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"content": "\u003cp class=\"p2\">\u003cspan class=\"s1\">High school is an important time in the life of any teen: hormones are raging, social cliques are forming and the pressure is on to develop a college résumé. Teens gain more independence as they get older, but adults also expect more from teens without providing as much of the nurturing and guidance of their earlier years. Starting high school is a big transition and, it turns out, the ninth is grade a pivotal moment for teens’ potential success or failure in high school. \u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">When students enter ninth grade at a traditional high school, they experience “ninth grade shock.” Kids experience a “dramatic drop” in their academic performance once they transition to high school, according to \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3461187/\">research\u003c/a> conducted by Nikolas Pharris-Ciurej while at the University of Washington. \u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">The differences are understandable in this period of change — in addition to adjusting to a bigger school environment, students are faced with more rigorous coursework that carry greater consequences. Many students get back on track and recover, but researchers have found that students who fail courses in the ninth grade have a harder time recovering and making up those credits; catching up to their peers becomes more difficult and these students face a greater risk of dropping out of high school.\u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">At \u003ca href=\"https://www.smuhsd.org/hillsdalehigh\">Hillsdale High School\u003c/a> in San Mateo, California, educators are combatting “ninth grade shock” by developing the kind of community kids don’t want to miss. To create this environment, the public school applies strategies that are centered around relationship-building and meaningful work. Students enter the school belonging to a “\u003ca href=\"https://www.kqed.org/mindshift/50960/how-being-part-of-a-house-within-a-school-helps-students-gain-a-sense-of-belonging\">house\u003c/a>,” which is comprised of about 110 students, to help carve out smaller learning communities on this campus of about 1,400 kids. Students learn four core subjects (math, social science, English Language Arts and science) together within their house, and those subjects are taught by the same four teachers for both ninth and tenth grade. \u003c/span>\u003cspan class=\"s1\">Students also stay in the same advisory for both years. \u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\"> These four core subject teachers meet several times a week to discuss each student’s academic progress and personal dilemmas. Through sharing what they know about each student within their house, this team of teachers can see multiple sides of a student, not just what that child’s performance is in one subject. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_52154\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-52154\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/HillsdaleHigh-26-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Teachers Danielle Robledo and Mike McCall have their weekly house meeting to discuss what’s going on in the lives of their students in order to identify areas of need. \u003ccite>(KQED/Samantha Shanahan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">“Since we’re sharing kids, nothing really gets through the cracks,” said House Marrakech social sciences teacher Danielle Robledo last spring. “We celebrate together we grieve together. We are a team with this one group of kids for two years and so you get to know people.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p6\">\u003cspan class=\"s1\">But for all the support systems Hillsdale has in place, kids still have challenges that can get in the way of learning. Hear how student Jeffery Aragon overcame some of the failures he experienced in the ninth grade to find success as a high school junior. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Listen on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/why-ninth-grade-can-be-a-big-shock-for-high-school-students/id1078765985?i=1000419581460\">Apple Podcasts\u003c/a>\u003c/strong>, \u003ca href=\"https://play.google.com/music/m/Diii77oqsrojr6pnv64xa2kk6w4?t=Why_Ninth_Grade_Can_Be_a_Big_Shock_For_High_School_Students-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>\u003c/a>, \u003ca href=\"https://one.npr.org/i/646951678:646951680\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/4V5hm5iscNKfKLvbO9jXQX\">Spotify\u003c/a>, \u003ca href=\"https://www.stitcher.com/s?eid=56219087&autoplay=1\">Stitcher\u003c/a>\u003c/strong> or wherever you get your podcasts.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p2\">\u003cspan class=\"s1\">High school is an important time in the life of any teen: hormones are raging, social cliques are forming and the pressure is on to develop a college résumé. Teens gain more independence as they get older, but adults also expect more from teens without providing as much of the nurturing and guidance of their earlier years. Starting high school is a big transition and, it turns out, the ninth is grade a pivotal moment for teens’ potential success or failure in high school. \u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">When students enter ninth grade at a traditional high school, they experience “ninth grade shock.” Kids experience a “dramatic drop” in their academic performance once they transition to high school, according to \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3461187/\">research\u003c/a> conducted by Nikolas Pharris-Ciurej while at the University of Washington. \u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">The differences are understandable in this period of change — in addition to adjusting to a bigger school environment, students are faced with more rigorous coursework that carry greater consequences. Many students get back on track and recover, but researchers have found that students who fail courses in the ninth grade have a harder time recovering and making up those credits; catching up to their peers becomes more difficult and these students face a greater risk of dropping out of high school.\u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\">At \u003ca href=\"https://www.smuhsd.org/hillsdalehigh\">Hillsdale High School\u003c/a> in San Mateo, California, educators are combatting “ninth grade shock” by developing the kind of community kids don’t want to miss. To create this environment, the public school applies strategies that are centered around relationship-building and meaningful work. Students enter the school belonging to a “\u003ca href=\"https://www.kqed.org/mindshift/50960/how-being-part-of-a-house-within-a-school-helps-students-gain-a-sense-of-belonging\">house\u003c/a>,” which is comprised of about 110 students, to help carve out smaller learning communities on this campus of about 1,400 kids. Students learn four core subjects (math, social science, English Language Arts and science) together within their house, and those subjects are taught by the same four teachers for both ninth and tenth grade. \u003c/span>\u003cspan class=\"s1\">Students also stay in the same advisory for both years. \u003c/span>\u003c/p>\n\u003cp class=\"p2\">\u003cspan class=\"s1\"> These four core subject teachers meet several times a week to discuss each student’s academic progress and personal dilemmas. Through sharing what they know about each student within their house, this team of teachers can see multiple sides of a student, not just what that child’s performance is in one subject. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_52154\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-52154\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/HillsdaleHigh-26-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Teachers Danielle Robledo and Mike McCall have their weekly house meeting to discuss what’s going on in the lives of their students in order to identify areas of need. \u003ccite>(KQED/Samantha Shanahan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p4\">\u003cspan class=\"s1\">“Since we’re sharing kids, nothing really gets through the cracks,” said House Marrakech social sciences teacher Danielle Robledo last spring. “We celebrate together we grieve together. We are a team with this one group of kids for two years and so you get to know people.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>When parents are attentive to what their child is learning at school, supporting their learning at home, and generally advocating for them, \u003ca href=\"http://msan.wceruw.org/documents/resources_for_educators/Relationships/Relation%20Parental%20Involvement%20and%20Secondary%20Studnet%20Achievement.pdf\" target=\"_blank\" rel=\"noopener\">academic outcomes for the child improve\u003c/a>. But getting parents engaged with school is often a big challenge, which is why so many schools and districts are trying to move beyond traditional models of parent engagement. Some are offering \u003ca href=\"http://www.communityschools.org/aboutschools/what_is_a_community_school.aspx\" target=\"_blank\" rel=\"noopener\">wraparound services\u003c/a> like health care at school sites, while others offer English classes or parenting seminars to entice parents to campus where they can hope for more face-to-face time with them.\u003c/p>\n\u003cp>But efforts focused around getting parents to come to school may not be the most effective.\u003c/p>\n\u003cp>One of Yesenia Ramirez’s six daughters was reading at a second-grade level when she was in the seventh grade. The girl was having difficulty accessing the material so she acted out in class.\u003c/p>\n\u003cp>Then her reading teacher, Mr. Ford, visited the family at home. He listened to Yesenia Ramirez’s concerns about her daughter and helped her develop an action plan; and everything turned around.\u003c/p>\n\u003cp>“It was the best gift I’ve ever received when it comes to my children’s education because he taught me how I needed to be an advocate for my children,” Ramirez said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This experience inspired Ramirez to start the \u003ca href=\"http://www.pthvp.org/\" target=\"_blank\" rel=\"noopener\">Parent Teacher Home Visits project\u003c/a> training teachers around the country in the model. She passionately believes that home visits go a long way to build trust between teachers and families. Ramirez says the teachers she trains (in 20 states) are almost always hesitant at first, but she works hard to help them see the value in home visits.\u003c/p>\n\u003cp>\u003cstrong>MORE THAN A SCHOOL CONTACT\u003c/strong>\u003c/p>\n\u003cp>Pam Buric teaches newcomer English Language Learners at \u003ca href=\"https://lutherburbank.scusd.edu/\" target=\"_blank\" rel=\"noopener\">Luther Burbank High School\u003c/a> in Sacramento. Recently she has had several newly arrived families from Afghanistan. When she visited the family of her student, Ruhullah Masomee, she not only met his parents, but also his three siblings. During the visit Buric told Ruhullah’s family how hard he was working and how much his English has improved. His parents asked if he was using his cellphone in class and how they could help him at home. At the end of the visit, Buric gave Ruhullah’s father her card so that he has a specific contact at the school. Making sure parents have this kind of personal connection is one of the goals of the home visit. The hope is that if anything comes up for the student that the school should know about, family members will feel more comfortable reaching out.\u003c/p>\n\u003cp>Buric’s colleague at Luther Burbank, Jennifer Adkins, was a bit more skeptical of home visits. Before coming to Luther Burbank, a school with more than 1,700 students, the majority of whom receive free and reduced price meals, Adkins taught at two private K-8 schools. In that setting, parents weren’t just involved, they were intrusive. They emailed and called her at all hours and showed up at her classroom in the middle of the day. She’s happy to have a conversation about a child’s progress, but found the constant bombardment from parents overbearing. When she heard about the home visit program at Luther Burbank she was not interested in participating.\u003c/p>\n\u003cp>A colleague finally convinced Adkins to give home visits a try. At the training, she learned the five non-negotiable rules of the program:\u003c/p>\n\u003col>\n\u003cli>The program is voluntary for teachers.\u003c/li>\n\u003cli>Teachers go in pairs.\u003c/li>\n\u003cli>Teachers make sure the parents agree to the visit by making an appointment and following up before arriving.\u003c/li>\n\u003cli>Teachers focus on the family’s hopes and dreams for their child.\u003c/li>\n\u003cli>Any student can get a home visit, so it doesn’t become a stigma.\u003c/li>\n\u003c/ol>\n\u003cp>“I was a little scared and intimidated,” Adkins said. She worried the parents wouldn’t want her in their home and was skeptical that the visit would really make a difference for her student, Hernan. For his part, Hernan thought Adkins was there to tell on him.\u003c/p>\n\u003cp>“I actually felt like she was going to tell them bad things about me because I wasn’t doing too well at that time,” Hernan said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Listen to the rest of Hernan and Adkins’ story on the first episode of Season 3 of the\u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast/\" target=\"_blank\" rel=\"noopener\"> MindShift podcast\u003c/a>. You’ll hear more about why teachers and parents are skeptical of home visits and get to go along on one with us! Find it on\u003ca href=\"https://podcasts.apple.com/us/podcast/can-inviting-teachers-over-to-your-home-improve-how/id1078765985?i=1000418648673\">\u003cstrong> Apple Podcasts\u003c/strong>\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Dbr7iyd7xrmpj63gqeiniq2lhz4?t=Can_Inviting_Teachers_Over_to_Your_Home_Improve_How_Kids_Learn-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>\u003c/a>, \u003ca href=\"https://www.stitcher.com/s?eid=55979919&autoplay=1\">\u003cstrong>Stitcher\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/1330lXqgTanR7s6VXqi0Ii\">Spotify\u003c/a>\u003c/strong>, \u003ca href=\"https://one.npr.org/i/642491926:642491928\">\u003cstrong>NPR One\u003c/strong>\u003c/a> or anywhere you get your podcasts.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When parents are attentive to what their child is learning at school, supporting their learning at home, and generally advocating for them, \u003ca href=\"http://msan.wceruw.org/documents/resources_for_educators/Relationships/Relation%20Parental%20Involvement%20and%20Secondary%20Studnet%20Achievement.pdf\" target=\"_blank\" rel=\"noopener\">academic outcomes for the child improve\u003c/a>. But getting parents engaged with school is often a big challenge, which is why so many schools and districts are trying to move beyond traditional models of parent engagement. Some are offering \u003ca href=\"http://www.communityschools.org/aboutschools/what_is_a_community_school.aspx\" target=\"_blank\" rel=\"noopener\">wraparound services\u003c/a> like health care at school sites, while others offer English classes or parenting seminars to entice parents to campus where they can hope for more face-to-face time with them.\u003c/p>\n\u003cp>But efforts focused around getting parents to come to school may not be the most effective.\u003c/p>\n\u003cp>One of Yesenia Ramirez’s six daughters was reading at a second-grade level when she was in the seventh grade. The girl was having difficulty accessing the material so she acted out in class.\u003c/p>\n\u003cp>Then her reading teacher, Mr. Ford, visited the family at home. He listened to Yesenia Ramirez’s concerns about her daughter and helped her develop an action plan; and everything turned around.\u003c/p>\n\u003cp>“It was the best gift I’ve ever received when it comes to my children’s education because he taught me how I needed to be an advocate for my children,” Ramirez said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This experience inspired Ramirez to start the \u003ca href=\"http://www.pthvp.org/\" target=\"_blank\" rel=\"noopener\">Parent Teacher Home Visits project\u003c/a> training teachers around the country in the model. She passionately believes that home visits go a long way to build trust between teachers and families. Ramirez says the teachers she trains (in 20 states) are almost always hesitant at first, but she works hard to help them see the value in home visits.\u003c/p>\n\u003cp>\u003cstrong>MORE THAN A SCHOOL CONTACT\u003c/strong>\u003c/p>\n\u003cp>Pam Buric teaches newcomer English Language Learners at \u003ca href=\"https://lutherburbank.scusd.edu/\" target=\"_blank\" rel=\"noopener\">Luther Burbank High School\u003c/a> in Sacramento. Recently she has had several newly arrived families from Afghanistan. When she visited the family of her student, Ruhullah Masomee, she not only met his parents, but also his three siblings. During the visit Buric told Ruhullah’s family how hard he was working and how much his English has improved. His parents asked if he was using his cellphone in class and how they could help him at home. At the end of the visit, Buric gave Ruhullah’s father her card so that he has a specific contact at the school. Making sure parents have this kind of personal connection is one of the goals of the home visit. The hope is that if anything comes up for the student that the school should know about, family members will feel more comfortable reaching out.\u003c/p>\n\u003cp>Buric’s colleague at Luther Burbank, Jennifer Adkins, was a bit more skeptical of home visits. Before coming to Luther Burbank, a school with more than 1,700 students, the majority of whom receive free and reduced price meals, Adkins taught at two private K-8 schools. In that setting, parents weren’t just involved, they were intrusive. They emailed and called her at all hours and showed up at her classroom in the middle of the day. She’s happy to have a conversation about a child’s progress, but found the constant bombardment from parents overbearing. When she heard about the home visit program at Luther Burbank she was not interested in participating.\u003c/p>\n\u003cp>A colleague finally convinced Adkins to give home visits a try. At the training, she learned the five non-negotiable rules of the program:\u003c/p>\n\u003col>\n\u003cli>The program is voluntary for teachers.\u003c/li>\n\u003cli>Teachers go in pairs.\u003c/li>\n\u003cli>Teachers make sure the parents agree to the visit by making an appointment and following up before arriving.\u003c/li>\n\u003cli>Teachers focus on the family’s hopes and dreams for their child.\u003c/li>\n\u003cli>Any student can get a home visit, so it doesn’t become a stigma.\u003c/li>\n\u003c/ol>\n\u003cp>“I was a little scared and intimidated,” Adkins said. She worried the parents wouldn’t want her in their home and was skeptical that the visit would really make a difference for her student, Hernan. For his part, Hernan thought Adkins was there to tell on him.\u003c/p>\n\u003cp>“I actually felt like she was going to tell them bad things about me because I wasn’t doing too well at that time,” Hernan said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Listen to the rest of Hernan and Adkins’ story on the first episode of Season 3 of the\u003ca href=\"https://www.kqed.org/mindshift/category/mindshiftpodcast/\" target=\"_blank\" rel=\"noopener\"> MindShift podcast\u003c/a>. You’ll hear more about why teachers and parents are skeptical of home visits and get to go along on one with us! Find it on\u003ca href=\"https://podcasts.apple.com/us/podcast/can-inviting-teachers-over-to-your-home-improve-how/id1078765985?i=1000418648673\">\u003cstrong> Apple Podcasts\u003c/strong>\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Dbr7iyd7xrmpj63gqeiniq2lhz4?t=Can_Inviting_Teachers_Over_to_Your_Home_Improve_How_Kids_Learn-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>\u003c/a>, \u003ca href=\"https://www.stitcher.com/s?eid=55979919&autoplay=1\">\u003cstrong>Stitcher\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/1330lXqgTanR7s6VXqi0Ii\">Spotify\u003c/a>\u003c/strong>, \u003ca href=\"https://one.npr.org/i/642491926:642491928\">\u003cstrong>NPR One\u003c/strong>\u003c/a> or anywhere you get your podcasts.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s that time of year! We’re back with new podcast episodes.\u003c/p>\n\u003cp>Emotional safety, trust, and relationships: this season, we investigate the intangible, and often overlooked, elements of academic success. You’ll hear how teacher home visits can help parents see themselves as a valued a partner in their child’s education; how far a public high school goes to develop an inclusive experience for the crucial transition to ninth grade; how parents and schools can address childhood trauma so it doesn’t become an obstacle to learning, and what parents and communities can do to help kids grow.\u003c/p>\n\u003cp>Join us for new episodes beginning August 28!\u003c/p>\n\u003cp>Listen on \u003cstrong>\u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">Google Play\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://rpb3r.app.goo.gl/rhsF\">NPR One\u003c/a>\u003c/strong> or wherever you get your podcasts.\u003c/p>\n\u003cp>You can also catch up on earlier episodes that are still relevant today. Hear how middle school principal \u003cstrong>Michael Essien\u003c/strong> \u003ca href=\"https://www.kqed.org/mindshift/49123/a-whole-school-approach-to-behavior-issues\">transformed school discipline\u003c/a> by sending counselors to the classroom to help teachers with disruptive students, keeping kids in the classroom; hear former Stanford dean of freshmen \u003cstrong>Julie Lythcott-Haims\u003c/strong> talk about how \u003ca href=\"https://www.kqed.org/mindshift/49194/stepping-back-from-overparenting-a-stanford-deans-perspective\">overparenting is creating “existential impotence\u003c/a>” among young adults; and how students helped high school teacher \u003cstrong>Michael Godsey\u003c/strong> unlock a better way to read and learn English Language Arts \u003ca href=\"https://www.kqed.org/mindshift/49420/how-listening-to-podcasts-helps-students-read-and-learn\">through podcasts\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The \u003ca href=\"http://www.kipp.org/\">Knowledge is Power Program (KIPP)\u003c/a> has become well known in the charter school movement for getting low-income kids into college. But KIPP schools also have a reputation for \u003ca href=\"http://www.motherjones.com/politics/2016/03/charter-schools-suspend-more-black-students-disabilities-test-scores/\" target=\"_blank\" rel=\"noopener\">strict discipline and classroom management practices\u003c/a> that require conformity. Over the past decade, many KIPP schools have been shifting their strategies, moving from strict no-excuses style discipline to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/17/alternative-to-school-suspension-explored-with-restorative-justice/\" target=\"_blank\" rel=\"noopener\">restorative practices\u003c/a>. There’s a recognition among educators in the network, and outside of it, that kids need opportunities at school to practice the social and emotional skills that will help them be resilient after they graduate.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kippbayarea.org/schools/summit/\" target=\"_blank\" rel=\"noopener\">KIPP Summit Academy\u003c/a> in San Lorenzo, California has been leading the way in this effort. The school began shifting to restorative practices seven years ago and now they’re seeing the academic and social results of that work. Teachers spend significant time and energy planning activities that push students to talk about difficult or emotional subjects, like friendship — a hot topic in middle school. They’re trying to help students build an emotional toolbox, so they have the language to discuss conflict when it arises.\u003c/p>\n\u003cp>It’s been a long hard road, but one that has worked well enough that all KIPP Bay Area schools, and many in other regions as well, are making the shift. But implementing restorative practices doesn’t happen overnight; it’s a long, deliberate process of shifting mindsets among educators, parents, and students. And it doesn’t always go smoothly at first.\u003c/p>\n\u003cp>“The way most of us grew up in education was that the teacher knew everything, the student knew nothing; the teacher gave directions, the student followed directions; the teacher talked, the student listened,” said Ric Zappa, director of school culture for KIPP Bay Area Schools. He led the changes at KIPP Summit Academy and is now helping other school leaders making the shift. He knows how hard it can be — he’s been there.\u003c/p>\n\u003cp>This fifth and final episode of the second season of the MindShift podcast takes us inside two KIPP schools: one has already made the transition to restorative justice and has all the staff and students on board. The other is just beginning the shift and running into snags along the way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Restorative discipline practices are becoming more common in schools around the country, but what does it take to do it well? Listen and find out on \u003ca href=\"https://podcasts.apple.com/us/podcast/courage-to-change-what-it-takes-to-shift-to-restorative/id1078765985?i=1000393929586\">\u003cstrong>Apple Podcasts\u003c/strong>\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Djzypd3rauqoy7spzv4c3y4zayq?t=Courage_To_Change_What_It_Takes_to_Shift_to_Restorative_Discipline-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>\u003c/a>, \u003ca href=\"https://one.npr.org/i/559683826:559683828\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://www.stitcher.com/s?eid=51966087&autoplay=1\">Stitcher\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/0z470gveyw9b44lDKLCSNK\">Spotify\u003c/a>\u003c/strong> or wherever you get your podcasts.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"http://www.kipp.org/\">Knowledge is Power Program (KIPP)\u003c/a> has become well known in the charter school movement for getting low-income kids into college. But KIPP schools also have a reputation for \u003ca href=\"http://www.motherjones.com/politics/2016/03/charter-schools-suspend-more-black-students-disabilities-test-scores/\" target=\"_blank\" rel=\"noopener\">strict discipline and classroom management practices\u003c/a> that require conformity. Over the past decade, many KIPP schools have been shifting their strategies, moving from strict no-excuses style discipline to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/17/alternative-to-school-suspension-explored-with-restorative-justice/\" target=\"_blank\" rel=\"noopener\">restorative practices\u003c/a>. There’s a recognition among educators in the network, and outside of it, that kids need opportunities at school to practice the social and emotional skills that will help them be resilient after they graduate.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kippbayarea.org/schools/summit/\" target=\"_blank\" rel=\"noopener\">KIPP Summit Academy\u003c/a> in San Lorenzo, California has been leading the way in this effort. The school began shifting to restorative practices seven years ago and now they’re seeing the academic and social results of that work. Teachers spend significant time and energy planning activities that push students to talk about difficult or emotional subjects, like friendship — a hot topic in middle school. They’re trying to help students build an emotional toolbox, so they have the language to discuss conflict when it arises.\u003c/p>\n\u003cp>It’s been a long hard road, but one that has worked well enough that all KIPP Bay Area schools, and many in other regions as well, are making the shift. But implementing restorative practices doesn’t happen overnight; it’s a long, deliberate process of shifting mindsets among educators, parents, and students. And it doesn’t always go smoothly at first.\u003c/p>\n\u003cp>“The way most of us grew up in education was that the teacher knew everything, the student knew nothing; the teacher gave directions, the student followed directions; the teacher talked, the student listened,” said Ric Zappa, director of school culture for KIPP Bay Area Schools. He led the changes at KIPP Summit Academy and is now helping other school leaders making the shift. He knows how hard it can be — he’s been there.\u003c/p>\n\u003cp>This fifth and final episode of the second season of the MindShift podcast takes us inside two KIPP schools: one has already made the transition to restorative justice and has all the staff and students on board. The other is just beginning the shift and running into snags along the way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Restorative discipline practices are becoming more common in schools around the country, but what does it take to do it well? Listen and find out on \u003ca href=\"https://podcasts.apple.com/us/podcast/courage-to-change-what-it-takes-to-shift-to-restorative/id1078765985?i=1000393929586\">\u003cstrong>Apple Podcasts\u003c/strong>\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Djzypd3rauqoy7spzv4c3y4zayq?t=Courage_To_Change_What_It_Takes_to_Shift_to_Restorative_Discipline-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>\u003c/a>, \u003ca href=\"https://one.npr.org/i/559683826:559683828\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://www.stitcher.com/s?eid=51966087&autoplay=1\">Stitcher\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/0z470gveyw9b44lDKLCSNK\">Spotify\u003c/a>\u003c/strong> or wherever you get your podcasts.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>High school English teacher \u003ca href=\"https://twitter.com/themrgodsey\">Michael Godsey’s\u003c/a> favorite work by William Shakespeare is Hamlet. But a few years ago, he \u003ca href=\"http://www.mrgodsey.com/2014/11/im-replacing-shakespeare-with-serial.html\">stopped teaching\u003c/a> his students about the centuries-old classic in favor of a story that was unfolding in the fall of 2014: \u003ca href=\"https://serialpodcast.org/season-one\">Serial\u003c/a>, the podcast.\u003c/p>\n\u003cfigure id=\"attachment_49422\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003ca href=\"https://twitter.com/TheMrGodsey\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-49422 size-thumbnail\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/Godsey-160x160.jpg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2017/10/Godsey-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/10/Godsey-240x240.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/10/Godsey-375x375.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/10/Godsey-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/10/Godsey-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/10/Godsey-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/10/Godsey-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/10/Godsey-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/10/Godsey-150x150.jpg 150w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/10/Godsey.jpg 400w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Michael Godsey\u003c/figcaption>\u003c/figure>\n\u003cp>The story of Adnan Syed, Hae Min Lee and the community at Woodlawn High School captivated podcast listeners around the world, including Godsey. The story was so engaging, he made listening to Serial in real time\u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/11/what-teens-are-learning-from-serial-and-other-podcasts/\"> an assignment\u003c/a> for his students and eventually \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/18/why-listening-to-podcasts-helps-kids-improve-reading-skills/\">made podcasts\u003c/a> a regular part of his English class. He also teaches with episodes of \u003ca href=\"https://www.thisamericanlife.org/radio-archives/episode/562/the-problem-we-all-live-with\">This American Life\u003c/a>, \u003ca href=\"http://www.radiolab.org/story/invisible-girl/\">RadioLab\u003c/a> and \u003ca href=\"https://serialpodcast.org/season-two\">Serial Season 2 \u003c/a>that cover subjects relevant to the lives of students.\u003c/p>\n\u003cp>When he first started teaching with podcasts, students were applying English Language Arts critical thinking skills to podcast episodes, much like they would after reading a book. However, the more he taught with podcasts, he began to discover that his students were learning in ways he hadn’t anticipated.\u003c/p>\n\u003cp>Godsey developed \u003ca href=\"https://www.teacherspayteachers.com/Store/Mike-And-Melissa-Godsey\">lesson plans\u003c/a> \u003ca href=\"https://www.teacherspayteachers.com/Store/Mike-And-Melissa-Godsey\">for teaching with podcasts \u003c/a>and started hearing from teachers around the country about how podcasts were getting students excited about learning again.\u003c/p>\n\u003cp>Hear from Michael Godsey and his students on the latest episode of the MindShift Podcast. Find out how he uses podcasts in the classroom and how his students were transformed by the experience. Find us on \u003ca href=\"https://podcasts.apple.com/us/podcast/how-listening-to-podcasts-helps-students-read-and-learn/id1078765985?i=1000393334954\">\u003cstrong>Apple Podcasts\u003c/strong>\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Dxa6xadvrqcw5l64peorqkogvgu?t=How_Listening_to_Podcasts_Helps_Students_Read_and_Learn-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>\u003c/a>, \u003ca href=\"https://one.npr.org/i/674567483:674567485\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/4idP8nwLX0FlXSNgHNHN0G\">Spotify\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://www.stitcher.com/s?eid=51775694&autoplay=1\">Stitcher\u003c/a> \u003c/strong>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>High school English teacher \u003ca href=\"https://twitter.com/themrgodsey\">Michael Godsey’s\u003c/a> favorite work by William Shakespeare is Hamlet. But a few years ago, he \u003ca href=\"http://www.mrgodsey.com/2014/11/im-replacing-shakespeare-with-serial.html\">stopped teaching\u003c/a> his students about the centuries-old classic in favor of a story that was unfolding in the fall of 2014: \u003ca href=\"https://serialpodcast.org/season-one\">Serial\u003c/a>, the podcast.\u003c/p>\n\u003cfigure id=\"attachment_49422\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003ca href=\"https://twitter.com/TheMrGodsey\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-49422 size-thumbnail\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/Godsey-160x160.jpg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2017/10/Godsey-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/10/Godsey-240x240.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/10/Godsey-375x375.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/10/Godsey-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/10/Godsey-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/10/Godsey-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/10/Godsey-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/10/Godsey-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/10/Godsey-150x150.jpg 150w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/10/Godsey.jpg 400w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Michael Godsey\u003c/figcaption>\u003c/figure>\n\u003cp>The story of Adnan Syed, Hae Min Lee and the community at Woodlawn High School captivated podcast listeners around the world, including Godsey. The story was so engaging, he made listening to Serial in real time\u003ca href=\"https://ww2.kqed.org/mindshift/2015/03/11/what-teens-are-learning-from-serial-and-other-podcasts/\"> an assignment\u003c/a> for his students and eventually \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/18/why-listening-to-podcasts-helps-kids-improve-reading-skills/\">made podcasts\u003c/a> a regular part of his English class. He also teaches with episodes of \u003ca href=\"https://www.thisamericanlife.org/radio-archives/episode/562/the-problem-we-all-live-with\">This American Life\u003c/a>, \u003ca href=\"http://www.radiolab.org/story/invisible-girl/\">RadioLab\u003c/a> and \u003ca href=\"https://serialpodcast.org/season-two\">Serial Season 2 \u003c/a>that cover subjects relevant to the lives of students.\u003c/p>\n\u003cp>When he first started teaching with podcasts, students were applying English Language Arts critical thinking skills to podcast episodes, much like they would after reading a book. However, the more he taught with podcasts, he began to discover that his students were learning in ways he hadn’t anticipated.\u003c/p>\n\u003cp>Godsey developed \u003ca href=\"https://www.teacherspayteachers.com/Store/Mike-And-Melissa-Godsey\">lesson plans\u003c/a> \u003ca href=\"https://www.teacherspayteachers.com/Store/Mike-And-Melissa-Godsey\">for teaching with podcasts \u003c/a>and started hearing from teachers around the country about how podcasts were getting students excited about learning again.\u003c/p>\n\u003cp>Hear from Michael Godsey and his students on the latest episode of the MindShift Podcast. Find out how he uses podcasts in the classroom and how his students were transformed by the experience. Find us on \u003ca href=\"https://podcasts.apple.com/us/podcast/how-listening-to-podcasts-helps-students-read-and-learn/id1078765985?i=1000393334954\">\u003cstrong>Apple Podcasts\u003c/strong>\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Dxa6xadvrqcw5l64peorqkogvgu?t=How_Listening_to_Podcasts_Helps_Students_Read_and_Learn-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>\u003c/a>, \u003ca href=\"https://one.npr.org/i/674567483:674567485\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/4idP8nwLX0FlXSNgHNHN0G\">Spotify\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://www.stitcher.com/s?eid=51775694&autoplay=1\">Stitcher\u003c/a> \u003c/strong>or wherever you get your podcasts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cstrong>\u003ca href=\"https://www.kqed.org/mindshift/transcript-be-the-change-you-want-to-see\">Transcript\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>When \u003ca href=\"https://twitter.com/Catlin_Tucker?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\" rel=\"noopener noreferrer\">Catlin Tucker\u003c/a> pulled into the Windsor High parking lot for a staff professional development day at the end of Christmas break she was feeling less than inspired. She’d started to think that no matter what she tried in her traditional high school English classroom she wasn’t really preparing kids for the world they’d find in college and beyond. And she wasn’t optimistic that the jam-packed schedule of workshops would make her feel any better. But to her surprise, the talk delivered by the keynote speaker, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/\" target=\"_blank\" rel=\"noopener noreferrer\">Will Richardson\u003c/a>, spoke to everything she’d been feeling.\u003c/p>\n\u003cp>“He just spoke to me, to everything that concerns me about education and the way we’re shuttling kids through classes and losing so many of them, and how we have to reimagine learning for kids of this generation,” Tucker said. It was the validation she needed to top wishing things could be different, and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">start making big changes in her own teaching\u003c/a>.\u003c/p>\n\u003cp>“I walked out of that keynote and right into my principal’s office and I was like, ‘I want to do something different,'” Tucker said. The principal, Marc Elin, didn’t shut her down; instead he let her explore the idea. When Tucker approached \u003ca href=\"https://twitter.com/MarikaNeto\" target=\"_blank\" rel=\"noopener noreferrer\">Marika Neto\u003c/a>, a rookie teacher who was already proving herself to be restless with the traditional model, a partnership was born.\u003c/p>\n\u003cfigure id=\"attachment_49320\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-49320 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-1020x1020.jpg\" alt=\"\" width=\"640\" height=\"640\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-1180x1180.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-960x960.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-240x240.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-375x375.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-520x520.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-150x150.jpg 150w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika.jpg 1852w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Catlin Tucker (left) and Marika Neto. \u003ccite>(Courtesy Catlin Tucker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Tucker and Neto created a program in which they share sixty students, a mix of freshman and sophomores, every other day. The interdisciplinary program blends science, English and technology learning standards into projects, and students are given more choice and independence over how and what they learn. Tucker and Neto hoped that by redesigning the classroom experience they could shift what students value about learning. Instead of being focused on grades and points, they’re pushing students to see the value in self-reflection, self-assessment, and creative thinking.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Listen to Episode Three of the MindShift Podcast to get a feel for this alternative classroom model, and to hear from the students, teachers, and parents who were willing to give learning this new way a try. Shifting long-held expectations of what school looks like hasn’t been easy, but Tucker and Neto say it’s been incredibly rewarding.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Listen on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/be-the-change-you-want-to-see/id1078765985?i=1000392728380\">Apple Podcasts\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://play.google.com/music/m/Dmfwavnuxbn5kui2gcskdqkldky?t=Be_The_Change_You_Want_To_See-MindShift_Podcast\">Google Play\u003c/a>\u003c/strong>, \u003ca href=\"https://one.npr.org/i/553695980:553695982\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/1uTvgpLuGRkCgqD6xojicQ\">Spotify\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://www.stitcher.com/s?eid=51603295&autoplay=1\">Stitcher\u003c/a>\u003c/strong> or wherever you get your podcasts.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003ca href=\"https://www.kqed.org/mindshift/transcript-be-the-change-you-want-to-see\">Transcript\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>When \u003ca href=\"https://twitter.com/Catlin_Tucker?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\" rel=\"noopener noreferrer\">Catlin Tucker\u003c/a> pulled into the Windsor High parking lot for a staff professional development day at the end of Christmas break she was feeling less than inspired. She’d started to think that no matter what she tried in her traditional high school English classroom she wasn’t really preparing kids for the world they’d find in college and beyond. And she wasn’t optimistic that the jam-packed schedule of workshops would make her feel any better. But to her surprise, the talk delivered by the keynote speaker, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/\" target=\"_blank\" rel=\"noopener noreferrer\">Will Richardson\u003c/a>, spoke to everything she’d been feeling.\u003c/p>\n\u003cp>“He just spoke to me, to everything that concerns me about education and the way we’re shuttling kids through classes and losing so many of them, and how we have to reimagine learning for kids of this generation,” Tucker said. It was the validation she needed to top wishing things could be different, and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">start making big changes in her own teaching\u003c/a>.\u003c/p>\n\u003cp>“I walked out of that keynote and right into my principal’s office and I was like, ‘I want to do something different,'” Tucker said. The principal, Marc Elin, didn’t shut her down; instead he let her explore the idea. When Tucker approached \u003ca href=\"https://twitter.com/MarikaNeto\" target=\"_blank\" rel=\"noopener noreferrer\">Marika Neto\u003c/a>, a rookie teacher who was already proving herself to be restless with the traditional model, a partnership was born.\u003c/p>\n\u003cfigure id=\"attachment_49320\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-49320 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-1020x1020.jpg\" alt=\"\" width=\"640\" height=\"640\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-1180x1180.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-960x960.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-240x240.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-375x375.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-520x520.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-150x150.jpg 150w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika.jpg 1852w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Catlin Tucker (left) and Marika Neto. \u003ccite>(Courtesy Catlin Tucker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Tucker and Neto created a program in which they share sixty students, a mix of freshman and sophomores, every other day. The interdisciplinary program blends science, English and technology learning standards into projects, and students are given more choice and independence over how and what they learn. Tucker and Neto hoped that by redesigning the classroom experience they could shift what students value about learning. Instead of being focused on grades and points, they’re pushing students to see the value in self-reflection, self-assessment, and creative thinking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp class=\"p1\">When \u003ca href=\"https://www.julielythcotthaims.com\">Julie Lythcott-Haims\u003c/a> was dean of freshmen at Stanford, she saw troubling behavior from some of the most accomplished students in the country. Students would involve their parents — and parents would involve themselves — in every aspect of the student’s life and school work at a time when these young adults were supposed to exercise greater independence.\u003c/p>\n\u003cp class=\"p1\">“Parents seemed to feel a need to talk with their college student, inform them about something, check in about something, know their whereabouts, ask, ‘How did that quiz go?’” said Lythcott-Haims. Sometimes the constant checking-in even seemed to verge on the unethical.\u003c/p>\n\u003cp class=\"p1\">This parental behavior doesn’t start when kids head off to college, it begins long before: there’s the excessive help with school assignments and fighting with teachers over every grade. For many parents this type of advocacy feels necessary to ensure their child’s success, but Lythcott-Haims says normalizing over-parenting can lead young adults to experience an “\u003ca href=\"https://ww2.kqed.org/mindshift/2015/06/09/what-overparenting-looks-like-from-a-stanford-deans-perspective/\">existential impotence.\u003c/a>” They end up feeling incapable of handling life’s challenges on their own.\u003c/p>\n\u003cp class=\"p1\">On the latest episode of the \u003ca href=\"https://ww2.kqed.org/mindshift/category/mindshiftpodcast/\">MindShift Podcast\u003c/a>, we discuss the tension between the parental need to help children get ahead in life, and the unintended consequences of those good intentions. In a hyper-competitive world, how do parents strike the right balance?\u003c/p>\n\u003cp class=\"p1\">Listen on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/stepping-back-from-overparenting-stanford-deans-perspective/id1078765985?i=1000392150683\">Apple Podcasts\u003c/a>\u003c/strong>, \u003ca href=\"https://play.google.com/music/m/Dchenm2h3gs24wgh2zvjtwbsdbq?t=Stepping_Back_from_Overparenting_A_Stanford_Deans_Perspective-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://www.stitcher.com/s?eid=51448633&autoplay=1\">Stitcher\u003c/a>, \u003ca href=\"https://one.npr.org/i/550375071:550375073\">NPR One\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/58cKh3nepnetZyVRMdI6kv\">Spotify\u003c/a>\u003c/strong>or wherever you get your podcasts.\u003c/p>\n\u003cfigure id=\"attachment_40770\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-40770 size-thumbnail\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/Julie-Lythcott-Haims_Author-photo-for-publicity-and-marketing_Credit-to-Kristina-Vetter-400x600.jpg\" alt=\"\" width=\"160\" height=\"240\">\u003cfigcaption class=\"wp-caption-text\">Author Julie Lythcott-Haims \u003ccite>(Kristina Vetter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p1\">Julie Lythcott-Haims is the author of \u003cem>\u003ca href=\"https://www.julielythcotthaims.com/\">How to Raise an Adult\u003c/a>\u003ca href=\"https://www.julielythcotthaims.com/\">: Break Free of the Overparenting Trap and Prepare Your Kid for Success \u003c/a>\u003c/em>and \u003cem>\u003ca href=\"https://us.macmillan.com/books/9781250137746\">Real American: A Memoir\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\n\u003c/p>\n",
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"content": "\u003cp>\u003cem>This is an installment of the \u003ca href=\"http://ww2.kqed.org/mindshift/category/stories-teachers-share/\">Stories Teachers Share\u003c/a> podcast. Listen above or \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">on iTunes\u003c/a> to hear how the story unfolds.\u003c/em>\u003c/p>\n\u003cp>Classroom teachers feel a lot of top down pressure to help their students achieve academically. Most understand that in order to do that they must have strong relationships with students, but the realities of some schools and schedules can make it very difficult for teachers to get to know students as much as they would like. That’s why some of the most influential teachers come into kids lives after school, during sports practice, band or robotics club. Sometimes it’s in these less formal situations when the lessons of a great teacher can really take hold.\u003c/p>\n\u003cp>No one knows that better than Jim Clark, a veteran science teacher who also coached high school basketball for part of his career. Clark isn’t surprised many of his former players stay in touch with him — he still talks to his old high school coach too. “I think if you talk to most coaches they’ll say they stay in touch with a bunch of their guys,” Clark said. “It’s kind of unfortunate that coaching is different from the classroom. Sometimes I think it should be more of the same. When you push kids outside their comfort zone and they realize that it’s made them better, kids appreciate that.”\u003c/p>\n\u003cp>Marcus Williams is one former player of Clark’s who is still in touch. Over the years their friendship has only deepened, and Clark has been a supportive presence for Williams as he navigated the incredibly difficult process of getting into and through medical school. From the outside, their loyalty to one another seems special, but Clark says it’s just part of being a coach.\u003c/p>\n\u003cp>“I think most coaches, who’ve coached for awhile, you have those relationships,” Clark said. Although he doesn’t coach anymore, Clark is trying to bring some of the\u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/02/how-to-weave-growth-mindset-into-school-culture/\" target=\"_blank\" rel=\"noopener\"> motivational skills he learned on the court to his science classroom\u003c/a>. And Marcus Williams is always a featured character.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>https://youtu.be/Rzdn78bEuU0\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003cp>\u003cimg decoding=\"async\" class=\"alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/MindShift-graphic-e1453796424833.png\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don’t miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\u003c/div>\n\n",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"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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"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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"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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"politicalbreakdown": {
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"title": "Political Breakdown",
"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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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"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": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
},
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