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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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"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",
"blocks": [],
"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. ",
"status": "publish",
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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",
"datePublished": "2020-09-08T00:50:25-07:00",
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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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"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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"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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"title": "Prom? Canceled. Graduation? Online. High Schoolers Share Their Worlds With Us",
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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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"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",
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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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"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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"content": "\u003cp class=\"p1\">The MindShift Podcast is back with our fifth season.\u003c/p>\n\u003cp class=\"p1\">We’re here just in time to unpack some of the extraordinary circumstances created by emergency distance learning and the COVID-19 pandemic. This season, you’ll hear how teachers and students prioritized what mattered most as school closures dragged on during shelter-in-place.\u003c/p>\n\u003cp class=\"p1\">Ki Sung reports on a journal assignment that helped teachers stay in touch with students and check in on their welfare while in the middle of a coronavirus hotspot. Katrina Schwartz will give you an intimate listen into some of the experiences students were having during shelter-in-place, including what it was like to take an AP test in a distracting home environment. The Class of 2020 missed out on major milestones, but found small ways to find joy and connection.\u003c/p>\n\u003cp>KQED News education reporter Vanessa Rancaño reports on intergenerational illiteracy and how one grandmother is sharing her story in order to change how reading is taught to children. You’ll also hear about how boys are learning emotional intelligence skills online and how fan fiction is making writing more fun for adolescents.\u003c/p>\n\u003cp>Subscribe 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\" target=\"_blank\" rel=\"noopener noreferrer\">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\" target=\"_blank\" rel=\"noopener noreferrer\">Spotify\u003c/a>, \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">Stitcher\u003c/a> or wherever you get your podcasts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">The MindShift Podcast is back with our fifth season.\u003c/p>\n\u003cp class=\"p1\">We’re here just in time to unpack some of the extraordinary circumstances created by emergency distance learning and the COVID-19 pandemic. This season, you’ll hear how teachers and students prioritized what mattered most as school closures dragged on during shelter-in-place.\u003c/p>\n\u003cp class=\"p1\">Ki Sung reports on a journal assignment that helped teachers stay in touch with students and check in on their welfare while in the middle of a coronavirus hotspot. Katrina Schwartz will give you an intimate listen into some of the experiences students were having during shelter-in-place, including what it was like to take an AP test in a distracting home environment. The Class of 2020 missed out on major milestones, but found small ways to find joy and connection.\u003c/p>\n\u003cp>KQED News education reporter Vanessa Rancaño reports on intergenerational illiteracy and how one grandmother is sharing her story in order to change how reading is taught to children. You’ll also hear about how boys are learning emotional intelligence skills online and how fan fiction is making writing more fun for adolescents.\u003c/p>\n\u003cp>Subscribe 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\" target=\"_blank\" rel=\"noopener noreferrer\">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\" target=\"_blank\" rel=\"noopener noreferrer\">Spotify\u003c/a>, \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">Stitcher\u003c/a> or wherever you get your podcasts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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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?mt=2\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/?sharedMediaId=750851136:750851138\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\"> via Spotify\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>I met Ana Ostrovsky at a \u003ca href=\"https://www.kqed.org/science/1939172/bay-area-students-say-theyre-not-gonna-take-it-anymore-when-it-comes-to-climate-change\">big Climate Strike event\u003c/a> in March of 2019. Thousands of students cut school and gathered in downtown San Francisco to show their solidarity with the young Swedish climate activist\u003ca href=\"https://en.wikipedia.org/wiki/Greta_Thunberg\"> Greta Thunberg\u003c/a>. It was one of 2,300 such strikes held in 130 countries that Friday.\u003c/p>\n\u003cp>At the time, Ana was a senior at Terra Linda High School. She looked like a hippie child, wearing loose striped pants, a yellow crop top and sandals. She was sporting a sign that read: “What I Stand For Is What I Stand On.” Ana is a seasoned climate protester and activist, so much so that she almost decided not to attend that particular climate strike — she was getting a little tired of protesting. But, ultimately, she decided she wanted to be in solidarity with other young people around the globe.\u003c/p>\n\u003cp>“I think it’s a super powerful moment,” Ana said. “Especially because people understand the [climate] science more now … and that’s exciting, because everyone wants a place to live that is clean and healthy.”\u003c/p>\n\u003cp>Ana started her environmental activism younger than most — in first grade. That’s when she learned that polar bears were dying as climate change threatened their habitats. Ever since, she’s believed passionately that her purpose is to save the Earth. That feeling is even more powerful now that Ana is 18, on the cusp of adulthood.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“If no one else is going to do it, then we’re going to make the change that we want to see in the world,” she said.\u003c/p>\n\u003cp>In the last few years, young people have been demanding to be heard about the issues that matter most to them. After the school shooting in Parkland, Florida, \u003ca href=\"https://slate.com/news-and-politics/2018/02/the-student-activists-of-marjory-stoneman-douglas-high-demonstrate-the-power-of-a-full-education.html\">students planned and delivered \u003c/a>what some called the largest student protest since the Vietnam War. Crowd estimates ranged from 200,000 to 800,000 at the Washington, D.C., March for Our Lives, and hundreds of thousands more participated in the 800 sister protests held all over the country and the world. Some of the most impactful speeches at the March for Our Lives were from student survivors.\u003c/p>\n\u003cp>“When people try to suppress your vote, and there are people who stand against you because you’re too young, we say: ‘No more!’ ” shouted Parkland survivor David Hogg that day. His message, specifically about changing gun laws, encapsulates the urgency a lot of young people are feeling about a number of issues that affect their lives and their futures.\u003c/p>\n\u003cp>Students are staging school walkouts to protest immigration policies, striking in solidarity with Greta Thunberg, supporting their teachers during their own school strikes for better contracts, and staging Black Lives Matter protests.\u003c/p>\n\u003cp>“These are young people who have been affected by these issues, these are youth who are concerned about their safety, their future,” said Jesica Fernandez, a Santa Clara University professor who studies youth movements. “They present a compelling story because of the lived realities that they are experiencing and live in. That can make it more real and palpable to adults.”\u003c/p>\n\u003cp>There are many moments in history when young people have made their voices heard about the issues that matter to them — the civil rights movement, the anti-war movement and the \u003ca href=\"https://www.kcet.org/shows/departures/east-la-blowouts-walking-out-for-justice-in-the-classrooms\">East L.A. Blowouts\u003c/a>, for example. But technology allows young people living through this moment to be heard by a much larger audience, Fernandez said.\u003c/p>\n\u003cp>Ana and her peers are increasingly using their tech savvy to mobilize protests and inspire older generations in ways that weren’t possible before social media — generations that include people like Ana’s mom, Alice Ostrovsky.\u003c/p>\n\u003cp>Alice Ostrovsky is cynical about how quickly change will happen, but she tries to keep that skepticism to herself because she knows her daughter wants to change the world.\u003c/p>\n\u003cp>“We live in extremely demoralizing times,” she said. “And I think that’s why the youth activism that’s happened in the last couple of years is getting the attention that it is, and is resonating with so many people. Because we are frustrated, tired and depressed. But if serious amounts globally of young people motivate in a connected way, maybe there’s a little bit of a chance.”\u003cbr>\n\u003cstrong>\u003cbr>\nLearning to Make Change At School\u003c/strong>\u003c/p>\n\u003cp>Even though Ana is young, she’s not naive about how difficult and frustrating it can be to create lasting change and see one’s activism pay off, especially as a young person who can’t yet vote. She can thank a magnet program at her public school for that.\u003c/p>\n\u003cp>Ana’s activism motto is “Act locally, think globally,” something she learned in her classes for the \u003ca href=\"https://www.thesel.org/\">Marin School for Environmental Leadership\u003c/a>. It’s a program that taps into the natural adolescent desire to make change and couples it with a curriculum designed to get kids out of the classroom, interacting with the real world.\u003c/p>\n\u003cfigure id=\"attachment_53964\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-53964 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-1020x1530.jpg\" alt=\"Ana Ostrovsky waters chard in her school's garden.\" width=\"640\" height=\"960\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-1920x2880.jpg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Ana Ostrovsky waters chard in her school’s garden. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In her freshman year, Ana realized that there were grassroots sustainability efforts happening at many schools in San Rafael, but no top-down goals or leadership to unify those efforts. Nothing bothers her more than when individuals try to “recreate the wheel,” so she worked to start a sustainability committee at the district level that includes students, teachers, parents and district representatives. Their goal is to achieve the \u003ca href=\"https://www2.ed.gov/programs/green-ribbon-schools/index.html\">Green Ribbon School Standards\u003c/a>, a distinction for schools and districts that show excellence in resource efficiency, health and wellness, and environmental and sustainability education.\u003c/p>\n\u003cp>“It’s been very bureaucratic, and so it’s moved very slowly forward,” Ana said. “But in the last year, we have finally made strides.”\u003c/p>\n\u003cp>For the first few years, Ana said the pattern was for students to do research on each sustainability sector where the district needed to make progress, present it to the committee, get a patronizing “pat on the back” from the adults, and then nothing would happen. Ana was frustrated by that.\u003c/p>\n\u003cp>“It’s really demeaning, especially when adult men are looking at me and saying, ‘Why are we doing this again? What is this for?’ And I’m just like, ‘Everything! Have you been listening the past three years?’ ”\u003c/p>\n\u003cp>At the end of four years of advocacy work, Ana is getting used to cumbersome bureaucratic systems. She and her classmates also \u003ca href=\"https://www.marinij.com/2017/01/23/san-rafael-earns-b-on-students-environmental-report-card/\">evaluated the city of San Rafael on its sustainability goals\u003c/a> and presented to the City Council. That presentation led to Ana and her classmates writing and proposing a \u003ca href=\"http://publicrecords.cityofsanrafael.org/WebLink/DocView.aspx?id=18455&dbid=0&repo=CityofSanRafael&cr=1\" target=\"_blank\" rel=\"noopener\">city resolution\u003c/a> that recognizes the importance of youth voices in future sustainability planning. She has also studied historical movements and tactics that guide her leadership.\u003c/p>\n\u003cp>[mindshift-podcast]\u003c/p>\n\u003cp>“I’ve learned about framing and tactics, and that fear tactics are not the answer,” Ana said. “And it’s because of the real-world work that we do. I am able to talk to community members, and I’m able to talk to people who don’t necessarily agree with me.”\u003c/p>\n\u003cp>Ana still gets overwhelmed by the scale of problems like climate change, but when she starts to feel that way, she finds a concrete task that feels like it makes a small difference — like planting a tree or working in the garden.\u003c/p>\n\u003cp>“The little changes that you make in your community that you can see and you can touch and feel — that makes a huge impact, because your community will then be what other communities look to,” Ana said. “You can be a leader and make a ripple effect.”\u003c/p>\n\u003cp>\u003cstrong>A Community of Activists Helps Sustain the Work\u003c/strong>\u003c/p>\n\u003cp>Activism is not easy to sustain, something Ana knows as well as anyone. She says that for herself and her fellow students, participation in protests and other efforts ebbs and flows based on what else is going on in their lives. People are busy; she gets that.\u003c/p>\n\u003cp>When she starts to feel discouraged, Ana finds comfort in a group of other teen environmental activists who meet regularly to share ideas, raise money together, and offer solidarity. At one such meeting I attended at the San Rafael Public Library, Ana and a group of teens were making bookmarks out of paper bags that they planned to give away at a local educational farm.\u003c/p>\n\u003cp>When the conversation turned to the challenge of balancing school obligations with their commitment to activism, this group had a lot to say. Lori Gerstenfeld, then a senior at Redwood High School, was frustrated that her teachers weren’t more understanding about missing a little school for big protests.\u003c/p>\n\u003cp>“[Teachers are] very single-minded,” she said. “‘Here’s what we’re doing every day. If you miss it, there’s no excuses, you still have to make it up’ — which I understand. But, I wish they had more flexibility.”\u003c/p>\n\u003cp>That makes it hard to miss even a day of school, Lori said, because the work starts piling up. And while she understands that getting a good education is important, it can also feel hypocritical. On the one hand, teachers say the point of school is to gain knowledge and skills to impact the world. But when kids want to do just that — impact the world — they’re told to stay in class.\u003c/p>\n\u003cp>Another student activist, Jillian Hickey, said she’s learned a lot of important skills from activism. She listed some of them.\u003c/p>\n\u003cp>“Being organized, which is what school wants you to be. Goal-setting, leadership development and becoming more confident in yourself. Public speaking. All of this is stuff we’re learning on the go, which I think school is trying to teach us, but it’s just so much slower at it.”\u003c/p>\n\u003cp>These students aren’t saying that school is unimportant. It’s just rigid. And the message is always about pursuing their passions later. But by some estimates, the world will be feeling dramatic, irreversible changes due to climate change by 2030. Teens are starting to feel like there’s not that much “later” left.\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985?mt=2\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/?sharedMediaId=750851136:750851138\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\"> via Spotify\u003c/a>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Young people are taking to the streets around the issues they care most about -- gun control, climate change, immigration. They're inspiring an intergenerational movement.",
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"title": "Where Did All These Teen Activists Come From? | KQED",
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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?mt=2\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/?sharedMediaId=750851136:750851138\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\"> via Spotify\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>I met Ana Ostrovsky at a \u003ca href=\"https://www.kqed.org/science/1939172/bay-area-students-say-theyre-not-gonna-take-it-anymore-when-it-comes-to-climate-change\">big Climate Strike event\u003c/a> in March of 2019. Thousands of students cut school and gathered in downtown San Francisco to show their solidarity with the young Swedish climate activist\u003ca href=\"https://en.wikipedia.org/wiki/Greta_Thunberg\"> Greta Thunberg\u003c/a>. It was one of 2,300 such strikes held in 130 countries that Friday.\u003c/p>\n\u003cp>At the time, Ana was a senior at Terra Linda High School. She looked like a hippie child, wearing loose striped pants, a yellow crop top and sandals. She was sporting a sign that read: “What I Stand For Is What I Stand On.” Ana is a seasoned climate protester and activist, so much so that she almost decided not to attend that particular climate strike — she was getting a little tired of protesting. But, ultimately, she decided she wanted to be in solidarity with other young people around the globe.\u003c/p>\n\u003cp>“I think it’s a super powerful moment,” Ana said. “Especially because people understand the [climate] science more now … and that’s exciting, because everyone wants a place to live that is clean and healthy.”\u003c/p>\n\u003cp>Ana started her environmental activism younger than most — in first grade. That’s when she learned that polar bears were dying as climate change threatened their habitats. Ever since, she’s believed passionately that her purpose is to save the Earth. That feeling is even more powerful now that Ana is 18, on the cusp of adulthood.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“If no one else is going to do it, then we’re going to make the change that we want to see in the world,” she said.\u003c/p>\n\u003cp>In the last few years, young people have been demanding to be heard about the issues that matter most to them. After the school shooting in Parkland, Florida, \u003ca href=\"https://slate.com/news-and-politics/2018/02/the-student-activists-of-marjory-stoneman-douglas-high-demonstrate-the-power-of-a-full-education.html\">students planned and delivered \u003c/a>what some called the largest student protest since the Vietnam War. Crowd estimates ranged from 200,000 to 800,000 at the Washington, D.C., March for Our Lives, and hundreds of thousands more participated in the 800 sister protests held all over the country and the world. Some of the most impactful speeches at the March for Our Lives were from student survivors.\u003c/p>\n\u003cp>“When people try to suppress your vote, and there are people who stand against you because you’re too young, we say: ‘No more!’ ” shouted Parkland survivor David Hogg that day. His message, specifically about changing gun laws, encapsulates the urgency a lot of young people are feeling about a number of issues that affect their lives and their futures.\u003c/p>\n\u003cp>Students are staging school walkouts to protest immigration policies, striking in solidarity with Greta Thunberg, supporting their teachers during their own school strikes for better contracts, and staging Black Lives Matter protests.\u003c/p>\n\u003cp>“These are young people who have been affected by these issues, these are youth who are concerned about their safety, their future,” said Jesica Fernandez, a Santa Clara University professor who studies youth movements. “They present a compelling story because of the lived realities that they are experiencing and live in. That can make it more real and palpable to adults.”\u003c/p>\n\u003cp>There are many moments in history when young people have made their voices heard about the issues that matter to them — the civil rights movement, the anti-war movement and the \u003ca href=\"https://www.kcet.org/shows/departures/east-la-blowouts-walking-out-for-justice-in-the-classrooms\">East L.A. Blowouts\u003c/a>, for example. But technology allows young people living through this moment to be heard by a much larger audience, Fernandez said.\u003c/p>\n\u003cp>Ana and her peers are increasingly using their tech savvy to mobilize protests and inspire older generations in ways that weren’t possible before social media — generations that include people like Ana’s mom, Alice Ostrovsky.\u003c/p>\n\u003cp>Alice Ostrovsky is cynical about how quickly change will happen, but she tries to keep that skepticism to herself because she knows her daughter wants to change the world.\u003c/p>\n\u003cp>“We live in extremely demoralizing times,” she said. “And I think that’s why the youth activism that’s happened in the last couple of years is getting the attention that it is, and is resonating with so many people. Because we are frustrated, tired and depressed. But if serious amounts globally of young people motivate in a connected way, maybe there’s a little bit of a chance.”\u003cbr>\n\u003cstrong>\u003cbr>\nLearning to Make Change At School\u003c/strong>\u003c/p>\n\u003cp>Even though Ana is young, she’s not naive about how difficult and frustrating it can be to create lasting change and see one’s activism pay off, especially as a young person who can’t yet vote. She can thank a magnet program at her public school for that.\u003c/p>\n\u003cp>Ana’s activism motto is “Act locally, think globally,” something she learned in her classes for the \u003ca href=\"https://www.thesel.org/\">Marin School for Environmental Leadership\u003c/a>. It’s a program that taps into the natural adolescent desire to make change and couples it with a curriculum designed to get kids out of the classroom, interacting with the real world.\u003c/p>\n\u003cfigure id=\"attachment_53964\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-53964 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-1020x1530.jpg\" alt=\"Ana Ostrovsky waters chard in her school's garden.\" width=\"640\" height=\"960\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-1920x2880.jpg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Ana Ostrovsky waters chard in her school’s garden. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In her freshman year, Ana realized that there were grassroots sustainability efforts happening at many schools in San Rafael, but no top-down goals or leadership to unify those efforts. Nothing bothers her more than when individuals try to “recreate the wheel,” so she worked to start a sustainability committee at the district level that includes students, teachers, parents and district representatives. Their goal is to achieve the \u003ca href=\"https://www2.ed.gov/programs/green-ribbon-schools/index.html\">Green Ribbon School Standards\u003c/a>, a distinction for schools and districts that show excellence in resource efficiency, health and wellness, and environmental and sustainability education.\u003c/p>\n\u003cp>“It’s been very bureaucratic, and so it’s moved very slowly forward,” Ana said. “But in the last year, we have finally made strides.”\u003c/p>\n\u003cp>For the first few years, Ana said the pattern was for students to do research on each sustainability sector where the district needed to make progress, present it to the committee, get a patronizing “pat on the back” from the adults, and then nothing would happen. Ana was frustrated by that.\u003c/p>\n\u003cp>“It’s really demeaning, especially when adult men are looking at me and saying, ‘Why are we doing this again? What is this for?’ And I’m just like, ‘Everything! Have you been listening the past three years?’ ”\u003c/p>\n\u003cp>At the end of four years of advocacy work, Ana is getting used to cumbersome bureaucratic systems. She and her classmates also \u003ca href=\"https://www.marinij.com/2017/01/23/san-rafael-earns-b-on-students-environmental-report-card/\">evaluated the city of San Rafael on its sustainability goals\u003c/a> and presented to the City Council. That presentation led to Ana and her classmates writing and proposing a \u003ca href=\"http://publicrecords.cityofsanrafael.org/WebLink/DocView.aspx?id=18455&dbid=0&repo=CityofSanRafael&cr=1\" target=\"_blank\" rel=\"noopener\">city resolution\u003c/a> that recognizes the importance of youth voices in future sustainability planning. She has also studied historical movements and tactics that guide her leadership.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003caside class=\"alignleft utils-parseShortcode-shortcodes-__mindshiftPodcastShortcode__mindshift\">\u003cimg src=https://cdn.kqed.org/wp-content/uploads/2023/02/mindshiftLogo.png alt=\"Bay Curious Podcast\" loading=\"lazy\" />\n \u003ca href=\"/mindshift/category/mindshiftpodcast\">MindShift\u003c/a> has a podcast! Listen on Apple Podcasts, Google Podcasts, NPR One or your favorite podcast app.\n Subscribe on \u003ca href=\"https://podcasts.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\" target=\"_blank\" rel=\"noopener noreferrer\">Apple Podcasts\u003c/a>,\n \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\" target=\"_blank\" rel=\"noopener noreferrer\">Google Podcasts\u003c/a>,\n \u003ca href=\"https://one.npr.org/?sharedMediaId=669511148:669511150\" target=\"_blank\" rel=\"noopener noreferrer\">NPR One\u003c/a>,\n \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\" target=\"_blank\" rel=\"noopener noreferrer\">Stitcher\u003c/a>,\n \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\" target=\"_blank\" rel=\"noopener noreferrer\">Spotify\u003c/a> or your favorite podcast platform.\u003c/aside>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“I’ve learned about framing and tactics, and that fear tactics are not the answer,” Ana said. “And it’s because of the real-world work that we do. I am able to talk to community members, and I’m able to talk to people who don’t necessarily agree with me.”\u003c/p>\n\u003cp>Ana still gets overwhelmed by the scale of problems like climate change, but when she starts to feel that way, she finds a concrete task that feels like it makes a small difference — like planting a tree or working in the garden.\u003c/p>\n\u003cp>“The little changes that you make in your community that you can see and you can touch and feel — that makes a huge impact, because your community will then be what other communities look to,” Ana said. “You can be a leader and make a ripple effect.”\u003c/p>\n\u003cp>\u003cstrong>A Community of Activists Helps Sustain the Work\u003c/strong>\u003c/p>\n\u003cp>Activism is not easy to sustain, something Ana knows as well as anyone. She says that for herself and her fellow students, participation in protests and other efforts ebbs and flows based on what else is going on in their lives. People are busy; she gets that.\u003c/p>\n\u003cp>When she starts to feel discouraged, Ana finds comfort in a group of other teen environmental activists who meet regularly to share ideas, raise money together, and offer solidarity. At one such meeting I attended at the San Rafael Public Library, Ana and a group of teens were making bookmarks out of paper bags that they planned to give away at a local educational farm.\u003c/p>\n\u003cp>When the conversation turned to the challenge of balancing school obligations with their commitment to activism, this group had a lot to say. Lori Gerstenfeld, then a senior at Redwood High School, was frustrated that her teachers weren’t more understanding about missing a little school for big protests.\u003c/p>\n\u003cp>“[Teachers are] very single-minded,” she said. “‘Here’s what we’re doing every day. If you miss it, there’s no excuses, you still have to make it up’ — which I understand. But, I wish they had more flexibility.”\u003c/p>\n\u003cp>That makes it hard to miss even a day of school, Lori said, because the work starts piling up. And while she understands that getting a good education is important, it can also feel hypocritical. On the one hand, teachers say the point of school is to gain knowledge and skills to impact the world. But when kids want to do just that — impact the world — they’re told to stay in class.\u003c/p>\n\u003cp>Another student activist, Jillian Hickey, said she’s learned a lot of important skills from activism. She listed some of them.\u003c/p>\n\u003cp>“Being organized, which is what school wants you to be. Goal-setting, leadership development and becoming more confident in yourself. Public speaking. All of this is stuff we’re learning on the go, which I think school is trying to teach us, but it’s just so much slower at it.”\u003c/p>\n\u003cp>These students aren’t saying that school is unimportant. It’s just rigid. And the message is always about pursuing their passions later. But by some estimates, the world will be feeling dramatic, irreversible changes due to climate change by 2030. Teens are starting to feel like there’s not that much “later” left.\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985?mt=2\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/?sharedMediaId=750851136:750851138\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\"> via Spotify\u003c/a>\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "how-art-can-help-center-a-students-learning-experience",
"title": "How Art Can Help Center a Student’s Learning Experience",
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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/how-art-can-help-center-a-students-learning-experience/id1078765985?i=1000453568194\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=64602700&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/770243221:770243223\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/5D754Qtl5E9H6O6jVuqkCT\">via Spotify\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>When I visited Maya Lin, an elementary school in Alameda, California where art is at the center of learning, third graders were in the middle of a multi-week project on climate change. Pairs of students had chosen climates around the world and researched them to learn about the weather, flora and fauna.\u003c/p>\n\u003cp>In art class, they created artistic representations of their climates using either a torn-paper collage technique or oil pastels. They also wrote books about how climate change will affect their climates and the animals that live there. In the process, they learned what fossil fuels are, where they come from, and how they’re extracted. They studied how the greenhouse gas effect works and made a visual model of it.\u003c/p>\n\u003cp>One boy, John, showed me his model and described the science behind it.\u003c/p>\n\u003cp>“I made a project with one of my friends about the greenhouse effect and how the sun’s heat rays go in, and the heat gets trapped inside the atmosphere and heats up the earth,” said John.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I asked him about the artistic techniques he used to create a blotchy effect on the sun.\u003c/p>\n\u003cp>“I saw a picture of the sun to try and draw it and there were spots where it was really really bright. So I drew those spots in and then I put tape over it and then I dabbed the paintbrush so it looked like spots, and then the spots where I put tape were still paper white,” he explained. He’d also used collage to create a translucent effect for the atmosphere.\u003c/p>\n\u003cfigure id=\"attachment_54419\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-54419 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/RS37590__DSC9199-qut.jpg\" alt=\"John's artwork depicting the greenhouse gas effect.\" width=\"1920\" height=\"1282\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/RS37590__DSC9199-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/RS37590__DSC9199-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/RS37590__DSC9199-qut-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/RS37590__DSC9199-qut-768x513.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/RS37590__DSC9199-qut-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/RS37590__DSC9199-qut-1200x801.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">John’s artwork depicting the greenhouse gas effect. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I was struck by how much John could tell me both about the iterative creative process he went through, and the science his work represented. He described several early attempts at creating effects that didn’t work – at first, he wanted his sun to be three-dimensional, but couldn’t get it to stay up. He says he was frustrated, but he pushed through those feelings and tried something different.\u003c/p>\n\u003cp>John’s persistence – and the sheer number of hours he was allotted for artwork during school hours – stood out to me. At a lot of schools I’ve visited, art is relegated to a separate class once a week. The fact that students were showing their knowledge of science through their artwork here struck me as unique.\u003c/p>\n\u003cp>Over the past two decades, policies focused on math and reading test scores, along with a global recession, have pushed many schools to cut what they considered to be “extras.” In many places, that has meant visual art, music, drama, and dance. These subjects became afterthoughts as school leaders put pressure on teachers to raise kids’ scores in the ‘focus’ subjects – math and reading.\u003c/p>\n\u003cp>Now, many educators are starting to realize the folly of these practices, backed up by an \u003ca href=\"https://www.artsed411.org/resources/research_reports\">increasingly robust body of research\u003c/a> about the power of art to improve learning.\u003c/p>\n\u003cp>Johns Hopkins University professor Mariale Hardiman published a 2019 paper in Trends in Neuroscience and Education describing the results of a \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2211949317300558?via%3Dihub\">randomized, controlled trial\u003c/a> she conducted in fifth grade science classrooms. She and her team found that arts integration instruction led to long-term retention of science concepts at least as successfully as conventional science teaching. Arts integration was particularly helpful for students with the lowest reading scores.\u003c/p>\n\u003cp>Studies like this one have led to a resurgence of interest in \u003ca href=\"https://www.kqed.org/mindshift/38576/how-integrating-arts-into-other-subjects-makes-learning-come-alive\">arts integration\u003c/a>, a pedagogy that uses art as a vehicle for learning about any subject. This isn’t a new idea – some educators have long believed in and used art as part of their practice – but now there’s more research to back it up, including work out of \u003ca href=\"http://www.pz.harvard.edu/who-we-are/about\">Harvard’s Project Zero\u003c/a>. Several schools have led this movement, going all in on art at a time when many schools around the country were slashing their arts budgets. Maya Lin is one of them.\u003c/p>\n\u003cp>For teachers at Maya Lin, integrating art throughout the curriculum and the school day is about making learning fun, multi-disciplinary, connected and creative. It gives students a way to think about the world differently, to make connections, and to contemplate their place within it. Thinking like an artist helps them develop habits that they’ll use no matter what they go on to do, and it has helped inculcate an ethic of perseverance, challenge, and craft to everything students do.\u003c/p>\n\u003cfigure id=\"attachment_54427\" class=\"wp-caption alignnone\" style=\"max-width: 1080px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54427\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2.jpg\" alt=\"\" width=\"1080\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2.jpg 1080w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-900x1200.jpg 900w\" sizes=\"(max-width: 1080px) 100vw, 1080px\">\u003cfigcaption class=\"wp-caption-text\">Student work connected to reading Langston Hughes. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“At its core, arts integration is social justice,” Maya Lin art teacher Constance Moore told me. “It’s a way of creating equity, it’s a way of looking at the world and thinking about different perspectives, and centering ideas and people who have not been in the center. Art is such a great way to do that for kids because it makes it accessible to them.”\u003c/p>\n\u003cp>\u003cstrong>Maya Lin’s Journey to Arts Integration Was About Equity\u003c/strong>\u003c/p>\n\u003cp>Before it was called Maya Lin, this school was known as Washington Elementary. Back then, Washington served a mostly low-income population and over a third of its students were designated English language learners. And, like many schools, it was a mainstay of the local community with many committed teachers. But the school’s test scores weren’t great, and enrollment was low, so when Alameda Unified School District started feeling the pinch of the recession in 2009 and 2010, Washington was a prime candidate for closure.\u003c/p>\n\u003cp>A dedicated group of parents and teachers fought hard to stop the district’s closure plans and to keep a school in the community. They applied for an innovation grant from the district, emphasizing that if they won, they would build a school centered around art. Students would learn all the required standards, but art would be a critical way for teachers to evaluate what students understand. The district accepted the proposal. Washington Elementary closed in the spring of 2011, but reopened again as Maya Lin School in the fall of 2012 with a new focus on arts integration.\u003c/p>\n\u003cp>District officials told the principal, Judy Goodwin, that she could hire her own staff. She first invited the teachers at Washington to join the project. About half of them did, and the other half were transferred to other jobs in the district.\u003c/p>\n\u003cp>Maya Lin’s new teaching staff, both the former Washington staff and new hires, went through the \u003ca href=\"http://www.integratedlearningacoe.org/\">Integrated Learning Specialist Program \u003c/a>(ILSP) at the Alameda County Office of Education. They learned how to build arts-centered projects collaboratively with other teachers, how to assess learning through art, and they figured out ways to integrate state standards from disparate disciplines – like science and social studies – using art in everyday learning and the habits of successful artists to guide the way.\u003c/p>\n\u003cp>“The arts provide an access point for everyone,” said Caitlin Gordon, a third grade teacher at Maya Lin. She has found that when art is at the center of the learning experience, it evens the playing field for kids with learning disabilities, or those who are still learning English, or who have less background knowledge about a topic.\u003c/p>\n\u003cp>“I think it’s a way for kids to take some really meaty and intense concepts and process them. I think it allows children to learn about how the process of something is just as important, if not more important, than the product. I think it just really helps create more of that well-balanced, critical-thinking person that we want for our future.”\u003c/p>\n\u003cp>Gordon is always impressed by how thoughtfully her students approach their own work and that of their peers. They ask good questions and are willing to stretch when a concept doesn’t come easily.\u003c/p>\n\u003cfigure id=\"attachment_54423\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-54423 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/maya-lin-teachers.jpg\" alt=\"The third grade teaching team greeted students with a fun photo.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-teachers.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-teachers-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-teachers-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-teachers-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-teachers-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-teachers-1200x900.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">The third grade teaching team greeted students with a fun photo. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When Principal Judy Goodwin and her staff committed to this work seven years ago, they wanted to build a school that would highlight the strengths of the students in it, not just the areas of weakness that test scores showed. And, just as important, they wanted teaching to be a collaborative and creative experience for the adults too.\u003c/p>\n\u003cp>The art teacher, Constance Moore, is grateful for that collaborative spirit. She says usually the art teacher is relegated to an out-of-the-way classroom where no one bothers them. Teachers are grateful they can send their kids to her for awhile, but other than that, what happens in the art room is separate from other learning.\u003c/p>\n\u003cp>“But this is completely different. I’m just fully woven into the fabric of the school,” Moore said.\u003c/p>\n\u003cp>For example, Moore helped plan the climate change project. The three third grade teachers, Caitlin Gordon, Brian Dodson, and Sharon Jackson, developed this project together with Moore’s artistic knowledge guiding them. They discussed the learning goals, developed a thematic through line, and mapped out the science, social studies, and writing standards they’d be covering. And they talked through how students would demonstrate their understanding through art.\u003c/p>\n\u003cp>\u003cstrong>Tackling Climate Change Through Art\u003c/strong>\u003c/p>\n\u003cp>Some of the work takes place in their classrooms, but it often crosses over into the art studio, where Moore makes sure students are learning specific artistic techniques, the life and history of the artists themselves, and most importantly the \u003ca href=\"http://www.pz.harvard.edu/resources/eight-habits-of-mind\">Studio Habits of Mind\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_54424\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-54424\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/maya-lin-shom-1020x1360.jpg\" alt=\"Reminders of the Studio Habits of Mind are everywhere: on classroom doors, in charts, in the conversations students and teachers have with each other.\" width=\"640\" height=\"853\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-shom-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-shom-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-shom-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-shom-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-shom-900x1200.jpg 900w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-shom.jpg 1440w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Reminders of the Studio Habits of Mind are everywhere: on classroom doors, in charts, in the conversations students and teachers have with each other. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The habits are:\u003c/p>\n\u003cul>\n\u003cli>develop craft\u003c/li>\n\u003cli>engage and persist\u003c/li>\n\u003cli>envision\u003c/li>\n\u003cli>express\u003c/li>\n\u003cli>observe\u003c/li>\n\u003cli>reflect\u003c/li>\n\u003cli>stretch and explore\u003c/li>\n\u003cli>understand art worlds\u003c/li>\n\u003c/ul>\n\u003cp>These practices aren’t only used in the art studio at Maya Lin. They are the basis of all academic work in the school, providing a language students use to talk about their learning. One third grade girl explained that she has to “stretch and explore” in math class, especially when learning fractions, a concept that’s been confusing for her.\u003c/p>\n\u003cp>Or, when John spoke about the setbacks he encountered making his climate change project, he said even though he was frustrated, he “engaged and persisted,” and he did a lot of “envisioning” to come up with new ideas. Everyone at the school uses that language.\u003c/p>\n\u003cp>In teacher Brian Dodson’s classroom, students were in full-on creation mode when I visited. Some spread out into the hallway and others worked on the floor, while still more were huddled around desks pushed together into pods. Out in the hallway, two girls were working on a large painting inspired by \u003ca href=\"https://mymodernmet.com/sean-yoro-hula-interview/\">Sean Yoro\u003c/a>, a Hawaiian artist. Another girl, Clementine, was busily painting a trash can. One side featured pristine ocean, the other side had trash floating in it.\u003c/p>\n\u003cp>“I wanted to paint on a trash can because I wanted to show if we don’t fill up the trash can, it’s better for the ocean,” said Clementine. “My essential question is, why are the coral reefs dying?” she said. She went on to explain that trash in the ocean suffocates the coral, which is a problem because the coral reefs provide oxygen. “If we keep this up we could have a little bit less oxygen,” she said.\u003c/p>\n\u003cfigure id=\"attachment_54429\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-54429 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Arts-integration-maya-lin2.jpg\" alt=\"Student works on her final project for a unit on climate change.\" width=\"1920\" height=\"1281\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Arts-integration-maya-lin2.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Arts-integration-maya-lin2-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Arts-integration-maya-lin2-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Arts-integration-maya-lin2-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Arts-integration-maya-lin2-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Arts-integration-maya-lin2-1200x801.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Student works on her final project for a unit on climate change. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In teacher Caitlin Gordon’s classroom, students were critiquing one another’s work at a midpoint in the process, using what they call “the ladder of feedback.” The ladder helps partners take turns presenting their work, getting positive and negative feedback from a partner, and thinking through how they plan to incorporate the feedback. Students choose from several sentence starters to get the conversation going. I listened in as two girls gave one another feedback.\u003c/p>\n\u003cp>“When I started, I envisioned that there would be a factory and then there would be a tornado heading towards that,” one girl started, explaining her art piece. “But then I got a new idea when I was working on that to make all the natural disasters that climate change could create, like forest fires, tornados, and so much more.”\u003c/p>\n\u003cp>“I can tell you engaged and persisted because I can see a lot of scribbles, and if something wasn’t exactly as you imagined it, you just kept going,” her partner said, using one of the feedback frames. “Next time, maybe you could stretch and explore by making it in a box. How do you envision your next steps?”\u003c/p>\n\u003cp>“I envision my next steps by maybe redoing the tornado and making it a little bit better,” the first girls said. Then they switched roles. When they were finished reflecting on their own work, and giving feedback to their partner, the girls set off to implement some of the changes that came up during the discussion.\u003c/p>\n\u003cp>This is exactly the type of dialogue teachers at Maya Lin have worked so hard to produce. The girls stayed on task, gave each other real feedback, and pushed one another to produce better work. Those are the habits of artists and scholars.\u003c/p>\n\u003cp>“Human beings have been making art and expressing themselves, even if it’s not called art, since we were human beings,” art teacher Constance Moore said. “If you take that out, you’re taking out a part of being wholly human. So you cannot be getting a full education without art. Period.”\u003c/p>\n\u003cp>Over the past seven years, test scores at Maya Lin have improved, and when I visited, joyful learning was happening all around. The school has gone from almost closing because of low enrollment, to being at capacity with a waiting list. The district converted a nearby middle school, Wood Middle, to an arts integration approach and there are other schools in the district interested in learning more.\u003c/p>\n\u003cp>“I think we need to embrace art as not that add-on, that it can be the center of how students can demonstrate their understanding. And that needs to be very intentional work,” said Principal Judy Goodwin.\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-art-can-help-center-a-students-learning-experience/id1078765985?i=1000453568194\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=64602700&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/770243221:770243223\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/5D754Qtl5E9H6O6jVuqkCT\">via Spotify\u003c/a>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Art has often been relegated as an additional activity in schools. But schools that put art at the center of a child's learning experience through arts integration are seeing kids thrive. ",
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"title": "How Art Can Help Center a Student’s Learning Experience | KQED",
"description": "Art has often been relegated as an additional activity in schools. But schools that put art at the center of a child's learning experience through arts integration are seeing kids thrive. ",
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"headline": "How Art Can Help Center a Student’s Learning Experience",
"datePublished": "2019-10-14T23:23:36-07:00",
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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/how-art-can-help-center-a-students-learning-experience/id1078765985?i=1000453568194\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=64602700&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/770243221:770243223\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/5D754Qtl5E9H6O6jVuqkCT\">via Spotify\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>When I visited Maya Lin, an elementary school in Alameda, California where art is at the center of learning, third graders were in the middle of a multi-week project on climate change. Pairs of students had chosen climates around the world and researched them to learn about the weather, flora and fauna.\u003c/p>\n\u003cp>In art class, they created artistic representations of their climates using either a torn-paper collage technique or oil pastels. They also wrote books about how climate change will affect their climates and the animals that live there. In the process, they learned what fossil fuels are, where they come from, and how they’re extracted. They studied how the greenhouse gas effect works and made a visual model of it.\u003c/p>\n\u003cp>One boy, John, showed me his model and described the science behind it.\u003c/p>\n\u003cp>“I made a project with one of my friends about the greenhouse effect and how the sun’s heat rays go in, and the heat gets trapped inside the atmosphere and heats up the earth,” said John.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I asked him about the artistic techniques he used to create a blotchy effect on the sun.\u003c/p>\n\u003cp>“I saw a picture of the sun to try and draw it and there were spots where it was really really bright. So I drew those spots in and then I put tape over it and then I dabbed the paintbrush so it looked like spots, and then the spots where I put tape were still paper white,” he explained. He’d also used collage to create a translucent effect for the atmosphere.\u003c/p>\n\u003cfigure id=\"attachment_54419\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-54419 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/RS37590__DSC9199-qut.jpg\" alt=\"John's artwork depicting the greenhouse gas effect.\" width=\"1920\" height=\"1282\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/RS37590__DSC9199-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/RS37590__DSC9199-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/RS37590__DSC9199-qut-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/RS37590__DSC9199-qut-768x513.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/RS37590__DSC9199-qut-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/RS37590__DSC9199-qut-1200x801.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">John’s artwork depicting the greenhouse gas effect. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I was struck by how much John could tell me both about the iterative creative process he went through, and the science his work represented. He described several early attempts at creating effects that didn’t work – at first, he wanted his sun to be three-dimensional, but couldn’t get it to stay up. He says he was frustrated, but he pushed through those feelings and tried something different.\u003c/p>\n\u003cp>John’s persistence – and the sheer number of hours he was allotted for artwork during school hours – stood out to me. At a lot of schools I’ve visited, art is relegated to a separate class once a week. The fact that students were showing their knowledge of science through their artwork here struck me as unique.\u003c/p>\n\u003cp>Over the past two decades, policies focused on math and reading test scores, along with a global recession, have pushed many schools to cut what they considered to be “extras.” In many places, that has meant visual art, music, drama, and dance. These subjects became afterthoughts as school leaders put pressure on teachers to raise kids’ scores in the ‘focus’ subjects – math and reading.\u003c/p>\n\u003cp>Now, many educators are starting to realize the folly of these practices, backed up by an \u003ca href=\"https://www.artsed411.org/resources/research_reports\">increasingly robust body of research\u003c/a> about the power of art to improve learning.\u003c/p>\n\u003cp>Johns Hopkins University professor Mariale Hardiman published a 2019 paper in Trends in Neuroscience and Education describing the results of a \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2211949317300558?via%3Dihub\">randomized, controlled trial\u003c/a> she conducted in fifth grade science classrooms. She and her team found that arts integration instruction led to long-term retention of science concepts at least as successfully as conventional science teaching. Arts integration was particularly helpful for students with the lowest reading scores.\u003c/p>\n\u003cp>Studies like this one have led to a resurgence of interest in \u003ca href=\"https://www.kqed.org/mindshift/38576/how-integrating-arts-into-other-subjects-makes-learning-come-alive\">arts integration\u003c/a>, a pedagogy that uses art as a vehicle for learning about any subject. This isn’t a new idea – some educators have long believed in and used art as part of their practice – but now there’s more research to back it up, including work out of \u003ca href=\"http://www.pz.harvard.edu/who-we-are/about\">Harvard’s Project Zero\u003c/a>. Several schools have led this movement, going all in on art at a time when many schools around the country were slashing their arts budgets. Maya Lin is one of them.\u003c/p>\n\u003cp>For teachers at Maya Lin, integrating art throughout the curriculum and the school day is about making learning fun, multi-disciplinary, connected and creative. It gives students a way to think about the world differently, to make connections, and to contemplate their place within it. Thinking like an artist helps them develop habits that they’ll use no matter what they go on to do, and it has helped inculcate an ethic of perseverance, challenge, and craft to everything students do.\u003c/p>\n\u003cfigure id=\"attachment_54427\" class=\"wp-caption alignnone\" style=\"max-width: 1080px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54427\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2.jpg\" alt=\"\" width=\"1080\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2.jpg 1080w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/arts-integration-maya-lin-student-work2-900x1200.jpg 900w\" sizes=\"(max-width: 1080px) 100vw, 1080px\">\u003cfigcaption class=\"wp-caption-text\">Student work connected to reading Langston Hughes. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“At its core, arts integration is social justice,” Maya Lin art teacher Constance Moore told me. “It’s a way of creating equity, it’s a way of looking at the world and thinking about different perspectives, and centering ideas and people who have not been in the center. Art is such a great way to do that for kids because it makes it accessible to them.”\u003c/p>\n\u003cp>\u003cstrong>Maya Lin’s Journey to Arts Integration Was About Equity\u003c/strong>\u003c/p>\n\u003cp>Before it was called Maya Lin, this school was known as Washington Elementary. Back then, Washington served a mostly low-income population and over a third of its students were designated English language learners. And, like many schools, it was a mainstay of the local community with many committed teachers. But the school’s test scores weren’t great, and enrollment was low, so when Alameda Unified School District started feeling the pinch of the recession in 2009 and 2010, Washington was a prime candidate for closure.\u003c/p>\n\u003cp>A dedicated group of parents and teachers fought hard to stop the district’s closure plans and to keep a school in the community. They applied for an innovation grant from the district, emphasizing that if they won, they would build a school centered around art. Students would learn all the required standards, but art would be a critical way for teachers to evaluate what students understand. The district accepted the proposal. Washington Elementary closed in the spring of 2011, but reopened again as Maya Lin School in the fall of 2012 with a new focus on arts integration.\u003c/p>\n\u003cp>District officials told the principal, Judy Goodwin, that she could hire her own staff. She first invited the teachers at Washington to join the project. About half of them did, and the other half were transferred to other jobs in the district.\u003c/p>\n\u003cp>Maya Lin’s new teaching staff, both the former Washington staff and new hires, went through the \u003ca href=\"http://www.integratedlearningacoe.org/\">Integrated Learning Specialist Program \u003c/a>(ILSP) at the Alameda County Office of Education. They learned how to build arts-centered projects collaboratively with other teachers, how to assess learning through art, and they figured out ways to integrate state standards from disparate disciplines – like science and social studies – using art in everyday learning and the habits of successful artists to guide the way.\u003c/p>\n\u003cp>“The arts provide an access point for everyone,” said Caitlin Gordon, a third grade teacher at Maya Lin. She has found that when art is at the center of the learning experience, it evens the playing field for kids with learning disabilities, or those who are still learning English, or who have less background knowledge about a topic.\u003c/p>\n\u003cp>“I think it’s a way for kids to take some really meaty and intense concepts and process them. I think it allows children to learn about how the process of something is just as important, if not more important, than the product. I think it just really helps create more of that well-balanced, critical-thinking person that we want for our future.”\u003c/p>\n\u003cp>Gordon is always impressed by how thoughtfully her students approach their own work and that of their peers. They ask good questions and are willing to stretch when a concept doesn’t come easily.\u003c/p>\n\u003cfigure id=\"attachment_54423\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-54423 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/maya-lin-teachers.jpg\" alt=\"The third grade teaching team greeted students with a fun photo.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-teachers.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-teachers-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-teachers-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-teachers-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-teachers-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-teachers-1200x900.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">The third grade teaching team greeted students with a fun photo. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When Principal Judy Goodwin and her staff committed to this work seven years ago, they wanted to build a school that would highlight the strengths of the students in it, not just the areas of weakness that test scores showed. And, just as important, they wanted teaching to be a collaborative and creative experience for the adults too.\u003c/p>\n\u003cp>The art teacher, Constance Moore, is grateful for that collaborative spirit. She says usually the art teacher is relegated to an out-of-the-way classroom where no one bothers them. Teachers are grateful they can send their kids to her for awhile, but other than that, what happens in the art room is separate from other learning.\u003c/p>\n\u003cp>“But this is completely different. I’m just fully woven into the fabric of the school,” Moore said.\u003c/p>\n\u003cp>For example, Moore helped plan the climate change project. The three third grade teachers, Caitlin Gordon, Brian Dodson, and Sharon Jackson, developed this project together with Moore’s artistic knowledge guiding them. They discussed the learning goals, developed a thematic through line, and mapped out the science, social studies, and writing standards they’d be covering. And they talked through how students would demonstrate their understanding through art.\u003c/p>\n\u003cp>\u003cstrong>Tackling Climate Change Through Art\u003c/strong>\u003c/p>\n\u003cp>Some of the work takes place in their classrooms, but it often crosses over into the art studio, where Moore makes sure students are learning specific artistic techniques, the life and history of the artists themselves, and most importantly the \u003ca href=\"http://www.pz.harvard.edu/resources/eight-habits-of-mind\">Studio Habits of Mind\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_54424\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-54424\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/maya-lin-shom-1020x1360.jpg\" alt=\"Reminders of the Studio Habits of Mind are everywhere: on classroom doors, in charts, in the conversations students and teachers have with each other.\" width=\"640\" height=\"853\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-shom-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-shom-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-shom-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-shom-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-shom-900x1200.jpg 900w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/maya-lin-shom.jpg 1440w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Reminders of the Studio Habits of Mind are everywhere: on classroom doors, in charts, in the conversations students and teachers have with each other. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The habits are:\u003c/p>\n\u003cul>\n\u003cli>develop craft\u003c/li>\n\u003cli>engage and persist\u003c/li>\n\u003cli>envision\u003c/li>\n\u003cli>express\u003c/li>\n\u003cli>observe\u003c/li>\n\u003cli>reflect\u003c/li>\n\u003cli>stretch and explore\u003c/li>\n\u003cli>understand art worlds\u003c/li>\n\u003c/ul>\n\u003cp>These practices aren’t only used in the art studio at Maya Lin. They are the basis of all academic work in the school, providing a language students use to talk about their learning. One third grade girl explained that she has to “stretch and explore” in math class, especially when learning fractions, a concept that’s been confusing for her.\u003c/p>\n\u003cp>Or, when John spoke about the setbacks he encountered making his climate change project, he said even though he was frustrated, he “engaged and persisted,” and he did a lot of “envisioning” to come up with new ideas. Everyone at the school uses that language.\u003c/p>\n\u003cp>In teacher Brian Dodson’s classroom, students were in full-on creation mode when I visited. Some spread out into the hallway and others worked on the floor, while still more were huddled around desks pushed together into pods. Out in the hallway, two girls were working on a large painting inspired by \u003ca href=\"https://mymodernmet.com/sean-yoro-hula-interview/\">Sean Yoro\u003c/a>, a Hawaiian artist. Another girl, Clementine, was busily painting a trash can. One side featured pristine ocean, the other side had trash floating in it.\u003c/p>\n\u003cp>“I wanted to paint on a trash can because I wanted to show if we don’t fill up the trash can, it’s better for the ocean,” said Clementine. “My essential question is, why are the coral reefs dying?” she said. She went on to explain that trash in the ocean suffocates the coral, which is a problem because the coral reefs provide oxygen. “If we keep this up we could have a little bit less oxygen,” she said.\u003c/p>\n\u003cfigure id=\"attachment_54429\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-54429 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Arts-integration-maya-lin2.jpg\" alt=\"Student works on her final project for a unit on climate change.\" width=\"1920\" height=\"1281\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Arts-integration-maya-lin2.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Arts-integration-maya-lin2-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Arts-integration-maya-lin2-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Arts-integration-maya-lin2-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Arts-integration-maya-lin2-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Arts-integration-maya-lin2-1200x801.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Student works on her final project for a unit on climate change. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In teacher Caitlin Gordon’s classroom, students were critiquing one another’s work at a midpoint in the process, using what they call “the ladder of feedback.” The ladder helps partners take turns presenting their work, getting positive and negative feedback from a partner, and thinking through how they plan to incorporate the feedback. Students choose from several sentence starters to get the conversation going. I listened in as two girls gave one another feedback.\u003c/p>\n\u003cp>“When I started, I envisioned that there would be a factory and then there would be a tornado heading towards that,” one girl started, explaining her art piece. “But then I got a new idea when I was working on that to make all the natural disasters that climate change could create, like forest fires, tornados, and so much more.”\u003c/p>\n\u003cp>“I can tell you engaged and persisted because I can see a lot of scribbles, and if something wasn’t exactly as you imagined it, you just kept going,” her partner said, using one of the feedback frames. “Next time, maybe you could stretch and explore by making it in a box. How do you envision your next steps?”\u003c/p>\n\u003cp>“I envision my next steps by maybe redoing the tornado and making it a little bit better,” the first girls said. Then they switched roles. When they were finished reflecting on their own work, and giving feedback to their partner, the girls set off to implement some of the changes that came up during the discussion.\u003c/p>\n\u003cp>This is exactly the type of dialogue teachers at Maya Lin have worked so hard to produce. The girls stayed on task, gave each other real feedback, and pushed one another to produce better work. Those are the habits of artists and scholars.\u003c/p>\n\u003cp>“Human beings have been making art and expressing themselves, even if it’s not called art, since we were human beings,” art teacher Constance Moore said. “If you take that out, you’re taking out a part of being wholly human. So you cannot be getting a full education without art. Period.”\u003c/p>\n\u003cp>Over the past seven years, test scores at Maya Lin have improved, and when I visited, joyful learning was happening all around. The school has gone from almost closing because of low enrollment, to being at capacity with a waiting list. The district converted a nearby middle school, Wood Middle, to an arts integration approach and there are other schools in the district interested in learning more.\u003c/p>\n\u003cp>“I think we need to embrace art as not that add-on, that it can be the center of how students can demonstrate their understanding. And that needs to be very intentional work,” said Principal Judy Goodwin.\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-art-can-help-center-a-students-learning-experience/id1078765985?i=1000453568194\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/s?eid=64602700&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/770243221:770243223\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/5D754Qtl5E9H6O6jVuqkCT\">via Spotify\u003c/a>\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "how-students-would-improve-their-school-lunch-experience",
"title": "How Students Would Improve Their School Lunch Experience ",
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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/how-students-would-improve-their-school-lunch-experience/id1078765985?i=1000451885096\">via Apple Podcasts \u003c/a>| \u003ca href=\"https://www.stitcher.com/s?eid=64279369&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/766295024:766295026\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/5LYpEzZlF0875vEDAlT6PM\">via Spotify\u003c/a>\u003c/h4>\n\u003cp>School lunchtime is when kids can eat and recharge before getting back to learning. But at many schools across the country, kids don’t have much time for lunch. Some schools \u003ca href=\"https://brightthemag.com/school-lunches-are-too-short-and-thats-a-problem-1fa7d933c67d\">average\u003c/a> 25 minutes in the elementary years and 30 minutes for middle and high schools but time gets eaten up when kids have to wait in long lines for food. A \u003ca href=\"https://media.npr.org/documents/2013/dec/rwjf_npr_harvard_edpoll.pdf\">2013 survey\u003c/a> of parents found that 20 percent of their elementary-age kids had less than 15 minutes to eat.\u003c/p>\n\u003cp>And the amount of time kids have for lunch \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/26372337\">influences food choices\u003c/a>. Studies have shown that when kids have 20 minutes or less to eat, they will eat less food and skip the fruit. Even if fiber and vitamin-rich foods end up on a kid’s tray, that doesn’t mean the kids have time to eat them, and this food often ends up in the trash. Changing food without addressing the time and conditions needed to eat those foods can get in the way of healthy eating.\u003c/p>\n\u003cp>And then there are social issues. School administrators and lunch supervisors are often trying to maintain order so that kids are safe. But ask kids what concerns them during lunchtime and it’s all about their peers. They don’t want to be left out, especially in middle school, when socializing means so much to developing adolescents.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-full wp-image-54554\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_2682-e1569871902767.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>“There might be some kind of joke they wouldn’t understand,” said Tice Creek student Alejandra Gonzalez about kids waiting in the cafeteria line. Being included in the conversation is so important, students spend time in the mornings to make lunch so they don’t have to wait in the cafeteria line.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And then there’s the matter of getting a good spot at a table inside the bustling cafeteria.\u003c/p>\n\u003cp>“Sometimes you might worry that you might not get a spot,” said Gonzalez. “You might get pushed to the edge or sit at a different table than you would like because of the fact that you have to wait in line, and then it takes a lot more time to get ready and sit down with your friends.”\u003c/p>\n\u003cp>It’s why so many kids at this Walnut Creek school bring their lunch to school. Nearly all middle school students I observed brought their lunch to school. And it’s often full of snacks.\u003c/p>\n\u003cfigure id=\"attachment_54560\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54560\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3111-e1569869561490.jpg\" alt=\"\" width=\"1920\" height=\"2560\">\u003cfigcaption class=\"wp-caption-text\">Lunch brought from home can consist of a lot of snacks. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>DESIGN THINKING\u003c/b>\u003c/p>\n\u003cp>In order to improve the school lunch experience, \u003ca href=\"https://abettercourse.org/\">Zetta Reicker\u003c/a> and Melanie Brokdskiy, who both have kids enrolled at the school, approached the principal and the district superintendent to explore what a student-led school lunch redesign might look like. \u003ca href=\"https://abettercourse.org/\">Reicker\u003c/a> was the nutrition director of the San Francisco Unified School District, so she knows the challenges inherent to school lunch. She also worked with design firm \u003ca href=\"https://archive.sfusd.edu/en/assets/sfusd-staff/nutrition-and-meals/files/DiningExperience_final.pdf\">IDEO\u003c/a> when it worked with the district to launch a school lunch \u003ca href=\"https://www.theatlantic.com/magazine/archive/2015/03/happy-meals/384981/\">redesign process\u003c/a> in 2013.\u003c/p>\n\u003cp>As part of redesigning the lunch experience for Tice Creek students, Reicker and Brodskiy hosted a series of workshops to gather student input about food and how lunch could better serve students. The students learn about sourcing and sustainable farming. During a taste test of different varieties of rice and pizza, Brodskiy tells students to close their eyes so they can pay attention to their senses and notice the differences.\u003c/p>\n\u003cfigure id=\"attachment_54575\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54575\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_2674-e1569911889299.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Workshop students close and cover their eyes in order to taste the nuances of differently sourced food. \u003ccite>(Ki Sung/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The kids enjoy tasting the food, but the subject they’re particularly skilled at has more to do with socializing.\u003c/p>\n\u003cp>Since students are ultimately the experts at what makes a good lunch experience, Reicker and Brodskiy are eager to hear their ideas. They use the design thinking process to brainstorm and iterate on ideas kids put forward.\u003c/p>\n\u003cfigure id=\"attachment_54552\" class=\"wp-caption alignnone\" style=\"max-width: 4032px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54552\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_2693.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/IMG_2693.jpg 4032w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/IMG_2693-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/IMG_2693-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/IMG_2693-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/IMG_2693-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/IMG_2693-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/IMG_2693-1920x1440.jpg 1920w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003cfigcaption class=\"wp-caption-text\">Tice Creek school lunch redesign workshop students turn their ideas for lunch improvement into prototypes. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The students in the workshop prototyped ideas to make lunch a better experience. For example, Soren Squire suggested an activity table for students who want to play games during lunch or do homework. Another student described kiosks where kids can grab their lunch quickly to avoid the cafeteria line. Another worked on an easier way to order lunch in the morning.\u003c/p>\n\u003cp>\u003cb>REAL-WORLD DESIGNS\u003c/b>\u003c/p>\n\u003cp>One place where a lot of these ideas have already been implemented is Dr. Martin Luther King Jr. Middle School in San Francisco. I visited several times during lunch, and had the chance to see students use their time differently. There were some long tables inside the cafeteria, but students were also spread out across campus.\u003c/p>\n\u003cfigure id=\"attachment_54567\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54567\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Vending-Machine-e1569869378702.jpg\" alt=\"\" width=\"1920\" height=\"1288\">\u003cfigcaption class=\"wp-caption-text\">Students can punch their code into a vending machine to grab full meals. Turkey sandwiches (left) were available at the start of the lunch period and mostly milk is what remained at the end. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students waited in the cafeteria line, but they could also punch a code into the cafeteria vending machine, which serves full meals that are different from what kids can get in the main line. Kids can also get food from an outdoor kiosk that looks like something you’d see at a farmers market or a festival.\u003c/p>\n\u003cfigure id=\"attachment_54564\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54564\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3149-e1569867868262.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">School staff wait for students to be released for lunch. Kids will wait as long as five minutes to get food from this popular outdoor kiosk. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students also engaged in all kinds of activities during lunch. School staff, including security guards, facilitated outdoor sports and games for students. They’re mindful that some students need to be invited to play, especially if they have difficulty being social.\u003c/p>\n\u003cp>“These are targeted activities to get kids involved in ways that are constructive, but also build relationships,” said Principal Michael Essien. “Instead of adults just being individuals that monitor kids and tell kids what not to do, what are some things we can engage with the kids and facilitate?”\u003c/p>\n\u003cp>Finding ways to improve the lunch experience for kids came directly from the IDEO/SFUSD redesign. Essien said 40 minutes can be a long time for lunch and recess, especially if kids have nothing to do, or if they’re at risk for bullying. Some school administrators restrict the amount of time kids have for lunch to reduce opportunities for bullying, but at MLK, Essien said activities across campus have worked well.\u003c/p>\n\u003cp>In addition to outdoor sports, those who want a quieter indoor experience can bring their lunch into the library to play games or do maker activities.\u003c/p>\n\u003cfigure id=\"attachment_54566\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54566\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Chess.jpg\" alt=\"\" width=\"1920\" height=\"1400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Chess.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Chess-160x117.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Chess-800x583.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Chess-768x560.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Chess-1020x744.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Chess-1200x875.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students can come into the library with their lunch to play games, such as chess. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s a lot easier to invite someone over to play Connect Four than it is to say, ‘Hey, I want to be your friend. Can I talk to you?’ ” said MLK teacher-librarian Emily McManus.\u003c/p>\n\u003cp>Unlike the libraries of my childhood, at MLK the space is bustling with activity. And it’s definitely not silent. There are quiet areas, but they are just one of several ways kids can recharge before getting back to class.\u003c/p>\n\u003cp>“It’s not just supposed to be a quiet tomb of books,” said McManus. “It’s supposed to be a living, breathing space that meets the needs of the students in all kinds of ways. And so students definitely bring their lunch in here.”\u003c/p>\n\u003cfigure id=\"attachment_54556\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54556\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3063-e1569909741422.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Students enjoy a game of Scrabble in the library during lunch time. \u003ccite>(Ki Sung/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Essien has seen school lunch participation increase since the redesign. More than 50 percent of students at MLK are eligible for free or reduced-price lunch, so all students can get a free lunch. But that doesn’t guarantee that kids will eat the food.\u003c/p>\n\u003cp>For example, the school also has a Breakfast in the Classroom program that gives all students free breakfast. For several years, breakfast was offered in the cafeteria before the start of school, but only about 20 students ate breakfast each day. Essien attributes the low participation to a variety of issues, like not having enough time before school started to eat, and the stigma of going to a separate space to receive free food.\u003c/p>\n\u003cfigure id=\"attachment_54562\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54562\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3142-e1569867893561.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Food left over from the Breakfast in the Classroom program is consolidated for kids who are looking for a snack throughout the day. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In order to increase participation, the school started sending the food directly into the classroom and the number of students eating breakfast each day increased to \u003ca href=\"https://www.sfexaminer.com/features/sf-schools-make-it-easy-for-students-to-eat-a-healthy-breakfast/\">175\u003c/a>. Every morning, each class gets an insulated box filled with enough breakfast food for anyone who wants to eat. The leftovers are then spread throughout the campus for kids who need a snack throughout the day.\u003c/p>\n\u003cp>And when the kids had access to a more nutritious breakfast, Essien saw better behavior on campus. He said having nutritious food affected kids’ behavior and their ability to redirect negative behavior. He also said the food helped kids’ academics and studies have shown a correlation between \u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2017/05/03/how-the-quality-of-school-lunch-affects-students-academic-performance/\">nutritious food and test scores\u003c/a>.\u003c/p>\n\u003cp>“We saw a change in all of that when we addressed the food issue,” said Essien.\u003c/p>\n\u003cp>By listening to student needs around food, and taking the bold step to change how schools have always done things, these schools and their districts are meeting student needs, while in the process, developing relationships and improving classroom behavior.\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-students-would-improve-their-school-lunch-experience/id1078765985?i=1000451885096\">via Apple Podcasts \u003c/a>| \u003ca href=\"https://www.stitcher.com/s?eid=64279369&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/766295024:766295026\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/5LYpEzZlF0875vEDAlT6PM\">via Spotify\u003c/a>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Lunch is such an important time of day for kids, but kids might not be getting the most out of their experience. That's where students can design a lunch break that helps kids eat well and feel connected to their peers.",
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"title": "How Students Would Improve Their School Lunch Experience | KQED",
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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/how-students-would-improve-their-school-lunch-experience/id1078765985?i=1000451885096\">via Apple Podcasts \u003c/a>| \u003ca href=\"https://www.stitcher.com/s?eid=64279369&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/766295024:766295026\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/5LYpEzZlF0875vEDAlT6PM\">via Spotify\u003c/a>\u003c/h4>\n\u003cp>School lunchtime is when kids can eat and recharge before getting back to learning. But at many schools across the country, kids don’t have much time for lunch. Some schools \u003ca href=\"https://brightthemag.com/school-lunches-are-too-short-and-thats-a-problem-1fa7d933c67d\">average\u003c/a> 25 minutes in the elementary years and 30 minutes for middle and high schools but time gets eaten up when kids have to wait in long lines for food. A \u003ca href=\"https://media.npr.org/documents/2013/dec/rwjf_npr_harvard_edpoll.pdf\">2013 survey\u003c/a> of parents found that 20 percent of their elementary-age kids had less than 15 minutes to eat.\u003c/p>\n\u003cp>And the amount of time kids have for lunch \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/26372337\">influences food choices\u003c/a>. Studies have shown that when kids have 20 minutes or less to eat, they will eat less food and skip the fruit. Even if fiber and vitamin-rich foods end up on a kid’s tray, that doesn’t mean the kids have time to eat them, and this food often ends up in the trash. Changing food without addressing the time and conditions needed to eat those foods can get in the way of healthy eating.\u003c/p>\n\u003cp>And then there are social issues. School administrators and lunch supervisors are often trying to maintain order so that kids are safe. But ask kids what concerns them during lunchtime and it’s all about their peers. They don’t want to be left out, especially in middle school, when socializing means so much to developing adolescents.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-full wp-image-54554\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_2682-e1569871902767.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>“There might be some kind of joke they wouldn’t understand,” said Tice Creek student Alejandra Gonzalez about kids waiting in the cafeteria line. Being included in the conversation is so important, students spend time in the mornings to make lunch so they don’t have to wait in the cafeteria line.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And then there’s the matter of getting a good spot at a table inside the bustling cafeteria.\u003c/p>\n\u003cp>“Sometimes you might worry that you might not get a spot,” said Gonzalez. “You might get pushed to the edge or sit at a different table than you would like because of the fact that you have to wait in line, and then it takes a lot more time to get ready and sit down with your friends.”\u003c/p>\n\u003cp>It’s why so many kids at this Walnut Creek school bring their lunch to school. Nearly all middle school students I observed brought their lunch to school. And it’s often full of snacks.\u003c/p>\n\u003cfigure id=\"attachment_54560\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54560\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3111-e1569869561490.jpg\" alt=\"\" width=\"1920\" height=\"2560\">\u003cfigcaption class=\"wp-caption-text\">Lunch brought from home can consist of a lot of snacks. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>DESIGN THINKING\u003c/b>\u003c/p>\n\u003cp>In order to improve the school lunch experience, \u003ca href=\"https://abettercourse.org/\">Zetta Reicker\u003c/a> and Melanie Brokdskiy, who both have kids enrolled at the school, approached the principal and the district superintendent to explore what a student-led school lunch redesign might look like. \u003ca href=\"https://abettercourse.org/\">Reicker\u003c/a> was the nutrition director of the San Francisco Unified School District, so she knows the challenges inherent to school lunch. She also worked with design firm \u003ca href=\"https://archive.sfusd.edu/en/assets/sfusd-staff/nutrition-and-meals/files/DiningExperience_final.pdf\">IDEO\u003c/a> when it worked with the district to launch a school lunch \u003ca href=\"https://www.theatlantic.com/magazine/archive/2015/03/happy-meals/384981/\">redesign process\u003c/a> in 2013.\u003c/p>\n\u003cp>As part of redesigning the lunch experience for Tice Creek students, Reicker and Brodskiy hosted a series of workshops to gather student input about food and how lunch could better serve students. The students learn about sourcing and sustainable farming. During a taste test of different varieties of rice and pizza, Brodskiy tells students to close their eyes so they can pay attention to their senses and notice the differences.\u003c/p>\n\u003cfigure id=\"attachment_54575\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54575\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_2674-e1569911889299.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Workshop students close and cover their eyes in order to taste the nuances of differently sourced food. \u003ccite>(Ki Sung/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The kids enjoy tasting the food, but the subject they’re particularly skilled at has more to do with socializing.\u003c/p>\n\u003cp>Since students are ultimately the experts at what makes a good lunch experience, Reicker and Brodskiy are eager to hear their ideas. They use the design thinking process to brainstorm and iterate on ideas kids put forward.\u003c/p>\n\u003cfigure id=\"attachment_54552\" class=\"wp-caption alignnone\" style=\"max-width: 4032px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54552\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_2693.jpg\" alt=\"\" width=\"4032\" height=\"3024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/IMG_2693.jpg 4032w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/IMG_2693-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/IMG_2693-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/IMG_2693-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/IMG_2693-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/IMG_2693-1200x900.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/IMG_2693-1920x1440.jpg 1920w\" sizes=\"(max-width: 4032px) 100vw, 4032px\">\u003cfigcaption class=\"wp-caption-text\">Tice Creek school lunch redesign workshop students turn their ideas for lunch improvement into prototypes. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The students in the workshop prototyped ideas to make lunch a better experience. For example, Soren Squire suggested an activity table for students who want to play games during lunch or do homework. Another student described kiosks where kids can grab their lunch quickly to avoid the cafeteria line. Another worked on an easier way to order lunch in the morning.\u003c/p>\n\u003cp>\u003cb>REAL-WORLD DESIGNS\u003c/b>\u003c/p>\n\u003cp>One place where a lot of these ideas have already been implemented is Dr. Martin Luther King Jr. Middle School in San Francisco. I visited several times during lunch, and had the chance to see students use their time differently. There were some long tables inside the cafeteria, but students were also spread out across campus.\u003c/p>\n\u003cfigure id=\"attachment_54567\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54567\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Vending-Machine-e1569869378702.jpg\" alt=\"\" width=\"1920\" height=\"1288\">\u003cfigcaption class=\"wp-caption-text\">Students can punch their code into a vending machine to grab full meals. Turkey sandwiches (left) were available at the start of the lunch period and mostly milk is what remained at the end. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students waited in the cafeteria line, but they could also punch a code into the cafeteria vending machine, which serves full meals that are different from what kids can get in the main line. Kids can also get food from an outdoor kiosk that looks like something you’d see at a farmers market or a festival.\u003c/p>\n\u003cfigure id=\"attachment_54564\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54564\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3149-e1569867868262.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">School staff wait for students to be released for lunch. Kids will wait as long as five minutes to get food from this popular outdoor kiosk. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students also engaged in all kinds of activities during lunch. School staff, including security guards, facilitated outdoor sports and games for students. They’re mindful that some students need to be invited to play, especially if they have difficulty being social.\u003c/p>\n\u003cp>“These are targeted activities to get kids involved in ways that are constructive, but also build relationships,” said Principal Michael Essien. “Instead of adults just being individuals that monitor kids and tell kids what not to do, what are some things we can engage with the kids and facilitate?”\u003c/p>\n\u003cp>Finding ways to improve the lunch experience for kids came directly from the IDEO/SFUSD redesign. Essien said 40 minutes can be a long time for lunch and recess, especially if kids have nothing to do, or if they’re at risk for bullying. Some school administrators restrict the amount of time kids have for lunch to reduce opportunities for bullying, but at MLK, Essien said activities across campus have worked well.\u003c/p>\n\u003cp>In addition to outdoor sports, those who want a quieter indoor experience can bring their lunch into the library to play games or do maker activities.\u003c/p>\n\u003cfigure id=\"attachment_54566\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54566\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Chess.jpg\" alt=\"\" width=\"1920\" height=\"1400\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Chess.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Chess-160x117.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Chess-800x583.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Chess-768x560.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Chess-1020x744.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/09/Chess-1200x875.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students can come into the library with their lunch to play games, such as chess. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s a lot easier to invite someone over to play Connect Four than it is to say, ‘Hey, I want to be your friend. Can I talk to you?’ ” said MLK teacher-librarian Emily McManus.\u003c/p>\n\u003cp>Unlike the libraries of my childhood, at MLK the space is bustling with activity. And it’s definitely not silent. There are quiet areas, but they are just one of several ways kids can recharge before getting back to class.\u003c/p>\n\u003cp>“It’s not just supposed to be a quiet tomb of books,” said McManus. “It’s supposed to be a living, breathing space that meets the needs of the students in all kinds of ways. And so students definitely bring their lunch in here.”\u003c/p>\n\u003cfigure id=\"attachment_54556\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54556\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3063-e1569909741422.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Students enjoy a game of Scrabble in the library during lunch time. \u003ccite>(Ki Sung/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Essien has seen school lunch participation increase since the redesign. More than 50 percent of students at MLK are eligible for free or reduced-price lunch, so all students can get a free lunch. But that doesn’t guarantee that kids will eat the food.\u003c/p>\n\u003cp>For example, the school also has a Breakfast in the Classroom program that gives all students free breakfast. For several years, breakfast was offered in the cafeteria before the start of school, but only about 20 students ate breakfast each day. Essien attributes the low participation to a variety of issues, like not having enough time before school started to eat, and the stigma of going to a separate space to receive free food.\u003c/p>\n\u003cfigure id=\"attachment_54562\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-54562\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/IMG_3142-e1569867893561.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Food left over from the Breakfast in the Classroom program is consolidated for kids who are looking for a snack throughout the day. \u003ccite>(Ki Sung)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In order to increase participation, the school started sending the food directly into the classroom and the number of students eating breakfast each day increased to \u003ca href=\"https://www.sfexaminer.com/features/sf-schools-make-it-easy-for-students-to-eat-a-healthy-breakfast/\">175\u003c/a>. Every morning, each class gets an insulated box filled with enough breakfast food for anyone who wants to eat. The leftovers are then spread throughout the campus for kids who need a snack throughout the day.\u003c/p>\n\u003cp>And when the kids had access to a more nutritious breakfast, Essien saw better behavior on campus. He said having nutritious food affected kids’ behavior and their ability to redirect negative behavior. He also said the food helped kids’ academics and studies have shown a correlation between \u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2017/05/03/how-the-quality-of-school-lunch-affects-students-academic-performance/\">nutritious food and test scores\u003c/a>.\u003c/p>\n\u003cp>“We saw a change in all of that when we addressed the food issue,” said Essien.\u003c/p>\n\u003cp>By listening to student needs around food, and taking the bold step to change how schools have always done things, these schools and their districts are meeting student needs, while in the process, developing relationships and improving classroom behavior.\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/how-students-would-improve-their-school-lunch-experience/id1078765985?i=1000451885096\">via Apple Podcasts \u003c/a>| \u003ca href=\"https://www.stitcher.com/s?eid=64279369&autoplay=1\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/i/766295024:766295026\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/episode/5LYpEzZlF0875vEDAlT6PM\">via Spotify\u003c/a>\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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},
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
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