/em>\u003c/p>\n\n",
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"excerpt": "For many students, writing can be tedious, especially after years of boring grammar, spelling and structure drills. But for kids who have discovered fan fiction, writing about something they’re already passionate about can ignite countless hours of creative writing, music and art. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">Staring at a blank page can be daunting for anyone with a writing assignment. As one writes, there are all kinds of rules to adhere to: grammar, spelling, punctuation, etc. In school, writing can feel like a chore if it’s part of a class assignment or a topic the student doesn’t care about. But for those who have experienced the thrill of writing fan fiction, there’s a certain flow that can feel liberating.\u003c/p>\n\u003cp class=\"p3\">“I’ve had several students over the years who’ve come to me with the fan fiction that they’ve written that’s in the hundreds of pages,” said \u003ca href=\"https://juliaetorres.blog/about/\">Julia Torres\u003c/a>, a teacher-librarian in Denver Public Schools. “I had one student, his name was Arturo, and he had written several novels’ worth of fan fiction. And they want you to read it as their teacher because they want your feedback.”\u003c/p>\n\u003cp class=\"p1\">Fan fiction is a type of writing that builds upon or takes liberties with existing stories. Writers can create alternate endings for stories, create parallel worlds, develop side characters more deeply or cross over characters from different stories. Some of the most popular fan fic subjects are \u003ca href=\"https://archiveofourown.org/tags/Harry%20Potter%20-%20J*d*%20K*d*%20Rowling/works\">Harry Potter\u003c/a>, \u003ca href=\"https://archiveofourown.org/tags/Sherlock%20Holmes%20*a*%20Related%20Fandoms/works\">Sherlock Holmes\u003c/a> and \u003ca href=\"https://archiveofourown.org/tags/Marvel/works\">Marvel\u003c/a> comics. There’s also fan fiction about real people, like members of the K-pop band \u003ca href=\"https://archiveofourown.org/tags/%EB%B0%A9%ED%83%84%EC%86%8C%EB%85%84%EB%8B%A8%20%7C%20Bangtan%20Boys%20%7C%20BTS/works\">BTS\u003c/a>. Fan fiction can be challenging because writers have to be knowledgable about what existing characters would do or how their worlds operate.\u003c/p>\n\u003cp>“The imagined worlds that I have read are free of a lot of the oppressive structures that we have in the real world,” said Torres. “So that’s a place where our students escape from all of that, and they might do that through their favorite fantasy characters.”\u003c/p>\n\u003cp class=\"p1\">Fan fic can also enhance existing stories by \u003ca href=\"https://www.latimes.com/books/la-ca-jc-fob-roshani-chokshi-20180411-story.html\">adding characters\u003c/a> students don’t see, like Black, Indigenous and People of Color.\u003c/p>\n\u003ch2 class=\"p1\">\u003cb>Reading Fan Fiction \u003c/b>\u003c/h2>\n\u003cp class=\"p1\">“The main thing I love about fan fiction is that it’s so inclusive,” said \u003ca href=\"https://mtvernonlibrary.weebly.com/\">Julie Stivers\u003c/a>, librarian at Mt. Vernon Middle School in North Carolina. She said fan fiction can provide students with stories they might not be getting as part of the curriculum, either because they’re not represented in the books or they just aren’t interesting. “We’re about 90 percent BIPOC students [at school] and I want my collection to be 90 percent BIPOC.” She said there’s greater motivation for students to read when they’re provided with stories that build upon interests they already have.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">“If you’re a student who doesn’t read a lot, I can probably find a fan fic story for you,” said Stivers. “Let’s say you love manga and anime, there’s literally hundreds of thousands of stories you can find online. It’s another access point for literacy for kids.”*\u003c/p>\n\u003cp class=\"p1\">As a librarian, Stivers will read in advance anything she recommends to students in order to monitor for what’s age appropriate. And in the era of distance learning, she said reading fan fic can be far more accessible than waiting for a physical book; it’s a lot easier to print out pages of fan fic for students to read instead of waiting for a physical book to arrive or wait for it be returned by the patron. Fan fic can also be written by fandoms quickly, whereas authors might take several years to write a book.\u003c/p>\n\u003ch2 class=\"p1\">\u003cb>Teaching Fan Fiction\u003c/b>\u003c/h2>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">“When I was in high school, I did not enjoy reading,” said Andrew Tucker, an English teacher at \u003c/span>\u003cspan class=\"s2\">Manchester Valley High School in Maryland. It wasn’t until his Shakespeare teacher showed him that a love of literature has the same value as a love for movies, video games or comic books. He learned how to analyze stories and think about characters beyond the typical literary canon and tap into what he loved to read, watch and play growing up. As a kid, Tucker loved Star Wars, Batman, Godzilla and Dragon Ball Z. \u003c/span>\u003c/p>\n\u003cp class=\"p4\">You can see stories everywhere — in books, movies and games. And one type of story Tucker teaches his students is the \u003ca href=\"http://www.sfcenter.ku.edu/Workshop-stuff/Joseph-Campbell-Hero-Journey.htm\">Hero’s Journey\u003c/a>. It’s a framework for telling stories that was popularized by Joseph Campbell in the 1950s but dates back to ancient mythology. One of the most visible modern examples of the Hero’s Journey is in the movie Star Wars. When Tucker teaches a unit on Beowulf fan fiction, he’ll start by showing students a clip from Star Wars to show how Luke Skywalker answers the call to adventure and crosses the threshold – key elements to the Hero’s Journey. Then, students write from the perspective of someone who is not a main Beowulf character – the mother of the monster Grendel. Tucker advises students to make up any details they want, but they can’t contradict anything that’s in the original poem.\u003c/p>\n\u003cp class=\"p6\">“I even had a student say one time, ‘Are we essentially writing Grendel fan fiction?’ I said, ‘Yes, you are. But you’re showing me that you understand, A, how to write a narrative, and B, that you can write from a different point of view.’\u003cspan class=\"s4\">”\u003c/span>\u003c/p>\n\u003cp class=\"p9\">Tucker’s excitement about stories caught the attention of Kirstie Troutman, a school colleague. Her son, Drew, is passionate about writing, so she hired Tucker as a tutor to help him explore fan fiction.\u003c/p>\n\u003cp class=\"p6\">“If your child was into sports, you’d search for the teams that could build those skills and the coaches,” said Troutman. “[Writing] is where my son’s interest is, so I found the coach to match him with his interest.”\u003c/p>\n\u003ch2 class=\"p9\">\u003cspan class=\"s5\">\u003cb>Fan Fiction and Learning\u003c/b>\u003c/span>\u003c/h2>\n\u003cp class=\"p9\">When Tanner Higgin was a junior high school student, he wasn’t motivated to do homework. He would do the bare minimum to stay on a college-bound path. But when he discovered a Star Wars fan fiction community through an America Online hub, his world and word count expanded.\u003c/p>\n\u003cp class=\"p6\">“It was a tremendous amount of of writing,” said Higgin of his contributions.\u003c/p>\n\u003cp class=\"p9\">The Star Wars community was designed as a massive role-playing game. It involved writing dialogue and storylines for characters, creating challenges and organizing the members of the community. Higgin started writing for Han Solo but ultimately got recruited to write for the Imperial forces and bring order to an unruly group.\u003c/p>\n\u003cp class=\"p6\">“The Imperial side of this community was constantly facing mutinies,” recalled Higgin. “There was always someone looking to grab power and usurp power so you needed a lot of management to keep those things in check.”\u003c/p>\n\u003cp class=\"p9\">Higgin’s organizational skills gained him attention in the group and he was asked to take on more management roles. This meant holding regular meetings, sending official emails and creating rules and regulations for the community.\u003c/p>\n\u003cp class=\"p6\">“I ended up getting promoted and was one of the leaders for a time and really found myself extending my leadership skills,” said Higgin. All of the Star Wars fan fiction writing and community organizing skills were crucial developmental experiences he didn’t appreciate until he was a school teacher trying to motivate his own students.\u003c/p>\n\u003cp class=\"p6\">“This was really my introduction to the idea that you could take something you love and put your own spin on it, and most importantly, work with other people to build a shared world and –sort of like improvisational theater – play off of the contributions of other people and really try and think from the perspective of a character and act how that character would respond to other people,” said Higgin, who is Director of Education Editorial Strategy at \u003ca href=\"https://www.tannerhiggin.com/about/\">Common Sense\u003c/a>. “It was really a kind of mind-blowing, mind-expanding way of thinking about what art is.”\u003cspan class=\"Apple-converted-space\"> \u003c/span>\u003c/p>\n\u003ch2 class=\"p9\">\u003cspan class=\"s5\">\u003cb>Fan Fic community \u003c/b>\u003c/span>\u003c/h2>\n\u003cp class=\"p9\">One unique element of fan fiction is the community that coalesces in support of writers. The feedback writers get in fan fiction communities helps them get better.\u003c/p>\n\u003cp class=\"p9\">Professor \u003ca href=\"https://journals.sagepub.com/doi/abs/10.2304/elea.2006.3.2.170\">Rebecca Black\u003c/a> learned about how helpful fan fiction communities can be when she studied English Language Learners who write fan fiction. These students felt insecure about their language skills in school, but \u003ca href=\"https://journals.sagepub.com/doi/abs/10.2304/elea.2006.3.2.170\">developed confidence by practicing writing in fan fic\u003c/a> forums and getting feedback.\u003c/p>\n\u003cp class=\"p6\">“They really represented themselves as ‘I’m not a good writer,’ ‘I’m not very good in English,’ ‘I hate English class,’ ‘I hate school,’ but they would spend hours and hours writing these stories online that people were reading and giving them feedback on,” said Black, professor of informatics at UC Irvine.\u003c/p>\n\u003cp class=\"p9\">Engaging in online forums might feel risky for parents of adolescents, but Black says that the community is mostly focused on writing. It’s also a place where teens can role-play some of the issues they’re dealing with through characters in their stories.\u003c/p>\n\u003cp class=\"p4\">\u003cspan class=\"s4\">“\u003c/span>\u003cspan class=\"s2\">I’ve been part of sites where people were very strong in their critique of writing and feedback,” said Black, “but never just sort of wanton abuse that I think a lot of parents worry about.” \u003c/span>\u003c/p>\n\u003cp class=\"p9\">However, fan fiction isn’t without its critics. Fan fiction is getting more visibility for its sexual reputation with the popularity of sexual storylines, the HBO show “Euphoria” and the \u003ca href=\"https://www.npd.com/wps/portal/npd/us/news/press-releases/2019/fifty-shades-of-grey-was-the-best-selling-book-of-the-decade-in-the-us-the-npd-group-says/\">best-selling book of the decade\u003c/a>, “50 Shades of Gray.” For those reasons – in addition to time constraints and testing requirements – teachers have mostly kept their distance from deep fan fiction. However, that doesn’t mean teens will stay away.\u003c/p>\n\u003cp class=\"p9\">For students who are interested in writing fan fiction, teacher-librarian Julia Torres recommends the tools at \u003ca href=\"https://nanowrimo.org/\">NaNoWriMo\u003c/a> that can help people get into the writer’s habit. As for reading fan fiction, \u003ca href=\"https://www.fanfiction.net/\">fanfiction.net\u003c/a> has a ratings system for what’s appropriate, like what you see in movies, and teens flock to \u003ca href=\"https://archiveofourown.org/\">Archive of Our Own\u003c/a>.\u003c/p>\n\u003cp>“Please, give your students the freedom to read it without having to prove to you that it fits some sort of adult guidelines,” said Torres, “because being able to indulge in a reading life that is free of restrictions is something that we don’t really often allow kids to do. And there’s a reason for their curiosity.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p9\">\u003cem>*An earlier version of this story misquoted the number of stories. We regret this error. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch4>Listen and subscribe to our podcast from your mobile device\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share/\">via Stitcher\u003c/a> | \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbWluZHNoaWZ0L2NhdGVnb3J5L21pbmRzaGlmdHBvZGNhc3QvZmVlZC8/episode/ODA5YmZmOTgtZGI2MC0xMWVhLWI3N2UtNmYzODM1MTM3YWI4?hl=en&ved=2ahUKEwiftIO69JLrAhVFsp4KHcblAloQieUEegQIChAE&ep=6\">via Google\u003c/a> | \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\"> via Spotify\u003c/a> | \u003ca href=\"https://tunein.com/podcasts/Kids--Family-Podcasts/Mindshift-Podcast-p1139823/?topicId=155253294\">via TuneIn\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When schools began to close because of COVID-19 in March, teachers and students had to rapidly adjust to learning online. For many students, finding a quiet place at home to learn with reliable technology was difficult, especially when family members were dealing with the pandemic. And teachers tried to figure out what was appropriate for the new online reality when it came to synchronous learning, attendance and grades, among many other issues.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coronavirus also created an opportunity for teachers to be creative in order to meet students’ needs. \u003c/span>\u003ca href=\"https://culturallyresponsiveleadership.com/\">\u003cspan style=\"font-weight: 400\">Joe Truss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, principal of Visitacion Valley Middle School in San Francisco, saw the inequities created by coronavirus and called upon teachers via social media to create resources for teaching during the pandemic in a way that was relevant to what students were experiencing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We actually wanted to shift even the verbiage from ‘distance learning’ to ‘connecting through crisis’ because primarily we wanted our students to experience connection,” said Truss. “Because right now we’re fractured as a society and our kids are at home. They’re not with their friends and not with their teachers and their normal routine.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Truss started a Google doc called “\u003c/span>\u003ca href=\"https://docs.google.com/document/d/1RpwwrZVS8f5OWYiI14IR5QuenF_LC8zskX8UlPLLYH4/edit#\">\u003cspan style=\"font-weight: 400\">Connecting Across the Distance” #Covid19pbl\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with contributions from about 150 educators around the country. In May, educators and students hosted a \u003ca href=\"https://padlet.com/covid19pbl20/gallery\">virtual exhibition\u003c/a> of their work. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://twitter.com/trussleadership/status/1250800577052676098\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers submitted resources and lesson plans relevant to the times and students’ experiences. There were resources on understanding the virus and how to interpret pandemic data. Coronavirus brought renewed attention to systemic racism because of the way Black, Indigenous and Latino people died from the infection at disproportionate rates. The Black Lives Matter protests that emerged from the killing of George Floyd by a white police officer in Minneapolis also amplified the need for systemic change. Mental health was a top priority as students were seeing trauma unfold around them. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Pivoting to Student Pandemic Journal \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the coronavirus outbreak, keeping a journal wasn’t exactly part of the curriculum for English teacher \u003c/span>\u003ca href=\"https://twitter.com/avoulgarides?lang=en\">\u003cspan style=\"font-weight: 400\">Anthony Voulgarides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He submitted a pandemic journal lesson plan to “\u003c/span>\u003ca href=\"https://docs.google.com/document/d/1RpwwrZVS8f5OWYiI14IR5QuenF_LC8zskX8UlPLLYH4/edit#\">\u003cspan style=\"font-weight: 400\">Connecting Across the Distance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” and it proved to be an essential way to help his students stay connected to one another and to him during the crisis. Every week, students published journal entries to a document called “\u003ca href=\"https://padlet.com/a_voulgarides/exemplars\">Unprecedented Times\u003c/a>.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-56462 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Voulgarides1-e1597137171556.jpg\" alt=\"\" width=\"250\" height=\"290\">“As a teacher, I feel like it’s my job to try to understand what’s most relevant for our students right now, in this moment, and try to tap into that,” said Voulgarides, who teaches at \u003c/span>\u003ca href=\"https://www.wheelsnyc.net/\">\u003cspan style=\"font-weight: 400\">Washington Heights Expeditionary Learning School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in New York City. At the time, the city was a \u003c/span>\u003ca href=\"https://www.nbcnewyork.com/news/local/once-the-nations-epicenter-ny-virus-death-toll-drops-to-5/2489489/\">\u003cspan style=\"font-weight: 400\">hotspot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for coronavirus infections and his students’ families were not spared. Some had to quarantine at home with an infected family member, others had a parent on a ventilator for a month. Senior Diane Arevalo’s uncle died after contracting the virus. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-56458 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Diane-1-scaled-e1597137239341.jpeg\" alt=\"\" width=\"250\" height=\"333\">“My family, we call him ‘The Newspaper’ because, you know, he knew everybody and everyone knew about him,” she said of her uncle. “And he’d go through the whole neighborhood in the morning. He’ll wake up at six o’clock in the morning, go to his mom’s house, give her food, and then he would go back home and take care of his kids.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Safety measures meant family members were physically cut off from patients in hospitals and loved ones at funerals. Arevalo, who didn’t get to say goodbye to her uncle or send him a final message, decided to write him a letter as part of her journal assignment. Last spring, she wrote:\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p1\">When I told you I got into Brandeis, the first thing you did was come over and bring me a cake. That was the last time I got to see you, Tío. I want to say it’s unfair that you were taken already, but I know you were in pain and now you are better alongside Tía now. Your kids were raised as if they were my siblings. I gained two older brothers and an amazing big sister through you. All I want is that, with your loss, it can bring us all even closer. Thank you for the love, laughter, and support you have given all of us every day.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">The journal entries took many forms. Some students submitted drawings. Some shared what they were watching on Netflix. Someone wrote an essay on shelter-in-place from the perspective of a house cat. Others got really vulnerable and shared details they normally keep to themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-56465 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Yohely-1-e1597137331377.jpg\" alt=\"\" width=\"250\" height=\"322\">“Even if I FaceTime my friends for hours, you know, we’re not just sitting talking about our feelings for hours,” said senior Yohely \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\">. “And so I read their journal for English class and I learned more than I learned in the FaceTime call.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Comprés’s\u003c/span>\u003cspan style=\"font-weight: 400\"> journal entry was about how she had to stay distant from her family members inside their home. In March, she wrote:\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p1\">Today, my mom didn’t wake up feeling so good. I haven’t touched her warm skin since Friday and I haven’t been able to cuddle her in the mornings either. In order to see her I have to FaceTime her or open the bedroom door just enough so I can peek. I got yelled at by my aunt for opening the door without a mask. I just wanted her to see that I was awake. We’re now waiting for the test results and it’s haunting me thinking about it. Tía tested positive last week. I hope mom doesn’t.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moments after publishing to the class journal website, Yohely received a text message from a worried Mr. Voulgarides. He was checking in on her after reading her journal entry. He offered to bring groceries to her home and let her know she can reach out to him if she needed anything.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-56461 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Julio2-e1597137432776.jpg\" alt=\"\" width=\"250\" height=\"336\">Senior Julio Jimenez’s father caught coronavirus and spent a month in the intensive care unit. The family could only see him through a phone connection. Suddenly, Jimenez was thrust into the position of medical translator for his family while being strong for his mother and siblings. As the eldest son, he was now preparing to be the head of the household and thinking differently about his future. Everyday high school activities and starting college felt more distant when his family needed him most. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That took a big toll out of me, like, every day,” he said. Before the pandemic, Julio said writing wasn’t exactly his favorite thing to do at school, but the journal turned out to be a way for him to organize his emotions, calm himself down and focus on building emotional strength for his family.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It has helped me out of writing it down,” he said. “Getting my emotions on paper – that helped me out. You know, it built some stamina in me to get on with my day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Typically, writing a journal entry is a private activity. But publishing to a class website for trusted classmates and teachers who have spent years relationship-building helped create an opening for help. It also strengthened the community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The fact that those kids were comfortable sharing those journals with one another says a lot about what the teacher did beforehand,” said Tia Madkins, Assistant Professor in the Department of Curriculum and Instruction at the University of Texas at Austin. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Culturally Relevant Teaching and Trust\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers at WHEELS spend a lot of time on activities that are outside the more traditional curricula and it’s proven to be a success. WHEELS is part of the \u003c/span>\u003ca href=\"https://eleducation.org/\">\u003cspan style=\"font-weight: 400\">EL Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> network and an \u003c/span>\u003ca href=\"https://www.wheelsnyc.net/expeditionary-learning\">\u003cspan style=\"font-weight: 400\">Outward Bound School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Core to the school is creating authentic learning experiences for students, some of which is grounded in the three tenets of culturally relevant teaching: academic success, cultural competence and critical consciousness. The three pillars of CRT were developed by \u003c/span>\u003ca href=\"https://www.the74million.org/article/74-interview-researcher-gloria-ladson-billings-on-culturally-relevant-teaching-the-role-of-teachers-in-trumps-america-lessons-from-her-two-decades-in-education-research/\">\u003cspan style=\"font-weight: 400\">Gloria Ladson-Billings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after observing teachers who taught African-American students successfully. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every classroom has culture,” said professor \u003c/span>\u003ca href=\"https://www.tc.columbia.edu/faculty/fm2140/\">\u003cspan style=\"font-weight: 400\">Felicia Moore Mensah\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Teachers College Columbia University who researches CRT in science education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What teachers have to realize is that [culture is] there and it’s present, but how do you make it much more part of the process of learning when you have a classroom that is full of African-American, Latinx children or children with racial, ethnic, linguistic diversity within the classroom?” CRT can help address some of the inequities created by schooling that centers a white, middle-class worldview, which is important to address when more than half of students in public schools are kids of color.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It does take an extra effort for a lot of white teachers to be able to do this, to be able to focus in on who the students are, bringing them in and asking about aspects of their life as part of the curriculum because our curriculum is not written this particular way.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For WHEELS students like Diane Arevalo, cultural competence can look like talking about the differences between Ecuadorian and Dominican cultures, while knowing how to write a professional email to teachers. It also means having the critical consciousness to advocate for the change she wants to see in her community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not fair to me, it’s not fair to my brother, to my family, to the people that live here that we’re stuck in the middle of a highway next to the George Washington Bridge, that we’re stuck with all this pollution,” said Arevalo of her neighborhood.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Diane and her classmates formed a group to address local environmental issues. The group looked specifically at the health of trees in their neighborhood. The students noticed that in other neighborhoods, trees looked nicer and were protected at the roots by tree guards. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-56456\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st.jpg\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-768x432.jpg 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s kind of sad because our tree guards are destroyed,” said Arevalo. “We don’t even have them. And they’re very full of cigarette butts, needles and needle caps. And it’s kind of sad seeing that because we have to go through that every day to go to school.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students attended community board meetings to advocate for a \u003c/span>\u003ca href=\"https://shareabouts-pbnyc-2018.herokuapp.com/place/598641/response/599327\">\u003cspan style=\"font-weight: 400\">Clean Air/Green Corridor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They also applied for grants from local organizations, which is not \u003c/span>\u003ca href=\"https://www.safepassageproject.org/wheels-hight-school-wins-grant-for-safe-passage-project/\">\u003cspan style=\"font-weight: 400\">uncommon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for WHEELS students who are passionate about causes relevant to their lives. They succeeded and recently \u003c/span>\u003ca href=\"http://www.nyc.gov/html/mancb12/downloads/pdf/h_and_e_committee_minutes_5-2-19.pdf\">\u003cspan style=\"font-weight: 400\">received funding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for new tree guards in their neighborhoods. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school also goes to great lengths to value students’ cultural identity. When Yohely \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> was a sophomore, she and a half-dozen students traveled to Peru for a week to learn more about critical theory and Afro-Peruvian culture. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“And through that, you know, I was able to find that Afro-Latinx culture that I knew I had in me,” said \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\">, who is Afro-Dominican. “There are programs [at school] that have helped me, with lessons that have helped me, in terms of my identity,” she said. “Even though my teachers are mostly white, they’re very there. I feel like they’ve become an ally to our community and they do the work that they do in our school because they care.”\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> is also aware of the cultural competence she’ll need when she attends college at Wesleyan in the fall. She’s been at WHEELS since middle school so starting college in a new community will be a challenge. She feels like the teachers have prepared her for this transition, and one way they do that is letting students know they are there for them even after graduation. “They’re always offering their help,” she said. In reference to another teacher, David Lenzner, \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> said, “he’s always like, ‘you know, when when you leave, we’re going to be here and we’re going to be here to support you no matter what.’”\u003c/span>\u003c/p>\n\u003cp>Support will be essential to students who graduated high school during extraordinary times and will start college amidst great uncertainty.\u003cspan style=\"font-weight: 400\"> WHEELS students have the support network they built at school and some have one more new tool: \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I actually think about getting an actual journal because this has been helping me,” said \u003cspan style=\"font-weight: 400\">Comprés.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch4>Listen and subscribe to our podcast from your mobile device\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share/\">via Stitcher\u003c/a> | \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbWluZHNoaWZ0L2NhdGVnb3J5L21pbmRzaGlmdHBvZGNhc3QvZmVlZC8/episode/ODA5YmZmOTgtZGI2MC0xMWVhLWI3N2UtNmYzODM1MTM3YWI4?hl=en&ved=2ahUKEwiftIO69JLrAhVFsp4KHcblAloQieUEegQIChAE&ep=6\">via Google\u003c/a> | \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\"> via Spotify\u003c/a> | \u003ca href=\"https://tunein.com/podcasts/Kids--Family-Podcasts/Mindshift-Podcast-p1139823/?topicId=155253294\">via TuneIn\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When schools began to close because of COVID-19 in March, teachers and students had to rapidly adjust to learning online. For many students, finding a quiet place at home to learn with reliable technology was difficult, especially when family members were dealing with the pandemic. And teachers tried to figure out what was appropriate for the new online reality when it came to synchronous learning, attendance and grades, among many other issues.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coronavirus also created an opportunity for teachers to be creative in order to meet students’ needs. \u003c/span>\u003ca href=\"https://culturallyresponsiveleadership.com/\">\u003cspan style=\"font-weight: 400\">Joe Truss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, principal of Visitacion Valley Middle School in San Francisco, saw the inequities created by coronavirus and called upon teachers via social media to create resources for teaching during the pandemic in a way that was relevant to what students were experiencing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We actually wanted to shift even the verbiage from ‘distance learning’ to ‘connecting through crisis’ because primarily we wanted our students to experience connection,” said Truss. “Because right now we’re fractured as a society and our kids are at home. They’re not with their friends and not with their teachers and their normal routine.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Truss started a Google doc called “\u003c/span>\u003ca href=\"https://docs.google.com/document/d/1RpwwrZVS8f5OWYiI14IR5QuenF_LC8zskX8UlPLLYH4/edit#\">\u003cspan style=\"font-weight: 400\">Connecting Across the Distance” #Covid19pbl\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with contributions from about 150 educators around the country. In May, educators and students hosted a \u003ca href=\"https://padlet.com/covid19pbl20/gallery\">virtual exhibition\u003c/a> of their work. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers submitted resources and lesson plans relevant to the times and students’ experiences. There were resources on understanding the virus and how to interpret pandemic data. Coronavirus brought renewed attention to systemic racism because of the way Black, Indigenous and Latino people died from the infection at disproportionate rates. The Black Lives Matter protests that emerged from the killing of George Floyd by a white police officer in Minneapolis also amplified the need for systemic change. Mental health was a top priority as students were seeing trauma unfold around them. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Pivoting to Student Pandemic Journal \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the coronavirus outbreak, keeping a journal wasn’t exactly part of the curriculum for English teacher \u003c/span>\u003ca href=\"https://twitter.com/avoulgarides?lang=en\">\u003cspan style=\"font-weight: 400\">Anthony Voulgarides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He submitted a pandemic journal lesson plan to “\u003c/span>\u003ca href=\"https://docs.google.com/document/d/1RpwwrZVS8f5OWYiI14IR5QuenF_LC8zskX8UlPLLYH4/edit#\">\u003cspan style=\"font-weight: 400\">Connecting Across the Distance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” and it proved to be an essential way to help his students stay connected to one another and to him during the crisis. Every week, students published journal entries to a document called “\u003ca href=\"https://padlet.com/a_voulgarides/exemplars\">Unprecedented Times\u003c/a>.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-56462 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Voulgarides1-e1597137171556.jpg\" alt=\"\" width=\"250\" height=\"290\">“As a teacher, I feel like it’s my job to try to understand what’s most relevant for our students right now, in this moment, and try to tap into that,” said Voulgarides, who teaches at \u003c/span>\u003ca href=\"https://www.wheelsnyc.net/\">\u003cspan style=\"font-weight: 400\">Washington Heights Expeditionary Learning School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in New York City. At the time, the city was a \u003c/span>\u003ca href=\"https://www.nbcnewyork.com/news/local/once-the-nations-epicenter-ny-virus-death-toll-drops-to-5/2489489/\">\u003cspan style=\"font-weight: 400\">hotspot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for coronavirus infections and his students’ families were not spared. Some had to quarantine at home with an infected family member, others had a parent on a ventilator for a month. Senior Diane Arevalo’s uncle died after contracting the virus. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-56458 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Diane-1-scaled-e1597137239341.jpeg\" alt=\"\" width=\"250\" height=\"333\">“My family, we call him ‘The Newspaper’ because, you know, he knew everybody and everyone knew about him,” she said of her uncle. “And he’d go through the whole neighborhood in the morning. He’ll wake up at six o’clock in the morning, go to his mom’s house, give her food, and then he would go back home and take care of his kids.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Safety measures meant family members were physically cut off from patients in hospitals and loved ones at funerals. Arevalo, who didn’t get to say goodbye to her uncle or send him a final message, decided to write him a letter as part of her journal assignment. Last spring, she wrote:\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p1\">When I told you I got into Brandeis, the first thing you did was come over and bring me a cake. That was the last time I got to see you, Tío. I want to say it’s unfair that you were taken already, but I know you were in pain and now you are better alongside Tía now. Your kids were raised as if they were my siblings. I gained two older brothers and an amazing big sister through you. All I want is that, with your loss, it can bring us all even closer. Thank you for the love, laughter, and support you have given all of us every day.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">The journal entries took many forms. Some students submitted drawings. Some shared what they were watching on Netflix. Someone wrote an essay on shelter-in-place from the perspective of a house cat. Others got really vulnerable and shared details they normally keep to themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-56465 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Yohely-1-e1597137331377.jpg\" alt=\"\" width=\"250\" height=\"322\">“Even if I FaceTime my friends for hours, you know, we’re not just sitting talking about our feelings for hours,” said senior Yohely \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\">. “And so I read their journal for English class and I learned more than I learned in the FaceTime call.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Comprés’s\u003c/span>\u003cspan style=\"font-weight: 400\"> journal entry was about how she had to stay distant from her family members inside their home. In March, she wrote:\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p1\">Today, my mom didn’t wake up feeling so good. I haven’t touched her warm skin since Friday and I haven’t been able to cuddle her in the mornings either. In order to see her I have to FaceTime her or open the bedroom door just enough so I can peek. I got yelled at by my aunt for opening the door without a mask. I just wanted her to see that I was awake. We’re now waiting for the test results and it’s haunting me thinking about it. Tía tested positive last week. I hope mom doesn’t.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moments after publishing to the class journal website, Yohely received a text message from a worried Mr. Voulgarides. He was checking in on her after reading her journal entry. He offered to bring groceries to her home and let her know she can reach out to him if she needed anything.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-56461 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Julio2-e1597137432776.jpg\" alt=\"\" width=\"250\" height=\"336\">Senior Julio Jimenez’s father caught coronavirus and spent a month in the intensive care unit. The family could only see him through a phone connection. Suddenly, Jimenez was thrust into the position of medical translator for his family while being strong for his mother and siblings. As the eldest son, he was now preparing to be the head of the household and thinking differently about his future. Everyday high school activities and starting college felt more distant when his family needed him most. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That took a big toll out of me, like, every day,” he said. Before the pandemic, Julio said writing wasn’t exactly his favorite thing to do at school, but the journal turned out to be a way for him to organize his emotions, calm himself down and focus on building emotional strength for his family.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It has helped me out of writing it down,” he said. “Getting my emotions on paper – that helped me out. You know, it built some stamina in me to get on with my day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Typically, writing a journal entry is a private activity. But publishing to a class website for trusted classmates and teachers who have spent years relationship-building helped create an opening for help. It also strengthened the community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The fact that those kids were comfortable sharing those journals with one another says a lot about what the teacher did beforehand,” said Tia Madkins, Assistant Professor in the Department of Curriculum and Instruction at the University of Texas at Austin. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Culturally Relevant Teaching and Trust\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers at WHEELS spend a lot of time on activities that are outside the more traditional curricula and it’s proven to be a success. WHEELS is part of the \u003c/span>\u003ca href=\"https://eleducation.org/\">\u003cspan style=\"font-weight: 400\">EL Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> network and an \u003c/span>\u003ca href=\"https://www.wheelsnyc.net/expeditionary-learning\">\u003cspan style=\"font-weight: 400\">Outward Bound School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Core to the school is creating authentic learning experiences for students, some of which is grounded in the three tenets of culturally relevant teaching: academic success, cultural competence and critical consciousness. The three pillars of CRT were developed by \u003c/span>\u003ca href=\"https://www.the74million.org/article/74-interview-researcher-gloria-ladson-billings-on-culturally-relevant-teaching-the-role-of-teachers-in-trumps-america-lessons-from-her-two-decades-in-education-research/\">\u003cspan style=\"font-weight: 400\">Gloria Ladson-Billings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after observing teachers who taught African-American students successfully. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every classroom has culture,” said professor \u003c/span>\u003ca href=\"https://www.tc.columbia.edu/faculty/fm2140/\">\u003cspan style=\"font-weight: 400\">Felicia Moore Mensah\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Teachers College Columbia University who researches CRT in science education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What teachers have to realize is that [culture is] there and it’s present, but how do you make it much more part of the process of learning when you have a classroom that is full of African-American, Latinx children or children with racial, ethnic, linguistic diversity within the classroom?” CRT can help address some of the inequities created by schooling that centers a white, middle-class worldview, which is important to address when more than half of students in public schools are kids of color.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It does take an extra effort for a lot of white teachers to be able to do this, to be able to focus in on who the students are, bringing them in and asking about aspects of their life as part of the curriculum because our curriculum is not written this particular way.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For WHEELS students like Diane Arevalo, cultural competence can look like talking about the differences between Ecuadorian and Dominican cultures, while knowing how to write a professional email to teachers. It also means having the critical consciousness to advocate for the change she wants to see in her community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not fair to me, it’s not fair to my brother, to my family, to the people that live here that we’re stuck in the middle of a highway next to the George Washington Bridge, that we’re stuck with all this pollution,” said Arevalo of her neighborhood.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Diane and her classmates formed a group to address local environmental issues. The group looked specifically at the health of trees in their neighborhood. The students noticed that in other neighborhoods, trees looked nicer and were protected at the roots by tree guards. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-56456\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st.jpg\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-768x432.jpg 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s kind of sad because our tree guards are destroyed,” said Arevalo. “We don’t even have them. And they’re very full of cigarette butts, needles and needle caps. And it’s kind of sad seeing that because we have to go through that every day to go to school.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students attended community board meetings to advocate for a \u003c/span>\u003ca href=\"https://shareabouts-pbnyc-2018.herokuapp.com/place/598641/response/599327\">\u003cspan style=\"font-weight: 400\">Clean Air/Green Corridor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They also applied for grants from local organizations, which is not \u003c/span>\u003ca href=\"https://www.safepassageproject.org/wheels-hight-school-wins-grant-for-safe-passage-project/\">\u003cspan style=\"font-weight: 400\">uncommon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for WHEELS students who are passionate about causes relevant to their lives. They succeeded and recently \u003c/span>\u003ca href=\"http://www.nyc.gov/html/mancb12/downloads/pdf/h_and_e_committee_minutes_5-2-19.pdf\">\u003cspan style=\"font-weight: 400\">received funding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for new tree guards in their neighborhoods. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school also goes to great lengths to value students’ cultural identity. When Yohely \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> was a sophomore, she and a half-dozen students traveled to Peru for a week to learn more about critical theory and Afro-Peruvian culture. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“And through that, you know, I was able to find that Afro-Latinx culture that I knew I had in me,” said \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\">, who is Afro-Dominican. “There are programs [at school] that have helped me, with lessons that have helped me, in terms of my identity,” she said. “Even though my teachers are mostly white, they’re very there. I feel like they’ve become an ally to our community and they do the work that they do in our school because they care.”\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> is also aware of the cultural competence she’ll need when she attends college at Wesleyan in the fall. She’s been at WHEELS since middle school so starting college in a new community will be a challenge. She feels like the teachers have prepared her for this transition, and one way they do that is letting students know they are there for them even after graduation. “They’re always offering their help,” she said. In reference to another teacher, David Lenzner, \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> said, “he’s always like, ‘you know, when when you leave, we’re going to be here and we’re going to be here to support you no matter what.’”\u003c/span>\u003c/p>\n\u003cp>Support will be essential to students who graduated high school during extraordinary times and will start college amidst great uncertainty.\u003cspan style=\"font-weight: 400\"> WHEELS students have the support network they built at school and some have one more new tool: \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I actually think about getting an actual journal because this has been helping me,” said \u003cspan style=\"font-weight: 400\">Comprés.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "high-schoolers-share-their-worlds-with-us",
"title": "Prom? Canceled. Graduation? Online. High Schoolers Share Their Worlds With Us",
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"headTitle": "Prom? Canceled. Graduation? Online. High Schoolers Share Their Worlds With Us | KQED",
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"content": "\u003cp>When the coronavirus pandemic forced schools across the country to close it was a shock. Teachers and kids weren’t prepared. Many thought it would be a longer than normal spring break. It wasn’t. In the San Francisco Bay Area, schools stayed closed for the rest of the academic year.\u003c/p>\n\u003cp>This is a historic moment, and there’s been a lot of coverage about how it has affected parents, teachers and schools. But teens are only in high school once, and students are missing out on a lot right now. We wanted to honor that.\u003c/p>\n\u003cp>For the past several months, four teenagers from around the Bay Area have been recording audio diaries about their experience of life sheltering in place. These are their stories.\u003c/p>\n\u003ch1>Taila Lee\u003c/h1>\n\u003cfigure id=\"attachment_11816763\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11816763 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43075_010_KQED_BayCurious_TailaLee_05042020-qut.jpg\" alt=\"High school senior Taila Lee holds her prom dress at her home in San Carlos on April 4, 2020.\" width=\"1920\" height=\"1278\">\u003cfigcaption class=\"wp-caption-text\">High school senior Taila Lee holds the prom dress she never got to wear at her home in San Carlos on April 4, 2020.\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m Taila Lee. I’m a senior at Woodside High School. I’m still taking a lot of time to adjust to online learning. This is only day 3 and I already feel a little bit behind. I think I’m really missing the structure of the school day. I’m also really missing face-to-face instruction and that social interaction with teachers and classmates.”\u003c/p>\n\u003cp>“It’s Tuesday, March 31 and just about two hours ago I found out I’m not going back to school. We’re continuing online learning for the rest of the year, until June. And that means March 13 was the last day of my senior year. And I’m really sad. I’m not going to be able to go prom. I’m not going to sign yearbooks with my friends. I’m not going to hug people goodbye at graduation, take photos. My first semester of college might even be online, which is really crazy to think about.”\u003c/p>\n\u003cfigure id=\"attachment_56249\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-56249\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/TailaLee2.jpg\" alt=\"Taila Lee stands in her front yard.\" width=\"1920\" height=\"1278\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/TailaLee2.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/TailaLee2-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/TailaLee2-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/TailaLee2-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/TailaLee2-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/TailaLee2-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Taila Lee, a senior at Woodside High School, at her home. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I committed to UC Berkeley two days ago. I always imagined pressing the accept button one night and then the next day at school, I’d be able to tell my friends and teachers in person. It was this big, exciting moment I had always pictured.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s Friday, June 5th and today I graduated high school from my couch. They showed graduation slides with the graduate’s name, photo and message and I got pretty excited when I finally saw my slide after probably 200 other slides. But my heart kind of dropped when the announcer pronounced my name wrong. You know, it’s graduation, it’s already disappointing enough that we’re having a virtual graduation, instead of an in person one. So for my name to be pronounced wrong, in addition to having my entire high school experience summed up by a five second grad slide, it was super disappointing. I just don’t really feel like I’ve graduated.”\u003c/p>\n\u003cp>“However, I did feel better after picking up my diploma in person. After the diploma pick up station, we drove through a line of teachers waving and cheering and that was really amazing.”\u003c/p>\n\u003ch1>Qadir Scott\u003c/h1>\n\u003cfigure id=\"attachment_56250\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-56250\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/RS43086_002_KQED_BayCurious_QadirScott_05062020-qut1.jpg\" alt=\"Qadir Scott, a senior at Oakland Technical High school, leans on his skateboard.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43086_002_KQED_BayCurious_QadirScott_05062020-qut1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43086_002_KQED_BayCurious_QadirScott_05062020-qut1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43086_002_KQED_BayCurious_QadirScott_05062020-qut1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43086_002_KQED_BayCurious_QadirScott_05062020-qut1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43086_002_KQED_BayCurious_QadirScott_05062020-qut1-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43086_002_KQED_BayCurious_QadirScott_05062020-qut1-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Qadir Scott, a senior at Oakland Tech. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“This is Qadir Scott. I’m a senior at Oakland Tech. A big thing with me, I listen to this band called \u003ca href=\"https://badbrains.com/\">Bad Brains\u003c/a>. Something they talk about is keeping that PMA. That’s positive mind and attitude. PMA. Control everything that you can control, you know. Everything else will kind of play out, but if you keep that positive attitude and mindset, you can achieve anything. That’s exactly how I’m thinking about it right now. Make the best out of it. The way I see it is like, class of 2020, the corona class, COVID-19. We’re part of a bigger moment in history.”\u003c/p>\n\u003cp>“I’m going to Morehouse [College] in the fall. I’m excited about that. But we’re going to do online school, I’m pretty sure, for the first month or two. I don’t really know how to feel about that. It kinda sucks because you kinda want to just jump right into your college experience. But it might make it easier, who knows. I’m kinda just playing it by ear, again trying to keep a positive mind attitude.”\u003c/p>\n\u003cfigure id=\"attachment_11816764\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11816764 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43093_010_KQED_BayCurious_QadirScott_05062020-qut.jpg\" alt=\"Qadir Scott, a senior at Oakland Tech, in Alameda on April 6, 2020.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Qadir’s mantra “positive, mind, attitude” has helped him stay positive during shelter-in-place. He also tries to get out and skateboard when he can.\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s Saturday, June 6th. A lot’s been going on. Following the death of George Floyd, there’s been a lot of civil unrest, a lot of protests. I’ve protested a few times. I’m glad to see so many people unified. Friends, family, anybody, everybody, all races, all genders. Everybody is out here. Pandemic going on, people getting shot and killed left and right. Even at these protests, like people peacefully protesting are getting harmed by the police. Growing up in an activist household, my mom and my grandma and the people I was surrounded by, I’ve been kinda educated on the topic and understanding how systematic oppression works.\u003c/p>\n\u003cp>You know, it’s crazy, honestly, it’s about time. Do I think this is the super big change where racism just doesn’t exist anymore? Nah. But it’s definitely a step in the right direction.”\u003c/p>\n\u003ch1>Julisa Gomez Reyes\u003c/h1>\n\u003cfigure id=\"attachment_11816766\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11816766\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43096_003_KQED_BayCurious_Julisa_05062020-qut.jpg\" alt=\"Julisa Gomez Reyes, a high school junior, at her home in San Jose on April 6.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Julisa Gomez Reyes, a high school junior, at her home in San Jose on April 6, 2020.\u003c/figcaption>\u003c/figure>\n\u003cp>“My name is Julisa Gomez Reyes. I’m a junior at Independence High School in San Jose. I miss school. I miss my friends. I miss my teachers. I miss the classroom. And this is something that I never thought I would be saying.”\u003c/p>\n\u003cp>“My sleep schedule is really bad right now. The nights are where I’m awake and during the day I’m asleep. And I’m trying to fix that, especially with my family, we’re all doing it. My mom’s out of a job and we just don’t want to do anything because, I don’t know, we can’t go out and we’re usually a quiet family so it’s very difficult to get anything done.”\u003c/p>\n\u003cfigure id=\"attachment_56252\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-56252 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/RS43098_005_KQED_BayCurious_Julisa_05062020-qut.jpg\" alt=\"Julisa Gomez Reyes, a high school junior, stuides in her backyard.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43098_005_KQED_BayCurious_Julisa_05062020-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43098_005_KQED_BayCurious_Julisa_05062020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43098_005_KQED_BayCurious_Julisa_05062020-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43098_005_KQED_BayCurious_Julisa_05062020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43098_005_KQED_BayCurious_Julisa_05062020-qut-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43098_005_KQED_BayCurious_Julisa_05062020-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Julisa misses school, her friends, and volunteering with a local education non-profit. She says it’s hard to stay motivated when she’s at home all the time. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Me and my little sister have been heavily affected by [my parents] fighting. It has made us struggle with anxiety, which is something that I don’t think they see in it.”\u003c/p>\n\u003cp>“Every time they fight, I treat them like children because that’s what it seems like. I’m the only one acting like an adult. I just want all of this to end. And it’s harder to do in this pandemic because we’re at home with each other 24/7. Without this pandemic, I could be going to school, and getting my mind off it for a while.”\u003c/p>\n\u003cp>“My AP experience wasn’t really good. For my first exam it was right after my parents’ fight and I was distracted because they were in the same room together. It really made me uncomfortable and I couldn’t focus. For my second AP exam, my laptop stopped working. For some reason, my laptop does this thing where it automatically disconnects from the internet, so I couldn’t move on to the second question.\u003c/p>\n\u003cp>This year hasn’t been a good year for me.”\u003c/p>\n\u003ch1>Genevieve Schweitzer\u003c/h1>\n\u003cfigure id=\"attachment_11816765\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11816765\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43080_005_KQED_BayCurious_GenevieveSchweitzer_05062020-qut.jpg\" alt=\"Genevieve Schweitzer, a junior in high school, plays the flute in her backyard on April 6, 2020.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Genevieve Schweitzer, a junior in high school, plays the flute in her backyard on April 6, 2020.\u003c/figcaption>\u003c/figure>\n\u003cp>“My name is Genevieve Schweitzer. I’m a junior at El Cerrito High School and I’m doing fine. I just miss my friends and doing normal things. It’s Day eight. I’m sitting on my bed, basically in the position I’ve been in all day. I’m just thinking about all the things that have been canceled. Like concerts and trips to Disneyland with my band that we were planning, and prom. I already have my prom dress and it’s just hanging in my closet looking sad. But there’s definitely worse things going on right now so I don’t feel like I can complain too much.”\u003c/p>\n\u003cp>“I just got back from the school. They opened it for one afternoon so we could come get our stuff from our lockers and check out textbooks and things like that. There was a security guard sitting out front with hand sanitizer and wipes and you had to tell them where you were going and why. I didn’t expect it to feel so sad to see the school so empty and to be back. I already had my last day as a junior in high school. And when I come back, I’m going to be a senior.”\u003c/p>\n\u003cfigure id=\"attachment_56251\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-56251 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut.jpg\" alt=\"Genevieve Schweitzer and her sister, Julia, study in their backyard.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Genevieve Schweitzer (right), a junior in high school, and her sister, Julia (left), study Spanish in their backyard. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“So it is Monday, April 27. And that means that it’s the start of my seventh week in self isolation. Thinking back, I started all this feeling almost excited, like it was an adventure. I was kind of curious to see how distance learning would work. I don’t think I understood how dangerous the coronavirus really was. But then time went on, and like more and more restrictions were put on us. And the length kept getting extended. And soon we were out of school until summer. And we were hearing all these scary stories about the virus destroying communities. And now I would say it’s a lot more real. And I also feel like I’ve lost my motivation compared to the beginning of all this. I sleep in more and I go to bed later. I procrastinate on some of my work, and I feel like I spend less time outside and more time in my room.”\u003c/p>\n\u003cp>“It’s Monday, May 11th, and that means that AP tests are starting this week. My first one is tomorrow and I’m feeling a little nervous. I think I would feel like ten times more confident if it was just the regular format of the test. There’s so much unknown and a lot that could go wrong with the uploading process.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Read and listen to more student perspectives as part of \u003ca href=\"https://www.kqed.org/youthtakeover\">KQED’s Youth Takeover 2020\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "High school students had to adjust to distance learning quickly after the coronavirus pandemic hit. Four teens from around the Bay Area recorded audio diaries documenting the moments big and small that defined Spring of 2020.",
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"title": "Prom? Canceled. Graduation? Online. High Schoolers Share Their Worlds With Us | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When the coronavirus pandemic forced schools across the country to close it was a shock. Teachers and kids weren’t prepared. Many thought it would be a longer than normal spring break. It wasn’t. In the San Francisco Bay Area, schools stayed closed for the rest of the academic year.\u003c/p>\n\u003cp>This is a historic moment, and there’s been a lot of coverage about how it has affected parents, teachers and schools. But teens are only in high school once, and students are missing out on a lot right now. We wanted to honor that.\u003c/p>\n\u003cp>For the past several months, four teenagers from around the Bay Area have been recording audio diaries about their experience of life sheltering in place. These are their stories.\u003c/p>\n\u003ch1>Taila Lee\u003c/h1>\n\u003cfigure id=\"attachment_11816763\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11816763 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43075_010_KQED_BayCurious_TailaLee_05042020-qut.jpg\" alt=\"High school senior Taila Lee holds her prom dress at her home in San Carlos on April 4, 2020.\" width=\"1920\" height=\"1278\">\u003cfigcaption class=\"wp-caption-text\">High school senior Taila Lee holds the prom dress she never got to wear at her home in San Carlos on April 4, 2020.\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m Taila Lee. I’m a senior at Woodside High School. I’m still taking a lot of time to adjust to online learning. This is only day 3 and I already feel a little bit behind. I think I’m really missing the structure of the school day. I’m also really missing face-to-face instruction and that social interaction with teachers and classmates.”\u003c/p>\n\u003cp>“It’s Tuesday, March 31 and just about two hours ago I found out I’m not going back to school. We’re continuing online learning for the rest of the year, until June. And that means March 13 was the last day of my senior year. And I’m really sad. I’m not going to be able to go prom. I’m not going to sign yearbooks with my friends. I’m not going to hug people goodbye at graduation, take photos. My first semester of college might even be online, which is really crazy to think about.”\u003c/p>\n\u003cfigure id=\"attachment_56249\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-56249\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/TailaLee2.jpg\" alt=\"Taila Lee stands in her front yard.\" width=\"1920\" height=\"1278\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/TailaLee2.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/TailaLee2-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/TailaLee2-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/TailaLee2-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/TailaLee2-768x511.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/TailaLee2-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Taila Lee, a senior at Woodside High School, at her home. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I committed to UC Berkeley two days ago. I always imagined pressing the accept button one night and then the next day at school, I’d be able to tell my friends and teachers in person. It was this big, exciting moment I had always pictured.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s Friday, June 5th and today I graduated high school from my couch. They showed graduation slides with the graduate’s name, photo and message and I got pretty excited when I finally saw my slide after probably 200 other slides. But my heart kind of dropped when the announcer pronounced my name wrong. You know, it’s graduation, it’s already disappointing enough that we’re having a virtual graduation, instead of an in person one. So for my name to be pronounced wrong, in addition to having my entire high school experience summed up by a five second grad slide, it was super disappointing. I just don’t really feel like I’ve graduated.”\u003c/p>\n\u003cp>“However, I did feel better after picking up my diploma in person. After the diploma pick up station, we drove through a line of teachers waving and cheering and that was really amazing.”\u003c/p>\n\u003ch1>Qadir Scott\u003c/h1>\n\u003cfigure id=\"attachment_56250\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-56250\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/RS43086_002_KQED_BayCurious_QadirScott_05062020-qut1.jpg\" alt=\"Qadir Scott, a senior at Oakland Technical High school, leans on his skateboard.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43086_002_KQED_BayCurious_QadirScott_05062020-qut1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43086_002_KQED_BayCurious_QadirScott_05062020-qut1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43086_002_KQED_BayCurious_QadirScott_05062020-qut1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43086_002_KQED_BayCurious_QadirScott_05062020-qut1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43086_002_KQED_BayCurious_QadirScott_05062020-qut1-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43086_002_KQED_BayCurious_QadirScott_05062020-qut1-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Qadir Scott, a senior at Oakland Tech. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“This is Qadir Scott. I’m a senior at Oakland Tech. A big thing with me, I listen to this band called \u003ca href=\"https://badbrains.com/\">Bad Brains\u003c/a>. Something they talk about is keeping that PMA. That’s positive mind and attitude. PMA. Control everything that you can control, you know. Everything else will kind of play out, but if you keep that positive attitude and mindset, you can achieve anything. That’s exactly how I’m thinking about it right now. Make the best out of it. The way I see it is like, class of 2020, the corona class, COVID-19. We’re part of a bigger moment in history.”\u003c/p>\n\u003cp>“I’m going to Morehouse [College] in the fall. I’m excited about that. But we’re going to do online school, I’m pretty sure, for the first month or two. I don’t really know how to feel about that. It kinda sucks because you kinda want to just jump right into your college experience. But it might make it easier, who knows. I’m kinda just playing it by ear, again trying to keep a positive mind attitude.”\u003c/p>\n\u003cfigure id=\"attachment_11816764\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11816764 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43093_010_KQED_BayCurious_QadirScott_05062020-qut.jpg\" alt=\"Qadir Scott, a senior at Oakland Tech, in Alameda on April 6, 2020.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Qadir’s mantra “positive, mind, attitude” has helped him stay positive during shelter-in-place. He also tries to get out and skateboard when he can.\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s Saturday, June 6th. A lot’s been going on. Following the death of George Floyd, there’s been a lot of civil unrest, a lot of protests. I’ve protested a few times. I’m glad to see so many people unified. Friends, family, anybody, everybody, all races, all genders. Everybody is out here. Pandemic going on, people getting shot and killed left and right. Even at these protests, like people peacefully protesting are getting harmed by the police. Growing up in an activist household, my mom and my grandma and the people I was surrounded by, I’ve been kinda educated on the topic and understanding how systematic oppression works.\u003c/p>\n\u003cp>You know, it’s crazy, honestly, it’s about time. Do I think this is the super big change where racism just doesn’t exist anymore? Nah. But it’s definitely a step in the right direction.”\u003c/p>\n\u003ch1>Julisa Gomez Reyes\u003c/h1>\n\u003cfigure id=\"attachment_11816766\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11816766\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43096_003_KQED_BayCurious_Julisa_05062020-qut.jpg\" alt=\"Julisa Gomez Reyes, a high school junior, at her home in San Jose on April 6.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Julisa Gomez Reyes, a high school junior, at her home in San Jose on April 6, 2020.\u003c/figcaption>\u003c/figure>\n\u003cp>“My name is Julisa Gomez Reyes. I’m a junior at Independence High School in San Jose. I miss school. I miss my friends. I miss my teachers. I miss the classroom. And this is something that I never thought I would be saying.”\u003c/p>\n\u003cp>“My sleep schedule is really bad right now. The nights are where I’m awake and during the day I’m asleep. And I’m trying to fix that, especially with my family, we’re all doing it. My mom’s out of a job and we just don’t want to do anything because, I don’t know, we can’t go out and we’re usually a quiet family so it’s very difficult to get anything done.”\u003c/p>\n\u003cfigure id=\"attachment_56252\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-56252 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/RS43098_005_KQED_BayCurious_Julisa_05062020-qut.jpg\" alt=\"Julisa Gomez Reyes, a high school junior, stuides in her backyard.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43098_005_KQED_BayCurious_Julisa_05062020-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43098_005_KQED_BayCurious_Julisa_05062020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43098_005_KQED_BayCurious_Julisa_05062020-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43098_005_KQED_BayCurious_Julisa_05062020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43098_005_KQED_BayCurious_Julisa_05062020-qut-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43098_005_KQED_BayCurious_Julisa_05062020-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Julisa misses school, her friends, and volunteering with a local education non-profit. She says it’s hard to stay motivated when she’s at home all the time. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Me and my little sister have been heavily affected by [my parents] fighting. It has made us struggle with anxiety, which is something that I don’t think they see in it.”\u003c/p>\n\u003cp>“Every time they fight, I treat them like children because that’s what it seems like. I’m the only one acting like an adult. I just want all of this to end. And it’s harder to do in this pandemic because we’re at home with each other 24/7. Without this pandemic, I could be going to school, and getting my mind off it for a while.”\u003c/p>\n\u003cp>“My AP experience wasn’t really good. For my first exam it was right after my parents’ fight and I was distracted because they were in the same room together. It really made me uncomfortable and I couldn’t focus. For my second AP exam, my laptop stopped working. For some reason, my laptop does this thing where it automatically disconnects from the internet, so I couldn’t move on to the second question.\u003c/p>\n\u003cp>This year hasn’t been a good year for me.”\u003c/p>\n\u003ch1>Genevieve Schweitzer\u003c/h1>\n\u003cfigure id=\"attachment_11816765\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11816765\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43080_005_KQED_BayCurious_GenevieveSchweitzer_05062020-qut.jpg\" alt=\"Genevieve Schweitzer, a junior in high school, plays the flute in her backyard on April 6, 2020.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Genevieve Schweitzer, a junior in high school, plays the flute in her backyard on April 6, 2020.\u003c/figcaption>\u003c/figure>\n\u003cp>“My name is Genevieve Schweitzer. I’m a junior at El Cerrito High School and I’m doing fine. I just miss my friends and doing normal things. It’s Day eight. I’m sitting on my bed, basically in the position I’ve been in all day. I’m just thinking about all the things that have been canceled. Like concerts and trips to Disneyland with my band that we were planning, and prom. I already have my prom dress and it’s just hanging in my closet looking sad. But there’s definitely worse things going on right now so I don’t feel like I can complain too much.”\u003c/p>\n\u003cp>“I just got back from the school. They opened it for one afternoon so we could come get our stuff from our lockers and check out textbooks and things like that. There was a security guard sitting out front with hand sanitizer and wipes and you had to tell them where you were going and why. I didn’t expect it to feel so sad to see the school so empty and to be back. I already had my last day as a junior in high school. And when I come back, I’m going to be a senior.”\u003c/p>\n\u003cfigure id=\"attachment_56251\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-56251 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut.jpg\" alt=\"Genevieve Schweitzer and her sister, Julia, study in their backyard.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Genevieve Schweitzer (right), a junior in high school, and her sister, Julia (left), study Spanish in their backyard. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“So it is Monday, April 27. And that means that it’s the start of my seventh week in self isolation. Thinking back, I started all this feeling almost excited, like it was an adventure. I was kind of curious to see how distance learning would work. I don’t think I understood how dangerous the coronavirus really was. But then time went on, and like more and more restrictions were put on us. And the length kept getting extended. And soon we were out of school until summer. And we were hearing all these scary stories about the virus destroying communities. And now I would say it’s a lot more real. And I also feel like I’ve lost my motivation compared to the beginning of all this. I sleep in more and I go to bed later. I procrastinate on some of my work, and I feel like I spend less time outside and more time in my room.”\u003c/p>\n\u003cp>“It’s Monday, May 11th, and that means that AP tests are starting this week. My first one is tomorrow and I’m feeling a little nervous. I think I would feel like ten times more confident if it was just the regular format of the test. There’s so much unknown and a lot that could go wrong with the uploading process.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Read and listen to more student perspectives as part of \u003ca href=\"https://www.kqed.org/youthtakeover\">KQED’s Youth Takeover 2020\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "how-learning-emotional-skills-can-help-boys-become-men",
"title": "How Learning Emotional Skills Can Help Boys Become Men",
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"content": "\u003cp>Ashanti Branch was working as an engineer when a friend called him up to ask if he would volunteer a few hours on Saturday mornings to tutor students in math for the \u003ca href=\"https://www2.ed.gov/programs/trioupbound/index.html\">Upward Bound\u003c/a> program at Mills College. Branch grew up in Oakland, attended its public schools, worked hard and went on to get a college degree from Cal Poly in San Luis Obispo, California. He figured it was time to give back a little, but he only committed to a few months. He surprised himself by taking his students’ academic progress personally.\u003c/p>\n\u003cp>“The fire started,” Branch said. “And I was trying to run from it. I was like, wait, teachers don’t make money. I don’t want to be no teacher.”\u003c/p>\n\u003cp>But he couldn’t outrun the calling to become a teacher, so he went back to school to earn his credential and started teaching math at San Lorenzo High School near Oakland. Right away he noticed that some students were not succeeding in his class, and they were mostly young men. So he invited a group of them to come to his classroom at lunch – he’d provide food – so they could tell him how to be a better teacher.\u003c/p>\n\u003cfigure id=\"attachment_56271\" class=\"wp-caption aligncenter\" style=\"max-width: 1940px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-56271\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence2.jpg\" alt=\"Students sit in a circle in the gym working on an activity Ashanti Branch facilitates.\" width=\"1940\" height=\"1080\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence2.jpg 1940w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence2-800x445.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence2-1020x568.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence2-160x89.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence2-768x428.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence2-1536x855.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence2-1920x1069.jpg 1920w\" sizes=\"(max-width: 1940px) 100vw, 1940px\">\u003cfigcaption class=\"wp-caption-text\">Ashanti Branch facilitates and Ever Forward activity with boys at Academy of Alameda. \u003ccite>(Josh Egel/Ever Forward Siempre Adelante)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“And what they started talking about was, ‘I ain’t gonna be no nerd, no geek, no teacher’s pet.’ Everything about ‘smart’ to them was negative. And I realized my job was to build a space that was smart and cool.”\u003c/p>\n\u003cp>So Branch kept buying those students lunch, building a rapport with them, making them feel special, chosen. He saw a lot of himself in those students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“What I realized they needed was what I needed in high school. I needed a space to just be human. And to be like, ‘I’m going through stuff, and I don’t get to talk about it, I just have to pretend everything is great. Everything is not. I’m struggling.’”\u003c/p>\n\u003cp>And just like that, without even meaning to do it, Branch started the Ever Forward Club. It became a place where students felt safe to reveal their weaknesses, ask for help, get support and be smart. Branch made them feel like they mattered. He set high expectations for students and provided academic support when they needed it. If he saw Ever Forward students in the hallways when they should be in class, he challenged them on it. When they skipped school, he’d show up at their homes to ask what was going on and ask if they needed anything. He wanted them to know they were missed.\u003c/p>\n\u003cp>“What I realized happens with a lot of teachers, and at schools in general, is that if the students are not doing what we expect them to do, sometimes the teacher will be like, ‘You have to fix what you’re not doing right.’ With no instruction on how to fix it. I was going to hold them to really high expectations. And I was gonna provide a high level of support for them.”\u003c/p>\n\u003cp>Branch created the first Ever Forward Club out of an empathetic understanding of what kids needed. He grew up in Oakland. His dad died before he was born and his mom raised Branch and his younger siblings on her own. As the oldest kid, Branch had a lot of responsibilities growing up, like watching his siblings, cooking meals and cleaning. Even at a young age, he knew it felt like a burden. But he never told his teachers that stuff. Instead, he bottled up his anger and sadness. He wondered what might have been different in his life if he’d had a space like the Ever Forward Club growing up.\u003c/p>\n\u003cp>What was instinct for Branch has increasingly been on the minds of education scholars, psychologists and \u003ca href=\"https://www.kqed.org/mindshift/52413/how-teachers-designed-a-school-centered-on-caring-relationships\">educators\u003c/a>. Schools now put more emphasis on the \u003ca href=\"https://www.kqed.org/mindshift/52980/six-ways-to-teach-social-and-emotional-skills-all-day\">social and emotional needs of students\u003c/a>, taking heed of \u003ca href=\"https://casel.org/basic-research-resources/\">decades of research\u003c/a> showing that academic performance can’t be separated from overall wellness. Many schools try to create a similar sense of belonging through their \u003ca href=\"https://www.kqed.org/mindshift/43362/how-schools-build-a-positive-culture-through-advisory\">advisory programs\u003c/a>, and increasingly psychologists like Marc Brackett, the Director of the Yale Center on Emotional Intelligence, are talking about the \u003ca href=\"https://www.kqed.org/mindshift/54853/why-its-imperative-we-all-learn-to-be-emotion-scientists\">importance of emotional intelligence\u003c/a>.\u003c/p>\n\u003cp>“The really powerful emotions build up inside us, like a dark force that inevitably poisons everything we do, whether we like it or not. Hurt feelings don’t vanish on their own. They don’t heal themselves. If we don’t express our emotions, they pile up like a debt that will eventually come due,” Brackett writes in his book \u003cem>\u003ca href=\"https://us.macmillan.com/books/9781250212849\">Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>Brackett and others make the simple case that most people aren’t good at identifying or dealing with their emotions, which adversely affects their academic and work performance, as well as their happiness. But adults and kids can learn tools to improve their emotional intelligence. This work is important for everyone, but Ashanti Branch witnessed firsthand that boys in his school often had the toughest time expressing emotion. They were battling against a culture telling them what men can and can’t do.\u003c/p>\n\u003cp>“They don’t have any emotional language,” Branch said. The two most common emotions he saw kids express were anger and humor – the hammer and the tickler, as he calls them. “[For] most of them, when the tickler doesn’t work, they pull out the hammer. Some of [them] are using hammers on things that need like a screwdriver. How do we help them learn to use more tools?”\u003c/p>\n\u003cp>Branch has experience dealing with student anger. In the process of holding them to high expectations – often riding them to get their work done, show up on time and meet their commitments – students directed their frustration and anger at him. He encouraged it by telling them not to ignore their feelings.\u003c/p>\n\u003cfigure id=\"attachment_56272\" class=\"wp-caption aligncenter\" style=\"max-width: 1940px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-56272\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence3.jpg\" alt=\"Ashanti Branch at his former high school, where he was also a dean, Fremont High.\" width=\"1940\" height=\"1080\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence3.jpg 1940w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence3-800x445.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence3-1020x568.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence3-160x89.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence3-768x428.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence3-1536x855.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence3-1920x1069.jpg 1920w\" sizes=\"(max-width: 1940px) 100vw, 1940px\">\u003cfigcaption class=\"wp-caption-text\">Ashanti Branch at an empty Fremont High School during the coronavirus pandemic. Ashanti graduated from Fremont and later became a dean there. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“‘Cuz I didn’t do it to make you mad. But it made you \u003cem>mad\u003c/em>, or it made you \u003cem>upset\u003c/em>, or \u003cem>sad\u003c/em> or \u003cem>embarrassed\u003c/em>,’ and I used those emotion words with them because they turn everything into anger,” he said. Branch said the boys he works with reach for anger because “in our community, where I live and a lot of them live, anger is respected by men.”\u003c/p>\n\u003cp>When Branch started to realize the unique trap these young men he cared about were in, he started looking for more resources. He joined several men’s groups including ones offered by \u003ca href=\"https://mankindproject.org/\">The Mankind Project\u003c/a>, \u003ca href=\"https://www.evryman.com/\">Evryman\u003c/a> and \u003ca href=\"https://www.mentordiscoverinspire.org/\">MDI\u003c/a>. He realized he’d been looking for that kind of gender-specific space for a while – a place where he could share openly with other men about the unique challenges of being men in this world. He discovered the power men can reclaim when they are vulnerable and talk about what they are feeling. And he was surprised to find he could trust other men to hold him accountable to his commitments and goals out of care and respect. He realized that his intuition to push his students to acknowledge and talk about their feelings was more important than ever.\u003cbr>\n\u003cstrong>\u003cbr>\nThe Evolution of Ever Forward\u003c/strong>\u003c/p>\n\u003cp>Ashanti Branch taught in the classroom for 12 years, while running, supporting and fundraising for the Ever Forward Club on the side. But the crushing workload contributed to Branch having several serious panic attacks.\u003c/p>\n\u003cp>“I remember feeling so overwhelmed,” Branch said. “I didn’t know any better, but to give 100%.”\u003c/p>\n\u003cp>He wanted to have a more systemic impact, and he wanted the work to be sustainable for him, so he moved into school administration. After a few years, that didn’t seem right either, so Branch decided to start an official non-profit, \u003ca href=\"https://everforwardclub.org/\">Ever Forward/Siempre Adelante\u003c/a>.\u003c/p>\n\u003cp>Ever Forward/Siempre Adelante works on three levels: It supports Ever Forward Clubs in schools, provides professional development to teachers and administrators interested in this kind of mentoring work, and creates outward facing opportunities for schools to engage in the work through efforts like the \u003ca href=\"https://everforwardclub.org/100kmasks\">#100kMaskChallenge\u003c/a>, a simple activity that can help adults learn more about what’s going on in the lives of their students.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=hc45-ptHMxo\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nEver Forward at Academy of Alameda\u003c/strong>\u003c/p>\n\u003cp>Carlos Velazquez runs an Ever Forward Club at Academy of Alameda, in a city just outside of Oakland. Like Ashanti Branch, Velazquez experienced the power of men’s groups in his own life. He started attending a group at \u003ca href=\"https://laclinica.org/location/la-clinica-fruitvale-village/\">La Clinica de la Raza\u003c/a>, in the Fruitvale neighborhood of Oakland, while trying to make some changes in his personal life.\u003c/p>\n\u003cfigure id=\"attachment_56273\" class=\"wp-caption aligncenter\" style=\"max-width: 1940px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-56273\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Carlos-Velazquez-emotional-intelligence.jpg\" alt=\"Carlos Velazquez poses with a mask on at Academy of Alameda.\" width=\"1940\" height=\"1080\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez-emotional-intelligence.jpg 1940w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez-emotional-intelligence-800x445.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez-emotional-intelligence-1020x568.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez-emotional-intelligence-160x89.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez-emotional-intelligence-768x428.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez-emotional-intelligence-1536x855.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez-emotional-intelligence-1920x1069.jpg 1920w\" sizes=\"(max-width: 1940px) 100vw, 1940px\">\u003cfigcaption class=\"wp-caption-text\">Carlos Velazquez poses with a mask on outside a classroom at Academy of Alameda. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>He began to realize that he’d grown up with some toxic messages about what it means to be a man – treat women badly, don’t ask for help, do everything on your own – and those were adversely affecting his romantic relationships. As he began to unpack and dismantle the messages he’d been taught explicitly and implicitly about how to be a man, he also started wondering if he could help his students see a different way of doing things.\u003c/p>\n\u003cp>“I’m well aware that conditioning and socialization is super heavy,” Velazquez said. “These kids are getting messages of what it means to be a man constantly. And I know I’m going against that. And so for me, my hope for them is that seeds get planted that show them that, yes, there is another way for a man to be in this world.”\u003c/p>\n\u003cp>Velazquez’ school runs an advisory program. The Ever Forward Club fits into that structure. Velazquez meets with his group of about 20 middle school boys four times a week. One of those meetings always focuses on checking in and talking about how the boys are feeling. The other three meetings cover more traditional advisory activities like academic support and study skills.\u003c/p>\n\u003cfigure id=\"attachment_56274\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-56274\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Carlos-Velazquez-1020x1292.jpg\" alt=\"Carlos Velazquez\" width=\"640\" height=\"811\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez-1020x1292.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez-800x1013.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez-160x203.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez-768x973.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez.jpg 1091w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Carlos Velazquez on his back deck. \u003ccite>(Courtesy of Carlos Velazquez)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They can be pretty rowdy sometimes because they come in from whatever class they had before and they bring that energy,” Velazquez said about the students’ transition to the meetings. When COVID-19 forced schools to close, and students to shelter in place, the group met via Zoom.\u003c/p>\n\u003cp>The group starts most meetings by reciting the \u003ca href=\"http://vue.annenberginstitute.org/perspectives/lak%E2%80%99ech-you-are-my-other\">Inlakesh poem\u003c/a> based on Mayan principals. Velazquez says the poem helps create “sacred space” in the group, drawing a line between what happened before the meeting, and the vulnerable space they will share together. It’s not easy. The boys often don’t open up right away. Velazquez has found that he has to model the vulnerability and language he hopes to see, and then often the boys will follow.\u003c/p>\n\u003cp>“The first time I remember that I felt safe to share in the group was when one of the boys shared something about their home life. Something they would never share in any circumstance,” said Angel, an eighth grader at the Academy of Alameda. “That was what first gave me a lot of trust in the group.”\u003c/p>\n\u003cp>Angel said he feels better knowing the boys in the group are there to support him because it’s hard to ask for help or talk about feelings in other parts of his life.\u003c/p>\n\u003cp>“People would think of you as weird or like too much for anyone else to handle,” Angel said. “It doesn’t feel too safe because you feel like other people are going to make fun of you.”\u003c/p>\n\u003cp>It can be hard to know if the Ever Forward Club is having much of an effect. Velazquez says his boys still get in fights; they still struggle in school sometimes; they still mess up. But he gets glimpses that it’s working. For example, a math teacher told him that three boys from his group stood out to her because of the way they collaborated productively in her class. Or, when Velazquez asks for help supporting a group member who is struggling, all the boys will volunteer. Those are the moments that give him hope.\u003c/p>\n\u003cp>\u003cstrong>The Future of Ever Forward/Siempre Adelante\u003c/strong>\u003c/p>\n\u003cp>Ashanti Branch has spent the last several years trying to convince other schools that this work is worth investment. It has been an uphill battle. Schools have limited budgets and many competing priorities – especially now that the coronavirus has decimated the funds states have to allocate for education, while at the same time requiring expensive changes to staffing and facilities.\u003c/p>\n\u003cp>But even before the global pandemic upended how schools operate, Branch found many educators and administrators resistant to his message. Some didn’t believe boys need gender-specific support, others didn’t have enough male teachers – and especially not \u003ca href=\"https://www.kqed.org/news/11791679/the-future-is-male-why-california-needs-more-male-teachers-of-color\">male teachers of color\u003c/a> – to support the work. Meanwhile, \u003ca href=\"https://nces.ed.gov/programs/digest/d18/tables/dt18_204.50.asp?current=yes\">national data shows\u003c/a> over 70% of emotional disturbance diagnoses are for boys.\u003c/p>\n\u003cp>“Every school is different,” Branch said, “But a lot of schools I go to, when we look at their suspension data, their attendance data, their referral data, young men are usually the highest number. Not every school, but a lot of schools. So why is it we don’t put money aside for a young men intervention program?”\u003c/p>\n\u003cp>The challenges of creating spaces like Ever Forward Clubs at schools intersect with so many other thorny issues in education: teacher shortages, faculty diversity, lack of funding, overburdened teachers and administrators, parental support and lack of time, to name just a few.\u003c/p>\n\u003cp>Branch understands all these challenges – he lived them in school buildings for more than a decade – but he has also seen how boys blossom when they have a safe space to get academic and emotional support. All the boys in the first Ever Forward Club graduated high school. Kids were clamoring to join, and Branch eventually started a separate group for young women who demanded something similar.\u003c/p>\n\u003cp>“Our young men are humans and they have big hearts,” Branch said. “But they’ve been taught to shut them down. And that’s the scariest thing I see.”\u003c/p>\n\u003cp>Ever Forward/Siempre Adelante is now thinking creatively about how to make the biggest impact. In the 2020 school year Branch started a program for students to start Ever Forward Clubs at their schools. He’s considered partnering with community organizations to run clubs, hoping to find more consistency in funding and staffing there.\u003c/p>\n\u003cp>He said his work started with boys of color because that was who he taught, but the longer he does this work, the more he realizes students and teachers are all wearing masks of different kinds. Everyone can benefit from this work.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>He thinks we’d all be better off if we start acknowledging the difference between what we present and what we’re really feeling. And make space to talk about it.\u003c/p>\n\n",
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"excerpt": "Society sends boys clear messages about what it means to be a man – men don’t show emotion, they handle things on their own, they don’t need other people. Some educators are emphasizing emotional intelligence as a way to move past these sometimes harmful stereotypes.",
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"title": "How Learning Emotional Skills Can Help Boys Become Men | KQED",
"description": "Society sends boys clear messages about what it means to be a man – men don’t show emotion, they handle things on their own, they don’t need other people. Some educators are emphasizing emotional intelligence as a way to move past these sometimes harmful stereotypes.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ashanti Branch was working as an engineer when a friend called him up to ask if he would volunteer a few hours on Saturday mornings to tutor students in math for the \u003ca href=\"https://www2.ed.gov/programs/trioupbound/index.html\">Upward Bound\u003c/a> program at Mills College. Branch grew up in Oakland, attended its public schools, worked hard and went on to get a college degree from Cal Poly in San Luis Obispo, California. He figured it was time to give back a little, but he only committed to a few months. He surprised himself by taking his students’ academic progress personally.\u003c/p>\n\u003cp>“The fire started,” Branch said. “And I was trying to run from it. I was like, wait, teachers don’t make money. I don’t want to be no teacher.”\u003c/p>\n\u003cp>But he couldn’t outrun the calling to become a teacher, so he went back to school to earn his credential and started teaching math at San Lorenzo High School near Oakland. Right away he noticed that some students were not succeeding in his class, and they were mostly young men. So he invited a group of them to come to his classroom at lunch – he’d provide food – so they could tell him how to be a better teacher.\u003c/p>\n\u003cfigure id=\"attachment_56271\" class=\"wp-caption aligncenter\" style=\"max-width: 1940px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-56271\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence2.jpg\" alt=\"Students sit in a circle in the gym working on an activity Ashanti Branch facilitates.\" width=\"1940\" height=\"1080\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence2.jpg 1940w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence2-800x445.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence2-1020x568.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence2-160x89.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence2-768x428.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence2-1536x855.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence2-1920x1069.jpg 1920w\" sizes=\"(max-width: 1940px) 100vw, 1940px\">\u003cfigcaption class=\"wp-caption-text\">Ashanti Branch facilitates and Ever Forward activity with boys at Academy of Alameda. \u003ccite>(Josh Egel/Ever Forward Siempre Adelante)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“And what they started talking about was, ‘I ain’t gonna be no nerd, no geek, no teacher’s pet.’ Everything about ‘smart’ to them was negative. And I realized my job was to build a space that was smart and cool.”\u003c/p>\n\u003cp>So Branch kept buying those students lunch, building a rapport with them, making them feel special, chosen. He saw a lot of himself in those students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“What I realized they needed was what I needed in high school. I needed a space to just be human. And to be like, ‘I’m going through stuff, and I don’t get to talk about it, I just have to pretend everything is great. Everything is not. I’m struggling.’”\u003c/p>\n\u003cp>And just like that, without even meaning to do it, Branch started the Ever Forward Club. It became a place where students felt safe to reveal their weaknesses, ask for help, get support and be smart. Branch made them feel like they mattered. He set high expectations for students and provided academic support when they needed it. If he saw Ever Forward students in the hallways when they should be in class, he challenged them on it. When they skipped school, he’d show up at their homes to ask what was going on and ask if they needed anything. He wanted them to know they were missed.\u003c/p>\n\u003cp>“What I realized happens with a lot of teachers, and at schools in general, is that if the students are not doing what we expect them to do, sometimes the teacher will be like, ‘You have to fix what you’re not doing right.’ With no instruction on how to fix it. I was going to hold them to really high expectations. And I was gonna provide a high level of support for them.”\u003c/p>\n\u003cp>Branch created the first Ever Forward Club out of an empathetic understanding of what kids needed. He grew up in Oakland. His dad died before he was born and his mom raised Branch and his younger siblings on her own. As the oldest kid, Branch had a lot of responsibilities growing up, like watching his siblings, cooking meals and cleaning. Even at a young age, he knew it felt like a burden. But he never told his teachers that stuff. Instead, he bottled up his anger and sadness. He wondered what might have been different in his life if he’d had a space like the Ever Forward Club growing up.\u003c/p>\n\u003cp>What was instinct for Branch has increasingly been on the minds of education scholars, psychologists and \u003ca href=\"https://www.kqed.org/mindshift/52413/how-teachers-designed-a-school-centered-on-caring-relationships\">educators\u003c/a>. Schools now put more emphasis on the \u003ca href=\"https://www.kqed.org/mindshift/52980/six-ways-to-teach-social-and-emotional-skills-all-day\">social and emotional needs of students\u003c/a>, taking heed of \u003ca href=\"https://casel.org/basic-research-resources/\">decades of research\u003c/a> showing that academic performance can’t be separated from overall wellness. Many schools try to create a similar sense of belonging through their \u003ca href=\"https://www.kqed.org/mindshift/43362/how-schools-build-a-positive-culture-through-advisory\">advisory programs\u003c/a>, and increasingly psychologists like Marc Brackett, the Director of the Yale Center on Emotional Intelligence, are talking about the \u003ca href=\"https://www.kqed.org/mindshift/54853/why-its-imperative-we-all-learn-to-be-emotion-scientists\">importance of emotional intelligence\u003c/a>.\u003c/p>\n\u003cp>“The really powerful emotions build up inside us, like a dark force that inevitably poisons everything we do, whether we like it or not. Hurt feelings don’t vanish on their own. They don’t heal themselves. If we don’t express our emotions, they pile up like a debt that will eventually come due,” Brackett writes in his book \u003cem>\u003ca href=\"https://us.macmillan.com/books/9781250212849\">Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>Brackett and others make the simple case that most people aren’t good at identifying or dealing with their emotions, which adversely affects their academic and work performance, as well as their happiness. But adults and kids can learn tools to improve their emotional intelligence. This work is important for everyone, but Ashanti Branch witnessed firsthand that boys in his school often had the toughest time expressing emotion. They were battling against a culture telling them what men can and can’t do.\u003c/p>\n\u003cp>“They don’t have any emotional language,” Branch said. The two most common emotions he saw kids express were anger and humor – the hammer and the tickler, as he calls them. “[For] most of them, when the tickler doesn’t work, they pull out the hammer. Some of [them] are using hammers on things that need like a screwdriver. How do we help them learn to use more tools?”\u003c/p>\n\u003cp>Branch has experience dealing with student anger. In the process of holding them to high expectations – often riding them to get their work done, show up on time and meet their commitments – students directed their frustration and anger at him. He encouraged it by telling them not to ignore their feelings.\u003c/p>\n\u003cfigure id=\"attachment_56272\" class=\"wp-caption aligncenter\" style=\"max-width: 1940px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-56272\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence3.jpg\" alt=\"Ashanti Branch at his former high school, where he was also a dean, Fremont High.\" width=\"1940\" height=\"1080\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence3.jpg 1940w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence3-800x445.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence3-1020x568.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence3-160x89.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence3-768x428.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence3-1536x855.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Ashanti-Branch-emotional-intelligence3-1920x1069.jpg 1920w\" sizes=\"(max-width: 1940px) 100vw, 1940px\">\u003cfigcaption class=\"wp-caption-text\">Ashanti Branch at an empty Fremont High School during the coronavirus pandemic. Ashanti graduated from Fremont and later became a dean there. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“‘Cuz I didn’t do it to make you mad. But it made you \u003cem>mad\u003c/em>, or it made you \u003cem>upset\u003c/em>, or \u003cem>sad\u003c/em> or \u003cem>embarrassed\u003c/em>,’ and I used those emotion words with them because they turn everything into anger,” he said. Branch said the boys he works with reach for anger because “in our community, where I live and a lot of them live, anger is respected by men.”\u003c/p>\n\u003cp>When Branch started to realize the unique trap these young men he cared about were in, he started looking for more resources. He joined several men’s groups including ones offered by \u003ca href=\"https://mankindproject.org/\">The Mankind Project\u003c/a>, \u003ca href=\"https://www.evryman.com/\">Evryman\u003c/a> and \u003ca href=\"https://www.mentordiscoverinspire.org/\">MDI\u003c/a>. He realized he’d been looking for that kind of gender-specific space for a while – a place where he could share openly with other men about the unique challenges of being men in this world. He discovered the power men can reclaim when they are vulnerable and talk about what they are feeling. And he was surprised to find he could trust other men to hold him accountable to his commitments and goals out of care and respect. He realized that his intuition to push his students to acknowledge and talk about their feelings was more important than ever.\u003cbr>\n\u003cstrong>\u003cbr>\nThe Evolution of Ever Forward\u003c/strong>\u003c/p>\n\u003cp>Ashanti Branch taught in the classroom for 12 years, while running, supporting and fundraising for the Ever Forward Club on the side. But the crushing workload contributed to Branch having several serious panic attacks.\u003c/p>\n\u003cp>“I remember feeling so overwhelmed,” Branch said. “I didn’t know any better, but to give 100%.”\u003c/p>\n\u003cp>He wanted to have a more systemic impact, and he wanted the work to be sustainable for him, so he moved into school administration. After a few years, that didn’t seem right either, so Branch decided to start an official non-profit, \u003ca href=\"https://everforwardclub.org/\">Ever Forward/Siempre Adelante\u003c/a>.\u003c/p>\n\u003cp>Ever Forward/Siempre Adelante works on three levels: It supports Ever Forward Clubs in schools, provides professional development to teachers and administrators interested in this kind of mentoring work, and creates outward facing opportunities for schools to engage in the work through efforts like the \u003ca href=\"https://everforwardclub.org/100kmasks\">#100kMaskChallenge\u003c/a>, a simple activity that can help adults learn more about what’s going on in the lives of their students.\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/hc45-ptHMxo'\n title='//www.youtube.com/embed/hc45-ptHMxo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>\u003cbr>\nEver Forward at Academy of Alameda\u003c/strong>\u003c/p>\n\u003cp>Carlos Velazquez runs an Ever Forward Club at Academy of Alameda, in a city just outside of Oakland. Like Ashanti Branch, Velazquez experienced the power of men’s groups in his own life. He started attending a group at \u003ca href=\"https://laclinica.org/location/la-clinica-fruitvale-village/\">La Clinica de la Raza\u003c/a>, in the Fruitvale neighborhood of Oakland, while trying to make some changes in his personal life.\u003c/p>\n\u003cfigure id=\"attachment_56273\" class=\"wp-caption aligncenter\" style=\"max-width: 1940px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-56273\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Carlos-Velazquez-emotional-intelligence.jpg\" alt=\"Carlos Velazquez poses with a mask on at Academy of Alameda.\" width=\"1940\" height=\"1080\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez-emotional-intelligence.jpg 1940w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez-emotional-intelligence-800x445.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez-emotional-intelligence-1020x568.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez-emotional-intelligence-160x89.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez-emotional-intelligence-768x428.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez-emotional-intelligence-1536x855.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez-emotional-intelligence-1920x1069.jpg 1920w\" sizes=\"(max-width: 1940px) 100vw, 1940px\">\u003cfigcaption class=\"wp-caption-text\">Carlos Velazquez poses with a mask on outside a classroom at Academy of Alameda. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>He began to realize that he’d grown up with some toxic messages about what it means to be a man – treat women badly, don’t ask for help, do everything on your own – and those were adversely affecting his romantic relationships. As he began to unpack and dismantle the messages he’d been taught explicitly and implicitly about how to be a man, he also started wondering if he could help his students see a different way of doing things.\u003c/p>\n\u003cp>“I’m well aware that conditioning and socialization is super heavy,” Velazquez said. “These kids are getting messages of what it means to be a man constantly. And I know I’m going against that. And so for me, my hope for them is that seeds get planted that show them that, yes, there is another way for a man to be in this world.”\u003c/p>\n\u003cp>Velazquez’ school runs an advisory program. The Ever Forward Club fits into that structure. Velazquez meets with his group of about 20 middle school boys four times a week. One of those meetings always focuses on checking in and talking about how the boys are feeling. The other three meetings cover more traditional advisory activities like academic support and study skills.\u003c/p>\n\u003cfigure id=\"attachment_56274\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-56274\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/Carlos-Velazquez-1020x1292.jpg\" alt=\"Carlos Velazquez\" width=\"640\" height=\"811\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez-1020x1292.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez-800x1013.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez-160x203.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez-768x973.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2020/07/Carlos-Velazquez.jpg 1091w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Carlos Velazquez on his back deck. \u003ccite>(Courtesy of Carlos Velazquez)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“They can be pretty rowdy sometimes because they come in from whatever class they had before and they bring that energy,” Velazquez said about the students’ transition to the meetings. When COVID-19 forced schools to close, and students to shelter in place, the group met via Zoom.\u003c/p>\n\u003cp>The group starts most meetings by reciting the \u003ca href=\"http://vue.annenberginstitute.org/perspectives/lak%E2%80%99ech-you-are-my-other\">Inlakesh poem\u003c/a> based on Mayan principals. Velazquez says the poem helps create “sacred space” in the group, drawing a line between what happened before the meeting, and the vulnerable space they will share together. It’s not easy. The boys often don’t open up right away. Velazquez has found that he has to model the vulnerability and language he hopes to see, and then often the boys will follow.\u003c/p>\n\u003cp>“The first time I remember that I felt safe to share in the group was when one of the boys shared something about their home life. Something they would never share in any circumstance,” said Angel, an eighth grader at the Academy of Alameda. “That was what first gave me a lot of trust in the group.”\u003c/p>\n\u003cp>Angel said he feels better knowing the boys in the group are there to support him because it’s hard to ask for help or talk about feelings in other parts of his life.\u003c/p>\n\u003cp>“People would think of you as weird or like too much for anyone else to handle,” Angel said. “It doesn’t feel too safe because you feel like other people are going to make fun of you.”\u003c/p>\n\u003cp>It can be hard to know if the Ever Forward Club is having much of an effect. Velazquez says his boys still get in fights; they still struggle in school sometimes; they still mess up. But he gets glimpses that it’s working. For example, a math teacher told him that three boys from his group stood out to her because of the way they collaborated productively in her class. Or, when Velazquez asks for help supporting a group member who is struggling, all the boys will volunteer. Those are the moments that give him hope.\u003c/p>\n\u003cp>\u003cstrong>The Future of Ever Forward/Siempre Adelante\u003c/strong>\u003c/p>\n\u003cp>Ashanti Branch has spent the last several years trying to convince other schools that this work is worth investment. It has been an uphill battle. Schools have limited budgets and many competing priorities – especially now that the coronavirus has decimated the funds states have to allocate for education, while at the same time requiring expensive changes to staffing and facilities.\u003c/p>\n\u003cp>But even before the global pandemic upended how schools operate, Branch found many educators and administrators resistant to his message. Some didn’t believe boys need gender-specific support, others didn’t have enough male teachers – and especially not \u003ca href=\"https://www.kqed.org/news/11791679/the-future-is-male-why-california-needs-more-male-teachers-of-color\">male teachers of color\u003c/a> – to support the work. Meanwhile, \u003ca href=\"https://nces.ed.gov/programs/digest/d18/tables/dt18_204.50.asp?current=yes\">national data shows\u003c/a> over 70% of emotional disturbance diagnoses are for boys.\u003c/p>\n\u003cp>“Every school is different,” Branch said, “But a lot of schools I go to, when we look at their suspension data, their attendance data, their referral data, young men are usually the highest number. Not every school, but a lot of schools. So why is it we don’t put money aside for a young men intervention program?”\u003c/p>\n\u003cp>The challenges of creating spaces like Ever Forward Clubs at schools intersect with so many other thorny issues in education: teacher shortages, faculty diversity, lack of funding, overburdened teachers and administrators, parental support and lack of time, to name just a few.\u003c/p>\n\u003cp>Branch understands all these challenges – he lived them in school buildings for more than a decade – but he has also seen how boys blossom when they have a safe space to get academic and emotional support. All the boys in the first Ever Forward Club graduated high school. Kids were clamoring to join, and Branch eventually started a separate group for young women who demanded something similar.\u003c/p>\n\u003cp>“Our young men are humans and they have big hearts,” Branch said. “But they’ve been taught to shut them down. And that’s the scariest thing I see.”\u003c/p>\n\u003cp>Ever Forward/Siempre Adelante is now thinking creatively about how to make the biggest impact. In the 2020 school year Branch started a program for students to start Ever Forward Clubs at their schools. He’s considered partnering with community organizations to run clubs, hoping to find more consistency in funding and staffing there.\u003c/p>\n\u003cp>He said his work started with boys of color because that was who he taught, but the longer he does this work, the more he realizes students and teachers are all wearing masks of different kinds. Everyone can benefit from this work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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