Books Teachers Share: Maria del Mar Patron Vazquez and 'One Hundred Years of Solitude'
Books Teachers Share: Lillie Marshall and 'A Long Walk to Water'
Alicia Hunker and 'Scary Close': A Vulnerable Path To Confident Teaching
Books Teachers Share: Charlene Mendoza and 'Literature as Exploration'
Books Teachers Share: José Luis Vilson and 'The Curious Incident of the Dog in the Night-Time'
Books Teachers Share: Katie Salen Tekinbaş and 'Fires in the Mirror'
Books Teachers Share: Larry Ferlazzo and Rules for Radicals
Books Teachers Share: Inspired to Join the Doodle Revolution
Books Teachers Share: How to See Teaching as an Art
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Her favorite book, the significant and award-winning masterpiece \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">One Hundred Years of Solitude\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> by Colombia-born author \u003c/span>\u003cspan style=\"font-weight: 400\">Gabriel García Márquez\u003c/span>\u003cspan style=\"font-weight: 400\">, tells the story of 100 years of life in the \u003c/span>\u003cspan style=\"font-weight: 400\">Buendía family in the metaphorical town of Macondo. The book, along with her deep belief in story’s power to connect,\u003c/span>\u003cspan style=\"font-weight: 400\"> not only informs Patron Vazquez’s teaching of literature to her students, but also how her culture shares stories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Patron Vazquez recently shared her thoughts on \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">One Hundred Years of Solitude\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and the magic of stories with MindShift. The conversation has been edited for clarity and length. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Patron Vazquez: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">One Hundred Years of Solitude \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">is a work of fiction. It tells the 100-year-long story of the Buendía family, but it really tells more than that: it tells the story of how we tell stories in Mexico, in Latin America, in our oral tradition. It tells the story of how \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">my\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> grandparents told stories, tells the story of how my grandmother Triny told me stories when I was a little girl. Márquez goes beyond the question of what is real and what is not, what is a fact and what is magical, to blend the limits and to take language and culture to shape how we see and think and represent things. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maybe a personal example can illustrate this idea of magical realism.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright wp-image-47337 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/100-Years-e1484317163834.jpeg\" alt=\"One Hundred Years of Solitude \" width=\"250\" height=\"367\">When I was little, my grandfather would tell my brothers and I that he used to carry cows, emphasizing that he carried them over his shoulders. As a kid, I believed this without a question. Why not? As a little girl, it seemed to me that he was so strong. Then, when I was a teenager, I would think twice about it: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">really\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">? \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Would that be possible?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Although it sounded a little bit unreal, my answer to that question was never ‘no.’ There was something about my abuelo (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">grandfather\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">), that made it possible to believe it. If somebody else would have come and told me the same thing, I would not have believed it. But my abuelo, yes! How could he not, if he told us in all detail how he lifted the cows and took them back with him carrying them over his shoulders? This is exactly what Márquez keeps teaching me, every time I read and re-read his books, and what has inspired me at Habla: to believe in the power that language and stories have to connect people.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first time I read \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">One Hundred Years of Solitude\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> was in the summer after my freshman year in college. I was studying international relations at the time, with a minor in literature. I don’t remember why I started to read the book, but I finished it in two days -- a big accomplishment for me, since I am a very slow reader. After I finished, I decided that I was going to make literature my major. The book, I believe, defined me at that moment.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/tag/books-teachers-share/\">\u003cimg class=\"alignright size-full wp-image-45517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/BooksTeachersShare_header.png\" alt=\"BooksTeachersShare_header\" width=\"800\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-400x75.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-768x144.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I always have read, not to know, but to connect. To see if I can see myself in the story, or if I can understand my world better because of it. Though I don’t focus on specific quotes, it’s the images that are still with me, and the sensation of wonder I had throughout the entire book, especially at the end when we discover [spoiler alert!] that Aureliano, the last Buendía, is reading the story and reaching the end at the same time as we are. To read \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">One Hundred Years of Solitude\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is like discovering ice for the first time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Which reminds me of my favorite quote: “Many years later as he faced the firing squad, Colonel Aureliano Buendía was to remember that distant afternoon when his father took him to discover ice.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And that sense of wonder and discovering is what I want students to experience in the classroom. This is exactly what I want students to feel when they come to Habla either to learn Spanish, to create art, to share teaching practices, etc: to feel the wonder of discovering ice for the first time, and to share that story.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Reading \"One Hundred Years of Solitude\" inspired educator Maria del Mar Patron Vazquez to major in literature and became a turning point in her life.","status":"publish","parent":0,"modified":1484861951,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":759},"headData":{"title":"Books Teachers Share: Maria del Mar Patron Vazquez and 'One Hundred Years of Solitude' | KQED","description":"Reading "One Hundred Years of Solitude" inspired educator Maria del Mar Patron Vazquez to major in literature and became a turning point in her life.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"45626 http://ww2.kqed.org/mindshift/?p=45626","disqusUrl":"https://ww2.kqed.org/mindshift/2017/01/13/books-teachers-share-maria-del-mar-patron-vazquez-and-one-hundred-years-of-solitude/","disqusTitle":"Books Teachers Share: Maria del Mar Patron Vazquez and 'One Hundred Years of Solitude'","path":"/mindshift/45626/books-teachers-share-maria-del-mar-patron-vazquez-and-one-hundred-years-of-solitude","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Maria del Mar Patron Vazquez co-founded the community Spanish-language school and education center \u003c/span>\u003ca href=\"http://www.habla.org/\">\u003cspan style=\"font-weight: 400\">Habla\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, located in Merida, Mexico, where she teaches Spanish and literature to students from ages 4 to 87 (at least that’s the oldest so far). Her favorite book, the significant and award-winning masterpiece \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">One Hundred Years of Solitude\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> by Colombia-born author \u003c/span>\u003cspan style=\"font-weight: 400\">Gabriel García Márquez\u003c/span>\u003cspan style=\"font-weight: 400\">, tells the story of 100 years of life in the \u003c/span>\u003cspan style=\"font-weight: 400\">Buendía family in the metaphorical town of Macondo. The book, along with her deep belief in story’s power to connect,\u003c/span>\u003cspan style=\"font-weight: 400\"> not only informs Patron Vazquez’s teaching of literature to her students, but also how her culture shares stories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Patron Vazquez recently shared her thoughts on \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">One Hundred Years of Solitude\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and the magic of stories with MindShift. The conversation has been edited for clarity and length. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Patron Vazquez: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">One Hundred Years of Solitude \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">is a work of fiction. It tells the 100-year-long story of the Buendía family, but it really tells more than that: it tells the story of how we tell stories in Mexico, in Latin America, in our oral tradition. It tells the story of how \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">my\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> grandparents told stories, tells the story of how my grandmother Triny told me stories when I was a little girl. Márquez goes beyond the question of what is real and what is not, what is a fact and what is magical, to blend the limits and to take language and culture to shape how we see and think and represent things. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maybe a personal example can illustrate this idea of magical realism.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright wp-image-47337 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/100-Years-e1484317163834.jpeg\" alt=\"One Hundred Years of Solitude \" width=\"250\" height=\"367\">When I was little, my grandfather would tell my brothers and I that he used to carry cows, emphasizing that he carried them over his shoulders. As a kid, I believed this without a question. Why not? As a little girl, it seemed to me that he was so strong. Then, when I was a teenager, I would think twice about it: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">really\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">? \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Would that be possible?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> Although it sounded a little bit unreal, my answer to that question was never ‘no.’ There was something about my abuelo (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">grandfather\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">), that made it possible to believe it. If somebody else would have come and told me the same thing, I would not have believed it. But my abuelo, yes! How could he not, if he told us in all detail how he lifted the cows and took them back with him carrying them over his shoulders? This is exactly what Márquez keeps teaching me, every time I read and re-read his books, and what has inspired me at Habla: to believe in the power that language and stories have to connect people.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first time I read \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">One Hundred Years of Solitude\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> was in the summer after my freshman year in college. I was studying international relations at the time, with a minor in literature. I don’t remember why I started to read the book, but I finished it in two days -- a big accomplishment for me, since I am a very slow reader. After I finished, I decided that I was going to make literature my major. The book, I believe, defined me at that moment.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/tag/books-teachers-share/\">\u003cimg class=\"alignright size-full wp-image-45517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/BooksTeachersShare_header.png\" alt=\"BooksTeachersShare_header\" width=\"800\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-400x75.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-768x144.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I always have read, not to know, but to connect. To see if I can see myself in the story, or if I can understand my world better because of it. Though I don’t focus on specific quotes, it’s the images that are still with me, and the sensation of wonder I had throughout the entire book, especially at the end when we discover [spoiler alert!] that Aureliano, the last Buendía, is reading the story and reaching the end at the same time as we are. To read \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">One Hundred Years of Solitude\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is like discovering ice for the first time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Which reminds me of my favorite quote: “Many years later as he faced the firing squad, Colonel Aureliano Buendía was to remember that distant afternoon when his father took him to discover ice.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And that sense of wonder and discovering is what I want students to experience in the classroom. This is exactly what I want students to feel when they come to Habla either to learn Spanish, to create art, to share teaching practices, etc: to feel the wonder of discovering ice for the first time, and to share that story.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45626/books-teachers-share-maria-del-mar-patron-vazquez-and-one-hundred-years-of-solitude","authors":["4445"],"categories":["mindshift_21014"],"tags":["mindshift_21003","mindshift_20784","mindshift_1040"],"featImg":"mindshift_47333","label":"mindshift"},"mindshift_43778":{"type":"posts","id":"mindshift_43778","meta":{"index":"posts_1591205157","site":"mindshift","id":"43778","score":null,"sort":[1483692543000]},"guestAuthors":[],"slug":"books-teachers-share-lillie-marshall-and-a-long-walk-to-water","title":"Books Teachers Share: Lillie Marshall and 'A Long Walk to Water'","publishDate":1483692543,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Boston middle school English teacher Lillie Marshall loves to travel. On top of teaching English to 140 seventh graders of diverse backgrounds each day, Marshall finds time to run two travel blogs, \u003ca href=\"http://www.aroundtheworldl.com/\">Around the World L\u003c/a>, a log of her own travels, and \u003ca href=\"http://www.teachingtraveling.com/\">Teaching Traveling\u003c/a>, which profiles teacher travelers like her on their own journey for self-discovery and understanding. A book that has significantly impacted her teaching is the young adult novel \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.amazon.com/Long-Walk-Water-Based-Story/dp/0547577311\">A Long Walk to Water\u003c/a>\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> by Linda Sue Park, based on a true story of the one of the Lost Boys of Sudan. The book intertwines two narratives, one of 11-year-old Salva as he escapes the ‘80s violence in Sudan and is adopted by an American family, and that of Nya, a young girl growing up in modern-day Sudan and her daily life, which revolves around the ordeal of getting water.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Marshall talked to MindShift about why \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">A Long Walk to Water\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> has had such a big impact both on herself and her students, especially since Marshall spent more than a year living and volunteering in West Africa, and she now teaches the book to her seventh graders. The conversation has been edited for clarity and length.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.goodreads.com/book/show/7981456-a-long-walk-to-water\">\u003cimg class=\"alignright size-full wp-image-47276\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/A-Long-Walk-to-Water.jpg\" alt=\"a-long-walk-to-water\" width=\"230\" height=\"346\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/A-Long-Walk-to-Water.jpg 230w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/A-Long-Walk-to-Water-160x241.jpg 160w\" sizes=\"(max-width: 230px) 100vw, 230px\">\u003c/a>A Long Walk to Water\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> came out fairly recently, in 2010, and it’s a slim book. People discount it as sort of childish, but I feel that this book is so important, and relevant and deep for all ages. It’s based on the true story of one of the Lost Boys of Sudan in the 1980s, a boy named Salva who had to flee his village because of the violence and ended up walking, basically, across East Africa. He ended up in two refugee camps, and then was adopted by a foster family in Rochester, New York. The story is interwoven with the story of a girl named Nya in Sudan in the 2000s, just going through how her day focuses on fetching water every day. Their stories end up converging when Salva finds a solution to Nya’s water problems.\u003c/span>\u003c/p>\n\u003cp>In Chimamanda Ngozi Adichie’s TED talk, \u003ca href=\"https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=en\">“The Danger of a Single Story,”\u003c/a> she talks about how people have this sort of stereotype about Africa -- that’s it’s poor, it’s helpless, there’s nothing of worth there, it’s dirty. It’s such a disempowering and untrue story that ignores the powerful, smart and ingenious people within Africa. And what I love about this book is the boy, Salva, by the end of the book is incredibly empowered and important, educated and helpful to his community. He’s not just waiting around for people from the outside to help, he’s someone from within the community who has gone through great hardships and come back to help his community.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a teacher, it made me realize how important it is to provide opportunities for young people, especially when often you don’t know the background that they come from. Often we do have students who have traumatic backgrounds like this, maybe in a different context. In that way, it really motivates me to do an awesome job as a teacher and to provide a great service to the students that I teach.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/tag/books-teachers-share/\">\u003cimg class=\"alignright size-full wp-image-45517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/BooksTeachersShare_header.png\" alt=\"BooksTeachersShare_header\" width=\"800\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-400x75.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-768x144.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The second way it’s influenced me as a teacher is reminding me that, when we teach about parts of the world, we try as much as possible to let people speak for themselves from those regions. So rather than learning about, say, all the terrible things that are going on in Sudan, getting the specific story of someone who was able, through great strides, to overcome hardship, and then go back and contribute to his community -- I think that is really important as a teacher to put forth. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So my favorite part is a passage at the very end, at the part where Salva meets Nya and the two halves of the story meet. Salva’s drilling these wells, and she’s looking at him, and Salva says, \u003c/span>\u003cspan style=\"font-weight: 400\">“That man, the boss of the workers?,” he said.“You know he’s a Dinka.” \u003c/span>\u003cspan style=\"font-weight: 400\">And Nia looks at him in astonishment. So it comes out that they’re from different ethnic groups that have traditionally had sort of rivalries. And I love the detail where she goes up and she thanks him. I love that detail because it shows how, again I sort of think people have this single story of Africa as being sort of brutish, like there are two groups or many groups of people who hate each other and they never get past it. So this is showing someone from within that community taking on that negative and changing it. He’s decided to dig wells for people from all ethnic backgrounds, and not only contributing to a community, but he’s challenging the division within his community as well. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Teacher Lillie Marshall found a deeper understanding into students' perspectives by reading and teaching the book \"A Long Walk to Water\" by Linda Sue Park. ","status":"publish","parent":0,"modified":1483692543,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":845},"headData":{"title":"Books Teachers Share: Lillie Marshall and 'A Long Walk to Water' | KQED","description":"Teacher Lillie Marshall found a deeper understanding into students' perspectives by reading and teaching the book "A Long Walk to Water" by Linda Sue Park. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"43778 http://ww2.kqed.org/mindshift/?p=43778","disqusUrl":"https://ww2.kqed.org/mindshift/2017/01/06/books-teachers-share-lillie-marshall-and-a-long-walk-to-water/","disqusTitle":"Books Teachers Share: Lillie Marshall and 'A Long Walk to Water'","path":"/mindshift/43778/books-teachers-share-lillie-marshall-and-a-long-walk-to-water","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Boston middle school English teacher Lillie Marshall loves to travel. On top of teaching English to 140 seventh graders of diverse backgrounds each day, Marshall finds time to run two travel blogs, \u003ca href=\"http://www.aroundtheworldl.com/\">Around the World L\u003c/a>, a log of her own travels, and \u003ca href=\"http://www.teachingtraveling.com/\">Teaching Traveling\u003c/a>, which profiles teacher travelers like her on their own journey for self-discovery and understanding. A book that has significantly impacted her teaching is the young adult novel \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.amazon.com/Long-Walk-Water-Based-Story/dp/0547577311\">A Long Walk to Water\u003c/a>\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> by Linda Sue Park, based on a true story of the one of the Lost Boys of Sudan. The book intertwines two narratives, one of 11-year-old Salva as he escapes the ‘80s violence in Sudan and is adopted by an American family, and that of Nya, a young girl growing up in modern-day Sudan and her daily life, which revolves around the ordeal of getting water.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Marshall talked to MindShift about why \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">A Long Walk to Water\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> has had such a big impact both on herself and her students, especially since Marshall spent more than a year living and volunteering in West Africa, and she now teaches the book to her seventh graders. The conversation has been edited for clarity and length.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.goodreads.com/book/show/7981456-a-long-walk-to-water\">\u003cimg class=\"alignright size-full wp-image-47276\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/A-Long-Walk-to-Water.jpg\" alt=\"a-long-walk-to-water\" width=\"230\" height=\"346\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/A-Long-Walk-to-Water.jpg 230w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/A-Long-Walk-to-Water-160x241.jpg 160w\" sizes=\"(max-width: 230px) 100vw, 230px\">\u003c/a>A Long Walk to Water\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> came out fairly recently, in 2010, and it’s a slim book. People discount it as sort of childish, but I feel that this book is so important, and relevant and deep for all ages. It’s based on the true story of one of the Lost Boys of Sudan in the 1980s, a boy named Salva who had to flee his village because of the violence and ended up walking, basically, across East Africa. He ended up in two refugee camps, and then was adopted by a foster family in Rochester, New York. The story is interwoven with the story of a girl named Nya in Sudan in the 2000s, just going through how her day focuses on fetching water every day. Their stories end up converging when Salva finds a solution to Nya’s water problems.\u003c/span>\u003c/p>\n\u003cp>In Chimamanda Ngozi Adichie’s TED talk, \u003ca href=\"https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=en\">“The Danger of a Single Story,”\u003c/a> she talks about how people have this sort of stereotype about Africa -- that’s it’s poor, it’s helpless, there’s nothing of worth there, it’s dirty. It’s such a disempowering and untrue story that ignores the powerful, smart and ingenious people within Africa. And what I love about this book is the boy, Salva, by the end of the book is incredibly empowered and important, educated and helpful to his community. He’s not just waiting around for people from the outside to help, he’s someone from within the community who has gone through great hardships and come back to help his community.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a teacher, it made me realize how important it is to provide opportunities for young people, especially when often you don’t know the background that they come from. Often we do have students who have traumatic backgrounds like this, maybe in a different context. In that way, it really motivates me to do an awesome job as a teacher and to provide a great service to the students that I teach.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/tag/books-teachers-share/\">\u003cimg class=\"alignright size-full wp-image-45517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/BooksTeachersShare_header.png\" alt=\"BooksTeachersShare_header\" width=\"800\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-400x75.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-768x144.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The second way it’s influenced me as a teacher is reminding me that, when we teach about parts of the world, we try as much as possible to let people speak for themselves from those regions. So rather than learning about, say, all the terrible things that are going on in Sudan, getting the specific story of someone who was able, through great strides, to overcome hardship, and then go back and contribute to his community -- I think that is really important as a teacher to put forth. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So my favorite part is a passage at the very end, at the part where Salva meets Nya and the two halves of the story meet. Salva’s drilling these wells, and she’s looking at him, and Salva says, \u003c/span>\u003cspan style=\"font-weight: 400\">“That man, the boss of the workers?,” he said.“You know he’s a Dinka.” \u003c/span>\u003cspan style=\"font-weight: 400\">And Nia looks at him in astonishment. So it comes out that they’re from different ethnic groups that have traditionally had sort of rivalries. And I love the detail where she goes up and she thanks him. I love that detail because it shows how, again I sort of think people have this single story of Africa as being sort of brutish, like there are two groups or many groups of people who hate each other and they never get past it. So this is showing someone from within that community taking on that negative and changing it. He’s decided to dig wells for people from all ethnic backgrounds, and not only contributing to a community, but he’s challenging the division within his community as well. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43778/books-teachers-share-lillie-marshall-and-a-long-walk-to-water","authors":["4445"],"categories":["mindshift_21014"],"tags":["mindshift_21003","mindshift_20784","mindshift_1040"],"featImg":"mindshift_47278","label":"mindshift"},"mindshift_45651":{"type":"posts","id":"mindshift_45651","meta":{"index":"posts_1591205157","site":"mindshift","id":"45651","score":null,"sort":[1483107817000]},"guestAuthors":[],"slug":"alicia-hunker-and-scary-close-a-vulnerable-path-to-confident-teaching","title":"Alicia Hunker and 'Scary Close': A Vulnerable Path To Confident Teaching","publishDate":1483107817,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Alicia Hunker is both a sixth grade math teacher at Valor Collegiate Academy in Nashville, Tennessee and house leader for the charter middle school. She said that a book she read recently, called \u003c/span>\u003ca href=\"https://www.amazon.com/Scary-Close-Dropping-Finding-Intimacy/dp/078521318X\">\u003ci>\u003cspan style=\"font-weight: 400\">Scary Close: Dropping the Act and Finding True Intimacy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, by Donald Miller, has had a significant impact on her relationships with both colleagues and students, and has changed how she sees herself in the classroom. The self-help title describes Miller’s journey to present his authentic self to the people around him--not just his wife and family, but to those he works with, too. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hunker recently explained to MindShift the impact \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Scary Close\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> has had on her teaching. The following interview has been edited for clarity and length. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.amazon.com/Scary-Close-Dropping-Finding-Intimacy/dp/078521318X\">\u003cimg class=\"alignright size-full wp-image-47236\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Scary-Close.jpg\" alt=\"scary-close\" width=\"192\" height=\"286\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Scary-Close.jpg 192w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Scary-Close-160x238.jpg 160w\" sizes=\"(max-width: 192px) 100vw, 192px\">\u003c/a>Hunker: This non-fiction book is about the risk involved in being super-vulnerable. It’s about the freedom that comes when we get \"off the stage\" and start loving people, and being transparent and vulnerable about your past in order to create a healthy mindset, a work/life balance and a satisfying career. Miller talks a lot about how in the workplace and in life relationships, he was always trying to impress people. Ultimately, he realized that with all the people he connected with, either through work or family and friends, he basically wanted the conversation to be so intentional that it was genuinely important. \u003c/span>\u003c/p>\n\u003cp>Miller does talk about God in this book, but I feel like what’s great about it, is that whether you’re an atheist or whatever, you could still read this and get a lot out of it, because it’s coming from honest experiences that he’s had, which is one of things that I’ve always admired about him.\u003c/p>\n\u003cp>I've read all of Brené Brown's books [on vulnerability], and what makes these books similar is that the two authors share their own personal experiences. What makes Donald Miller's books more captivating to me is that he leaves out all of the fluff, making it seem more easy to connect to. His style of writing makes you feel like you're sitting across the table from him, having a conversation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I read this for the first time in March of this year. I’ve read it again since, especially pieces of it. I had this quote printed, and it sits on my desk at work:\u003c/span>\u003c/p>\n\u003cp>“I am willing to sound dumb. I am willing to be strong. I am willing to be passionate about something that isn’t perceived as cool. I am willing to express a theory. I am willing to admit I'm afraid. I'm willing to contradict something I've said before. I’m willing to have a knee-jerk reaction, even a wrong one. I’m willing to apologize. I’m perfectly willing to be perfectly human.”\u003c/p>\n\u003cfigure id=\"attachment_47235\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"wp-image-47235\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Alicia-Hunker-2.jpeg\" alt=\"alicia-hunker-2\" width=\"300\" height=\"361\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Alicia-Hunker-2.jpeg 2403w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Alicia-Hunker-2-160x193.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Alicia-Hunker-2-800x963.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Alicia-Hunker-2-768x925.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Alicia-Hunker-2-1020x1228.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Alicia-Hunker-2-1180x1421.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Alicia-Hunker-2-960x1156.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Alicia-Hunker-2-240x289.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Alicia-Hunker-2-375x451.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Alicia-Hunker-2-520x626.jpeg 520w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">One of Alicia's favorite passages in \"Scary Close.\" (courtesy of Alicia Hunker) \u003ccite>(Alicia Hunker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I first read it, \u003cem>Scary Close\u003c/em> made me feel both empowered and encouraged. In a workplace that is driven by results, growth, and the ability to be as uncomfortably flexible as possible, I find myself making in-the-moment decisions, but constantly questioning whether or not it was the best one. It was incredible to realize that someone that I admire so much [the author, Miller] struggles with the same issues. People\u003c/span> see me being me and they know I'm not perfect. This is when relationships are built and the real, impactful connections are created. When this happens, I'm guiding people through life, not just teaching math.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I feel like there are so many connections between \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Scary Close \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and what I do as a middle school teacher, I could go on forever. My main goal is not [for students] to excel as quickly as possible, but for them to actually know math, and to be able to efficiently and effectively communicate that with anybody. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’re not just teaching students math, we are also teaching them how to be human. How to take risks, how to communicate better, how to handle good situations and bad situations, and we do that with our staff, too. We do a lot of social and emotional learning at our school, but first it’s taught to us, the adults. I have never been placed in a more vulnerable situation as a professional, ever, as when we did this work, and that’s super, super scary. But now, I can say without a doubt to a kid, 'hey, what you did was terrible, but that’s ok, let’s talk about it and work through this and figure out a plan to get you from A to B and do that with grace, and be able to apologize or make amends with whoever or whatever you need to do.'\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/tag/books-teachers-share/\">\u003cimg class=\"alignright wp-image-45517 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/BooksTeachersShare_header.png\" alt=\"BooksTeachersShare_header\" width=\"800\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-400x75.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-768x144.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I reflect on my previous nine years of teaching, if I had been taught first that it was ok to be a human in your workplace, especially when you are working with other humans who are trying to figure out what life is, and what feelings are, and what having a relationship looks like, I feel like I would have gotten many more rich experiences if I wouldn’t have been trying to fit into the cookie cutter mold. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I still think that we have a long way to go, but I’m confident that with something this good, people can feel the vulnerability when they come and visit, and that’s whether they are there for a few minutes or an hour, and that’s something we can see on parents’ or visitors’ faces. I shine more as a teacher because I’m comfortable with what I’m doing.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Reading Donald Miller's \"Scary Close\" helped sixth grade math teacher Alicia Hunker find her more authentic self and become a better person and educator. ","status":"publish","parent":0,"modified":1483107999,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":992},"headData":{"title":"Alicia Hunker and 'Scary Close': A Vulnerable Path To Confident Teaching | KQED","description":"Reading Donald Miller's "Scary Close" helped sixth grade math teacher Alicia Hunker find her more authentic self and become a better person and educator. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"45651 http://ww2.kqed.org/mindshift/?p=45651","disqusUrl":"https://ww2.kqed.org/mindshift/2016/12/30/alicia-hunker-and-scary-close-a-vulnerable-path-to-confident-teaching/","disqusTitle":"Alicia Hunker and 'Scary Close': A Vulnerable Path To Confident Teaching","path":"/mindshift/45651/alicia-hunker-and-scary-close-a-vulnerable-path-to-confident-teaching","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Alicia Hunker is both a sixth grade math teacher at Valor Collegiate Academy in Nashville, Tennessee and house leader for the charter middle school. She said that a book she read recently, called \u003c/span>\u003ca href=\"https://www.amazon.com/Scary-Close-Dropping-Finding-Intimacy/dp/078521318X\">\u003ci>\u003cspan style=\"font-weight: 400\">Scary Close: Dropping the Act and Finding True Intimacy\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, by Donald Miller, has had a significant impact on her relationships with both colleagues and students, and has changed how she sees herself in the classroom. The self-help title describes Miller’s journey to present his authentic self to the people around him--not just his wife and family, but to those he works with, too. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hunker recently explained to MindShift the impact \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Scary Close\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> has had on her teaching. The following interview has been edited for clarity and length. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.amazon.com/Scary-Close-Dropping-Finding-Intimacy/dp/078521318X\">\u003cimg class=\"alignright size-full wp-image-47236\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Scary-Close.jpg\" alt=\"scary-close\" width=\"192\" height=\"286\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Scary-Close.jpg 192w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Scary-Close-160x238.jpg 160w\" sizes=\"(max-width: 192px) 100vw, 192px\">\u003c/a>Hunker: This non-fiction book is about the risk involved in being super-vulnerable. It’s about the freedom that comes when we get \"off the stage\" and start loving people, and being transparent and vulnerable about your past in order to create a healthy mindset, a work/life balance and a satisfying career. Miller talks a lot about how in the workplace and in life relationships, he was always trying to impress people. Ultimately, he realized that with all the people he connected with, either through work or family and friends, he basically wanted the conversation to be so intentional that it was genuinely important. \u003c/span>\u003c/p>\n\u003cp>Miller does talk about God in this book, but I feel like what’s great about it, is that whether you’re an atheist or whatever, you could still read this and get a lot out of it, because it’s coming from honest experiences that he’s had, which is one of things that I’ve always admired about him.\u003c/p>\n\u003cp>I've read all of Brené Brown's books [on vulnerability], and what makes these books similar is that the two authors share their own personal experiences. What makes Donald Miller's books more captivating to me is that he leaves out all of the fluff, making it seem more easy to connect to. His style of writing makes you feel like you're sitting across the table from him, having a conversation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I read this for the first time in March of this year. I’ve read it again since, especially pieces of it. I had this quote printed, and it sits on my desk at work:\u003c/span>\u003c/p>\n\u003cp>“I am willing to sound dumb. I am willing to be strong. I am willing to be passionate about something that isn’t perceived as cool. I am willing to express a theory. I am willing to admit I'm afraid. I'm willing to contradict something I've said before. I’m willing to have a knee-jerk reaction, even a wrong one. I’m willing to apologize. I’m perfectly willing to be perfectly human.”\u003c/p>\n\u003cfigure id=\"attachment_47235\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"wp-image-47235\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Alicia-Hunker-2.jpeg\" alt=\"alicia-hunker-2\" width=\"300\" height=\"361\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Alicia-Hunker-2.jpeg 2403w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Alicia-Hunker-2-160x193.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Alicia-Hunker-2-800x963.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Alicia-Hunker-2-768x925.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Alicia-Hunker-2-1020x1228.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Alicia-Hunker-2-1180x1421.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Alicia-Hunker-2-960x1156.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Alicia-Hunker-2-240x289.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Alicia-Hunker-2-375x451.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Alicia-Hunker-2-520x626.jpeg 520w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">One of Alicia's favorite passages in \"Scary Close.\" (courtesy of Alicia Hunker) \u003ccite>(Alicia Hunker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I first read it, \u003cem>Scary Close\u003c/em> made me feel both empowered and encouraged. In a workplace that is driven by results, growth, and the ability to be as uncomfortably flexible as possible, I find myself making in-the-moment decisions, but constantly questioning whether or not it was the best one. It was incredible to realize that someone that I admire so much [the author, Miller] struggles with the same issues. People\u003c/span> see me being me and they know I'm not perfect. This is when relationships are built and the real, impactful connections are created. When this happens, I'm guiding people through life, not just teaching math.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I feel like there are so many connections between \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Scary Close \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">and what I do as a middle school teacher, I could go on forever. My main goal is not [for students] to excel as quickly as possible, but for them to actually know math, and to be able to efficiently and effectively communicate that with anybody. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We’re not just teaching students math, we are also teaching them how to be human. How to take risks, how to communicate better, how to handle good situations and bad situations, and we do that with our staff, too. We do a lot of social and emotional learning at our school, but first it’s taught to us, the adults. I have never been placed in a more vulnerable situation as a professional, ever, as when we did this work, and that’s super, super scary. But now, I can say without a doubt to a kid, 'hey, what you did was terrible, but that’s ok, let’s talk about it and work through this and figure out a plan to get you from A to B and do that with grace, and be able to apologize or make amends with whoever or whatever you need to do.'\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/tag/books-teachers-share/\">\u003cimg class=\"alignright wp-image-45517 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/BooksTeachersShare_header.png\" alt=\"BooksTeachersShare_header\" width=\"800\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-400x75.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-768x144.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I reflect on my previous nine years of teaching, if I had been taught first that it was ok to be a human in your workplace, especially when you are working with other humans who are trying to figure out what life is, and what feelings are, and what having a relationship looks like, I feel like I would have gotten many more rich experiences if I wouldn’t have been trying to fit into the cookie cutter mold. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I still think that we have a long way to go, but I’m confident that with something this good, people can feel the vulnerability when they come and visit, and that’s whether they are there for a few minutes or an hour, and that’s something we can see on parents’ or visitors’ faces. I shine more as a teacher because I’m comfortable with what I’m doing.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45651/alicia-hunker-and-scary-close-a-vulnerable-path-to-confident-teaching","authors":["4445"],"categories":["mindshift_21014"],"tags":["mindshift_21003","mindshift_20784","mindshift_1040"],"featImg":"mindshift_47240","label":"mindshift"},"mindshift_44386":{"type":"posts","id":"mindshift_44386","meta":{"index":"posts_1591205157","site":"mindshift","id":"44386","score":null,"sort":[1474637843000]},"guestAuthors":[],"slug":"books-teachers-share-charlene-mendoza-and-literature-in-exploration","title":"Books Teachers Share: Charlene Mendoza and 'Literature as Exploration'","publishDate":1474637843,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Charlene Mendoza is both the principal and an AP English teacher at Arizona College Prep High School in Tucson, Arizona, and said that the book \u003c/span>\u003ca href=\"http://www.amazon.com/Literature-Exploration-5th-Louise-Rosenblatt/dp/087352568X\">\u003ci>\u003cspan style=\"font-weight: 400\">Literature as Exploration\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, first published in 1938 by professor Louise Rosenblatt, has been one of the most influential in her teaching. This book of literature theory, written for teachers, explores the idea of helping students engage with literature to develop empathy and understanding for the human experience, with the ultimate goal of becoming participatory citizens in our democracy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mendoza recently explained to MindShift why \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Literature in Exploration\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> had such a big impact on her teaching, how in different years she’s highlighted the book in different colors, and how one book can help see the purpose of education in a whole new light. The conversation has been edited for clarity and length.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">--------\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My book is called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Literature as Exploration\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. It’s an old book, strangely, originally published in 1938. The author is Louise Rosenblatt, she was a really interesting woman. She was working as part of a group of educators and college professors, along with John Dewey and people of that nature and time. I know this is a book that has impacted me significantly at many different times in my teaching career. The basic thought is that literature is transformative, and when we teach literature, we are creating an opportunity for kids to really imagine outside of their own lived experiences and develop empathy and understanding, which then becomes transformative to them individually and their ability to contribute in our democracy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes theory books get really heavy, with thousands of notes and annotations, but this is really readable. Even though she was a college professor working with English teachers, she wrote it for teachers. Some of her chapters are titled things like, the “Challenge of Literature,” “Emotion and Reason,” “What the Student Brings to Literature.” Those are some of the chapters that have made a difference to me. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright size-full wp-image-46448\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/IMG_0102-e1474636542698.jpg\" alt=\"IMG_0102\" width=\"250\" height=\"333\">And also this idea she has of -- she calls it a transaction, it’s an idea she uses throughout the book -- but really it’s the relationship that a text, a reader and the person who wrote the text engage in to create meaning. There’s a part of the book that has spoken to me beyond the literature part, that I call into my own work--my family and the [integrated] math class I started teaching, and that’s actually engaging with the text through transaction. Her famous quote is something like, ‘If all it is is squiggly lines in a book on a shelf, it doesn’t mean anything. It’s the individual students who must engage with that text in order for meaning and learning to happen.’ \u003c/span>\u003c/p>\n\u003cp>The first time I read the book in 2000, it affected me mostly in terms of opening up some possibilities of how to teach English. But I read pieces of it all the time. You know when you have those moments when you need a boost, trying to recharge and remember why you’re doing all of this? There are a couple of sections of the book that I go to fairly regularly.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-46451\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/IMG_0118.jpg\" alt=\"IMG_0118\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/IMG_0118.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/IMG_0118-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The thing that had changed from the last time I read it completely was that I started working with a math teacher and teaching this interdisciplinary math class. As I was reading through the book, there were a ton of sections that I found were applicable when teaching math or science. So it’s a book that continues to inspire me in new and different ways as my own pedagogy evolves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the things she writes that I love is how a teacher of literature should be conversant not so much with the details as with the spirit of inquiry. And a couple of paragraphs later, she says the same principle applies to other sciences; then she goes on to what this looks like, that you won’t permit your students to fall back on pat stereotypes and formulas, in positive terms, the teacher will make students aware of the consequences of human behavior in society. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think especially in terms of the Common Core State Standards, it’s passages like that that make me understand that the whole purpose of education and learning is not rote memorization -- it’s not just spitting back formulas, it’s really understanding the concepts and the connections. It’s how math works with science and how the formula can teach us a lot of different things besides looking at points on a graph.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/tag/books-teachers-share/\">\u003cimg class=\"alignnone size-full wp-image-45517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/BooksTeachersShare_header.png\" alt=\"BooksTeachersShare_header\" width=\"800\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-400x75.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-768x144.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"Arizona College Prep Principal Charlene Mendoza describes a book published in 1938 that helped her understand what students need from text in order to derive meaning and deeper understanding. ","status":"publish","parent":0,"modified":1474637863,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":783},"headData":{"title":"Books Teachers Share: Charlene Mendoza and 'Literature as Exploration' | KQED","description":"Arizona College Prep Principal Charlene Mendoza describes a book published in 1938 that helped her understand what students need from text in order to derive meaning and deeper understanding. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"44386 http://ww2.kqed.org/mindshift/?p=44386","disqusUrl":"https://ww2.kqed.org/mindshift/2016/09/23/books-teachers-share-charlene-mendoza-and-literature-in-exploration/","disqusTitle":"Books Teachers Share: Charlene Mendoza and 'Literature as Exploration'","path":"/mindshift/44386/books-teachers-share-charlene-mendoza-and-literature-in-exploration","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Charlene Mendoza is both the principal and an AP English teacher at Arizona College Prep High School in Tucson, Arizona, and said that the book \u003c/span>\u003ca href=\"http://www.amazon.com/Literature-Exploration-5th-Louise-Rosenblatt/dp/087352568X\">\u003ci>\u003cspan style=\"font-weight: 400\">Literature as Exploration\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, first published in 1938 by professor Louise Rosenblatt, has been one of the most influential in her teaching. This book of literature theory, written for teachers, explores the idea of helping students engage with literature to develop empathy and understanding for the human experience, with the ultimate goal of becoming participatory citizens in our democracy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mendoza recently explained to MindShift why \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Literature in Exploration\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> had such a big impact on her teaching, how in different years she’s highlighted the book in different colors, and how one book can help see the purpose of education in a whole new light. The conversation has been edited for clarity and length.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">--------\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My book is called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Literature as Exploration\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. It’s an old book, strangely, originally published in 1938. The author is Louise Rosenblatt, she was a really interesting woman. She was working as part of a group of educators and college professors, along with John Dewey and people of that nature and time. I know this is a book that has impacted me significantly at many different times in my teaching career. The basic thought is that literature is transformative, and when we teach literature, we are creating an opportunity for kids to really imagine outside of their own lived experiences and develop empathy and understanding, which then becomes transformative to them individually and their ability to contribute in our democracy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes theory books get really heavy, with thousands of notes and annotations, but this is really readable. Even though she was a college professor working with English teachers, she wrote it for teachers. Some of her chapters are titled things like, the “Challenge of Literature,” “Emotion and Reason,” “What the Student Brings to Literature.” Those are some of the chapters that have made a difference to me. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright size-full wp-image-46448\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/IMG_0102-e1474636542698.jpg\" alt=\"IMG_0102\" width=\"250\" height=\"333\">And also this idea she has of -- she calls it a transaction, it’s an idea she uses throughout the book -- but really it’s the relationship that a text, a reader and the person who wrote the text engage in to create meaning. There’s a part of the book that has spoken to me beyond the literature part, that I call into my own work--my family and the [integrated] math class I started teaching, and that’s actually engaging with the text through transaction. Her famous quote is something like, ‘If all it is is squiggly lines in a book on a shelf, it doesn’t mean anything. It’s the individual students who must engage with that text in order for meaning and learning to happen.’ \u003c/span>\u003c/p>\n\u003cp>The first time I read the book in 2000, it affected me mostly in terms of opening up some possibilities of how to teach English. But I read pieces of it all the time. You know when you have those moments when you need a boost, trying to recharge and remember why you’re doing all of this? There are a couple of sections of the book that I go to fairly regularly.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-46451\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/IMG_0118.jpg\" alt=\"IMG_0118\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/IMG_0118.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/IMG_0118-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The thing that had changed from the last time I read it completely was that I started working with a math teacher and teaching this interdisciplinary math class. As I was reading through the book, there were a ton of sections that I found were applicable when teaching math or science. So it’s a book that continues to inspire me in new and different ways as my own pedagogy evolves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the things she writes that I love is how a teacher of literature should be conversant not so much with the details as with the spirit of inquiry. And a couple of paragraphs later, she says the same principle applies to other sciences; then she goes on to what this looks like, that you won’t permit your students to fall back on pat stereotypes and formulas, in positive terms, the teacher will make students aware of the consequences of human behavior in society. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think especially in terms of the Common Core State Standards, it’s passages like that that make me understand that the whole purpose of education and learning is not rote memorization -- it’s not just spitting back formulas, it’s really understanding the concepts and the connections. It’s how math works with science and how the formula can teach us a lot of different things besides looking at points on a graph.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/tag/books-teachers-share/\">\u003cimg class=\"alignnone size-full wp-image-45517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/BooksTeachersShare_header.png\" alt=\"BooksTeachersShare_header\" width=\"800\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-400x75.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-768x144.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44386/books-teachers-share-charlene-mendoza-and-literature-in-exploration","authors":["4445"],"categories":["mindshift_21014"],"tags":["mindshift_21003","mindshift_20646"],"featImg":"mindshift_46446","label":"mindshift"},"mindshift_42951":{"type":"posts","id":"mindshift_42951","meta":{"index":"posts_1591205157","site":"mindshift","id":"42951","score":null,"sort":[1473422944000]},"guestAuthors":[],"slug":"books-teachers-share-jose-luis-vilson-and-the-curious-incident-of-the-dog-in-the-night-time","title":"Books Teachers Share: José Luis Vilson and 'The Curious Incident of the Dog in the Night-Time'","publishDate":1473422944,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Educator, blogger and activist José Luis Vilson, author of\u003ci> \u003ca href=\"http://thejosevilson.com/this-is-not-a-test/\">This is Not a Test\u003c/a>\u003c/i>, teaches math to middle schoolers in the Inwood/Washington Heights neighborhood of Manhattan, New York City. He recently told MindShift that the book that has made the most significant impact on his teaching is \u003ca href=\"https://www.goodreads.com/book/show/1618.The_Curious_Incident_of_the_Dog_in_the_Night_Time\">\u003ci>The Curious Incident of the Dog in the Night-Time\u003c/i>\u003c/a>, the first novel by British writer Mark Haddon. In the book, autistic 15-year-old Christopher Boone is “mathematically gifted but socially hopeless,” and gets blamed for the murder of a neighbor’s dog. Christopher, who is obsessed with prime numbers and is literal-minded, becomes determined to find out who really killed the dog; through his discoveries, he reveals himself not socially walled-off, as stereotypes would have him, but in fact overly sensitive to a world he has a hard time understanding.\u003c/p>\n\u003cfigure id=\"attachment_42968\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-42968 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Jose-Vilson-book-e1449083892549.jpg\" alt=\"The curious incident\" width=\"250\" height=\"369\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of José Luis Vilson \u003ccite>(Courtesy of Jose Vilson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p1\">Vilson recently explained to MindShift why \u003ci>The Curious Incident of the Dog in the Night-Time\u003c/i> had such a big impact on him, and how he uses ideas from the book to help his special needs students. The conversation has been edited for clarity and length.\u003c/p>\n\u003cp class=\"p1\">José: I have plenty of favorite books, but one of my more favorite edu-books is \u003ci>The Curious Incident of the Dog in the Night-Time\u003c/i> by Mark Haddon. The fiction book is about a child who approaches the world through a mathematical lens. Even though it might feel like it's specifically about a special-needs child, in the abstract, it's also about seeing things differently than others might, and his discoveries through his journey are just moments to reveal another understanding about life.\u003c/p>\n\u003cp class=\"p1\">Before I read it back in 2005, I was a new teacher, navigating what it meant to teach special needs children. I had all these dispositions about the special ed classroom, and most of it was either unsubstantiated or gross generalizations about what actually happens. After reading the book, I felt a sense of empathy, snapping many of those generalizations. I quote elements from [the book] rather regularly and recommend it to every new teacher I know.\u003c/p>\n\u003cp class=\"p1\">\u003ca href=\"https://ww2.kqed.org/mindshift/tag/books-teachers-share/\">\u003cimg class=\"alignnone size-full wp-image-45517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/BooksTeachersShare_header.png\" alt=\"BooksTeachersShare_header\" width=\"800\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-400x75.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-768x144.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">What I also took away from the book is that my students all have different ways of thinking around math. I'm doing the work of teaching students how to think, but I'm also adjusting my teaching to the ways they already think as well. The book may seem like an odd (and beautiful) way of approaching life, but many of my students have so many different rationales about the way they live life, that I must respect it by understanding their perspectives.\u003c/p>\n\u003cp class=\"p1\">My favorite passage is actually a quote from the author: \"I think prime numbers are like life. They are very logical, but you could never work out the rules, even if you spent all your life thinking about them.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\n\u003c/p>\n","blocks":[],"excerpt":"Reading this book early in his teaching career helped José Luis Vilson develop empathy for his special needs students.","status":"publish","parent":0,"modified":1473422944,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":491},"headData":{"title":"Books Teachers Share: José Luis Vilson and 'The Curious Incident of the Dog in the Night-Time' | KQED","description":"Reading this book early in his teaching career helped José Luis Vilson develop empathy for his special needs students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"42951 http://ww2.kqed.org/mindshift/?p=42951","disqusUrl":"https://ww2.kqed.org/mindshift/2016/09/09/books-teachers-share-jose-luis-vilson-and-the-curious-incident-of-the-dog-in-the-night-time/","disqusTitle":"Books Teachers Share: José Luis Vilson and 'The Curious Incident of the Dog in the Night-Time'","path":"/mindshift/42951/books-teachers-share-jose-luis-vilson-and-the-curious-incident-of-the-dog-in-the-night-time","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Educator, blogger and activist José Luis Vilson, author of\u003ci> \u003ca href=\"http://thejosevilson.com/this-is-not-a-test/\">This is Not a Test\u003c/a>\u003c/i>, teaches math to middle schoolers in the Inwood/Washington Heights neighborhood of Manhattan, New York City. He recently told MindShift that the book that has made the most significant impact on his teaching is \u003ca href=\"https://www.goodreads.com/book/show/1618.The_Curious_Incident_of_the_Dog_in_the_Night_Time\">\u003ci>The Curious Incident of the Dog in the Night-Time\u003c/i>\u003c/a>, the first novel by British writer Mark Haddon. In the book, autistic 15-year-old Christopher Boone is “mathematically gifted but socially hopeless,” and gets blamed for the murder of a neighbor’s dog. Christopher, who is obsessed with prime numbers and is literal-minded, becomes determined to find out who really killed the dog; through his discoveries, he reveals himself not socially walled-off, as stereotypes would have him, but in fact overly sensitive to a world he has a hard time understanding.\u003c/p>\n\u003cfigure id=\"attachment_42968\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-42968 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Jose-Vilson-book-e1449083892549.jpg\" alt=\"The curious incident\" width=\"250\" height=\"369\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of José Luis Vilson \u003ccite>(Courtesy of Jose Vilson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p1\">Vilson recently explained to MindShift why \u003ci>The Curious Incident of the Dog in the Night-Time\u003c/i> had such a big impact on him, and how he uses ideas from the book to help his special needs students. The conversation has been edited for clarity and length.\u003c/p>\n\u003cp class=\"p1\">José: I have plenty of favorite books, but one of my more favorite edu-books is \u003ci>The Curious Incident of the Dog in the Night-Time\u003c/i> by Mark Haddon. The fiction book is about a child who approaches the world through a mathematical lens. Even though it might feel like it's specifically about a special-needs child, in the abstract, it's also about seeing things differently than others might, and his discoveries through his journey are just moments to reveal another understanding about life.\u003c/p>\n\u003cp class=\"p1\">Before I read it back in 2005, I was a new teacher, navigating what it meant to teach special needs children. I had all these dispositions about the special ed classroom, and most of it was either unsubstantiated or gross generalizations about what actually happens. After reading the book, I felt a sense of empathy, snapping many of those generalizations. I quote elements from [the book] rather regularly and recommend it to every new teacher I know.\u003c/p>\n\u003cp class=\"p1\">\u003ca href=\"https://ww2.kqed.org/mindshift/tag/books-teachers-share/\">\u003cimg class=\"alignnone size-full wp-image-45517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/BooksTeachersShare_header.png\" alt=\"BooksTeachersShare_header\" width=\"800\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-400x75.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-768x144.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">What I also took away from the book is that my students all have different ways of thinking around math. I'm doing the work of teaching students how to think, but I'm also adjusting my teaching to the ways they already think as well. The book may seem like an odd (and beautiful) way of approaching life, but many of my students have so many different rationales about the way they live life, that I must respect it by understanding their perspectives.\u003c/p>\n\u003cp class=\"p1\">My favorite passage is actually a quote from the author: \"I think prime numbers are like life. They are very logical, but you could never work out the rules, even if you spent all your life thinking about them.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\n\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42951/books-teachers-share-jose-luis-vilson-and-the-curious-incident-of-the-dog-in-the-night-time","authors":["4445"],"categories":["mindshift_21014"],"tags":["mindshift_21003","mindshift_20784","mindshift_1040"],"featImg":"mindshift_46305","label":"mindshift"},"mindshift_45611":{"type":"posts","id":"mindshift_45611","meta":{"index":"posts_1591205157","site":"mindshift","id":"45611","score":null,"sort":[1470374062000]},"guestAuthors":[],"slug":"books-teachers-share-katie-salen-tekinbas-and-fires-in-the-mirror","title":"Books Teachers Share: Katie Salen Tekinbaş and 'Fires in the Mirror'","publishDate":1470374062,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.instituteofplay.org/\">\u003cspan style=\"font-weight: 400\">Institute of Play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s founding executive director Katie SalenTekinbaş has taught courses on game design, interactivity, narrative of play, and more at the School of Design at DePaul University, and she was Director of Graduate Studies at Parsons, The New School for Design. Somewhat surprisingly, this expert in games and game design says a one-person play written by the legendary Anna Deavere Smith called \u003ci>\u003cb>Fires in the Mirror: Crown Heights, Brooklyn and Other Identities\u003c/b>\u003c/i>\u003c/span>\u003cspan style=\"font-weight: 400\"> is her favorite book. The play, which is structured as a series of monologues, chronicles the story of the Crown Heights riot from August 1991. Deavere Smith created the monologues directly from transcripts of interviews she conducted with both black and Jewish members of the Crown Heights community where the riot took place. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Salen Tekinbaş recently explained to MindShift why the play/book has had such a profound impact on her work as a teacher of game design. The conversation has been edited for clarity and length. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Salen Tekinbaş: Rather than telling a single story, \u003cem>Fires in the Mirror\u003c/em> is structured as a series of monologues. Each monologue presents a different viewpoint of the event that took place in that racially-divided neighborhood [Crown Heights, Brooklyn] in August 1991. Individually, each character reveals something about the riot; in sum, they create the space for a broader reflection on the construction of American character.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I don’t remember how I first ran across the book—it may have been assigned reading in a course on poverty and education that I took in graduate school. A year or two later, I remember watching a video of Smith performing the play, as part of some research I was doing for a course I was teaching that explored language, typography, and the construction of meaning. The video was riveting, it inspired me to go back and reread the book. I had also just spent some time in Crown Heights and was able to appreciate some of the nuances of the play that I had likely missed on a first reading.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"size-full wp-image-45643 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/firesinthemirror_cover.jpeg\" alt=\"firesinthemirror_cover\" width=\"192\" height=\"297\">What I took from the book, in addition to an interest in the formal structure of the narrative and the techniques used to tell the story, was a profound sense of respect for the complexity of relationships between people from different cultures, and the importance of allowing space for individual voice.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I've used the book as the basis for explorations in typography and semiotics with graphic design students, and as reading in seminars on interactive narrative with students studying interactive design, and in game design courses. The structure of the book lends itself to project-based learning as students can choose specific monologues to focus on, which gives them a chance to personalize an assignment while allowing for cohesion across a group of projects. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The book’s influence on me has changed over the years. Initially, I was influenced as a design educator by its formal structure, the way it allowed for multiplicity of perspective in the construction of narrative. But over time, the book really taught me a lot about how to listen to my students and how to create classroom environments that are welcoming to difference, and respectful of the diverse histories we all carry with us. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/books-teachers-share/\">\u003cimg class=\"alignnone wp-image-45517 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/BooksTeachersShare_header.png\" alt=\"BooksTeachersShare_header\" width=\"800\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-400x75.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-768x144.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>My favorite passage is: \"My sense is that American character lives not in one place or the other, but in the gaps between the places, and in our struggle to be together in our differences.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I design a game, I am basically designing a space for people to come together and play. When people are \"at play\" they are open to acting, listening, seeing, and interacting in ways that might radically differ from ordinary life. The space of the game allows this because it is \"just a game.\" Games provide an opportunity to immerse players in alternative cultures, whether these come from the game setting (as in a role-playing game where you take on the identity of someone very different than you) or from the rules of the game that might require you to perform actions that are unfamiliar or even taboo (like lying or stealing or even kissing, as in Spin the Bottle!).\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> Fires in the Mirror\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is always a reminder to me of how important it is to create spaces for a multiplicity of voices and perspectives to be experienced.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"For Institute of Play's executive director Katie Salen Tekinbas, \"Fires in the Mirror\" by Anna Deavere Smith is a book that has had a profound impact on her profession. ","status":"publish","parent":0,"modified":1470374062,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":738},"headData":{"title":"Books Teachers Share: Katie Salen Tekinbaş and 'Fires in the Mirror' | KQED","description":"For Institute of Play's executive director Katie Salen Tekinbas, "Fires in the Mirror" by Anna Deavere Smith is a book that has had a profound impact on her profession. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"45611 http://ww2.kqed.org/mindshift/?p=45611","disqusUrl":"https://ww2.kqed.org/mindshift/2016/08/04/books-teachers-share-katie-salen-tekinbas-and-fires-in-the-mirror/","disqusTitle":"Books Teachers Share: Katie Salen Tekinbaş and 'Fires in the Mirror'","path":"/mindshift/45611/books-teachers-share-katie-salen-tekinbas-and-fires-in-the-mirror","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.instituteofplay.org/\">\u003cspan style=\"font-weight: 400\">Institute of Play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s founding executive director Katie SalenTekinbaş has taught courses on game design, interactivity, narrative of play, and more at the School of Design at DePaul University, and she was Director of Graduate Studies at Parsons, The New School for Design. Somewhat surprisingly, this expert in games and game design says a one-person play written by the legendary Anna Deavere Smith called \u003ci>\u003cb>Fires in the Mirror: Crown Heights, Brooklyn and Other Identities\u003c/b>\u003c/i>\u003c/span>\u003cspan style=\"font-weight: 400\"> is her favorite book. The play, which is structured as a series of monologues, chronicles the story of the Crown Heights riot from August 1991. Deavere Smith created the monologues directly from transcripts of interviews she conducted with both black and Jewish members of the Crown Heights community where the riot took place. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Salen Tekinbaş recently explained to MindShift why the play/book has had such a profound impact on her work as a teacher of game design. The conversation has been edited for clarity and length. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Salen Tekinbaş: Rather than telling a single story, \u003cem>Fires in the Mirror\u003c/em> is structured as a series of monologues. Each monologue presents a different viewpoint of the event that took place in that racially-divided neighborhood [Crown Heights, Brooklyn] in August 1991. Individually, each character reveals something about the riot; in sum, they create the space for a broader reflection on the construction of American character.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I don’t remember how I first ran across the book—it may have been assigned reading in a course on poverty and education that I took in graduate school. A year or two later, I remember watching a video of Smith performing the play, as part of some research I was doing for a course I was teaching that explored language, typography, and the construction of meaning. The video was riveting, it inspired me to go back and reread the book. I had also just spent some time in Crown Heights and was able to appreciate some of the nuances of the play that I had likely missed on a first reading.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"size-full wp-image-45643 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/firesinthemirror_cover.jpeg\" alt=\"firesinthemirror_cover\" width=\"192\" height=\"297\">What I took from the book, in addition to an interest in the formal structure of the narrative and the techniques used to tell the story, was a profound sense of respect for the complexity of relationships between people from different cultures, and the importance of allowing space for individual voice.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I've used the book as the basis for explorations in typography and semiotics with graphic design students, and as reading in seminars on interactive narrative with students studying interactive design, and in game design courses. The structure of the book lends itself to project-based learning as students can choose specific monologues to focus on, which gives them a chance to personalize an assignment while allowing for cohesion across a group of projects. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The book’s influence on me has changed over the years. Initially, I was influenced as a design educator by its formal structure, the way it allowed for multiplicity of perspective in the construction of narrative. But over time, the book really taught me a lot about how to listen to my students and how to create classroom environments that are welcoming to difference, and respectful of the diverse histories we all carry with us. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/books-teachers-share/\">\u003cimg class=\"alignnone wp-image-45517 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/BooksTeachersShare_header.png\" alt=\"BooksTeachersShare_header\" width=\"800\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-400x75.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-768x144.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>My favorite passage is: \"My sense is that American character lives not in one place or the other, but in the gaps between the places, and in our struggle to be together in our differences.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I design a game, I am basically designing a space for people to come together and play. When people are \"at play\" they are open to acting, listening, seeing, and interacting in ways that might radically differ from ordinary life. The space of the game allows this because it is \"just a game.\" Games provide an opportunity to immerse players in alternative cultures, whether these come from the game setting (as in a role-playing game where you take on the identity of someone very different than you) or from the rules of the game that might require you to perform actions that are unfamiliar or even taboo (like lying or stealing or even kissing, as in Spin the Bottle!).\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> Fires in the Mirror\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is always a reminder to me of how important it is to create spaces for a multiplicity of voices and perspectives to be experienced.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45611/books-teachers-share-katie-salen-tekinbas-and-fires-in-the-mirror","authors":["4445"],"categories":["mindshift_21014"],"tags":["mindshift_21003","mindshift_20701","mindshift_20784","mindshift_1040","mindshift_20881"],"featImg":"mindshift_46012","label":"mindshift"},"mindshift_45657":{"type":"posts","id":"mindshift_45657","meta":{"index":"posts_1591205157","site":"mindshift","id":"45657","score":null,"sort":[1469192865000]},"guestAuthors":[],"slug":"books-teachers-share-larry-ferlazzo-and-rules-for-radicals","title":"Books Teachers Share: Larry Ferlazzo and Rules for Radicals","publishDate":1469192865,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Educator, blogger and author \u003c/span>\u003ca href=\"http://larryferlazzo.edublogs.org/\">\u003cspan style=\"font-weight: 400\">Larry Ferlazzo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teaches high school English and social studies, along with English language development, to a mostly English Language Learner population at Luther Burbank High School in Sacramento, California. He also writes columns for \u003c/span>\u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/\">\u003cspan style=\"font-weight: 400\">Education Week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://learning.blogs.nytimes.com/author/larry-ferlazzo/?_r=0\">\u003cspan style=\"font-weight: 400\">The New York Times Learning Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Ferlazzo said the book that has made the biggest impact on his life is \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Rules for Radicals\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, by sociologist and community organizer Saul Alinsky. Written in the early ‘70s as a successor to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Reverie for Radicals\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Alinsky's \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Rules for Radicals\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> presents what Ferlazzo calls “a very pragmatic perspective on how to make change.” Ferlazzo said that reading the book changed the course of his life, and the book stepped in to articulate what he had been feeling about how to make change in communities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ferlazzo recently told MindShift how the book has impacted his life as both a community organizer and educator. The interview has been edited for clarity and length. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ferlazzo: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Rules for Radicals\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is a non-fiction book written by a man named Saul Alinsky, and it was written in the early 70s. He is sort of considered the father of modern-day community organizing. I was a community organizer for 19 years before becoming a teacher. \u003c/span>\u003c/p>\n\u003cp>But prior to becoming an organizer, I spent seven years as part of the Catholic Worker Movement. The social justice perspective of the Worker is prophetic witness, that you’ve witnessed the world through civil disobedience and nonviolent protests. I think certainly there’s value in that, but I was feeling increasingly discontented with the idea of prophetic witness, it didn’t feel it was producing change in the world. And I heard about Alinsky and read his book and learned more about it, the perspective of: do you want to be right? Or do you want to be effective?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s the subject of the book: a very pragmatic perspective on how to make change. How I apply that to schools, and how I applied that to when I was organizing, was, you start where people are, not where you are. You build relationships, get to know what their self-interests are, and go from there. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_45879\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-45879\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Ferlazzo-2-e1469191291675-400x533.jpg\" alt=\"Ferlazzo 2\" width=\"250\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Ferlazzo-2-e1469191291675-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Ferlazzo-2-e1469191291675-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Ferlazzo-2-e1469191291675-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Ferlazzo-2-e1469191291675-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Ferlazzo-2-e1469191291675-960x1280.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Ferlazzo-2-e1469191291675.jpg 1224w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Larry Ferlazzo\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, in the classroom, I’m teaching one day, we were doing a natural disasters unit in 9th grade, and students were supposed to write what they felt was the worst natural disaster to experience, and there was a student who refused to do it. He’d never done much writing. And I had really gone through developing relationships -- part of what Alinsky pushed was that you get to know people and get to know their self-interests, so I knew that he was really interested in sports. I said, “Well, why don’t you write an essay about who you think the best football team is?” He said, “I could do that?” I said, “Yeah!” You know, keeping my eye on the prize, the focus was helping students develop the ability to write a persuasive essay, not to really write about what the worst natural disaster is. He got very enthusiastic about that, and after he completed that he said, “Hey, Mr. Ferlazzo, can I write one about my favorite basketball team?” So I said, sure. A week or two later, there was an all-teacher meeting with this child’s parent, and she had tears in her eyes holding one of his essays, and she said it was the first essay that he had ever written in any school.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> And that’s the idea of starting where people are, and living in the world, recognizing that we live in the world as it is, not as we’d like it to be. Now, there’s tension between the two, and we always want to move towards the way we want it to be, but too often, idealogues, and teachers -- and I’m not saying all teachers are idealogues! -- and even parents, say people \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">should\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> do things, we want people to do things because it’s the right thing to do, right? You know, a kid should clean their room because it’s the right thing to do. But it’s not because we want to be right all the time, it’s because we want to be effective. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Alinsky is particularly famous for something called the Iron Rule: never do anything for others that they can do for themselves. So I’m always looking for those kinds of opportunities. I’m a big advocate for what’s called ‘assisted discovery’ learning in the classroom. It’s not just throwing stuff in front of students, and then they have to do it all themselves, but they do a lot of inductive learning, or what’s called concept attainment: for example, when you’re teaching grammar, there are a bunch of “yes” examples and a bunch of “no” examples, you figure out the rule of why these are “yes” and these are “no.” It’s assisted discovery, but that’s an example of the Iron Rule. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of the stuff in the book is applicable to the world today, and some isn’t. But I think that the essence of what Alinsky wrote then is accurate, it’s been 60 years, our world has changed and the political dynamics have changed, and we’ve got to change a little bit with the times. But the universals are there, including one thing Alinsky recognized: that too many of us make too many things into principles. Once you make something into a principle, you can’t compromise. Teachers do that all the time in classrooms! Another key thing Alinsky pushed, which is applicable politically and in the classroom: everything we do, we want to do as a step towards getting to an agreement, to getting toward a compromise, getting to the table. \u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-45881 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Ferlazzo-Radicals.jpg\" alt=\"Ferlazzo Radicals\" width=\"250\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Ferlazzo-Radicals.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Ferlazzo-Radicals-400x533.jpg 400w\" sizes=\"(max-width: 250px) 100vw, 250px\">Even though I’ve never taught the whole book, I have used quotes of it in IB [International Baccalaureate] Theory of Knowledge class. One thing Alinsky really pushes is to always have an element of doubt in your beliefs. Be wary of anyone who doesn’t. In Theory of Knowledge, that’s a really important part, is always to recognize the difference between knowledge and beliefs.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Alinsky writes:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">The basic requirement for the understanding of the politics of change is to recognize the world as it is. We must work with it on its terms if we are to change it to the kind of world we would like it to be. We must first see the world as it is and not as we would like it to be. We must see the world as all political realists have, in terms of “what men do and not what they ought to do,” as Machiavelli and others have put it.\u003c/span>\u003c/p>\u003c/blockquote>\n\n","blocks":[],"excerpt":"English teacher Larry Ferlazzo applies some of the tactics and values he learned as a community organizer to how he teaches students. ","status":"publish","parent":0,"modified":1469192978,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1198},"headData":{"title":"Books Teachers Share: Larry Ferlazzo and Rules for Radicals | KQED","description":"English teacher Larry Ferlazzo applies some of the tactics and values he learned as a community organizer to how he teaches students. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"45657 http://ww2.kqed.org/mindshift/?p=45657","disqusUrl":"https://ww2.kqed.org/mindshift/2016/07/22/books-teachers-share-larry-ferlazzo-and-rules-for-radicals/","disqusTitle":"Books Teachers Share: Larry Ferlazzo and Rules for Radicals","path":"/mindshift/45657/books-teachers-share-larry-ferlazzo-and-rules-for-radicals","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Educator, blogger and author \u003c/span>\u003ca href=\"http://larryferlazzo.edublogs.org/\">\u003cspan style=\"font-weight: 400\">Larry Ferlazzo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teaches high school English and social studies, along with English language development, to a mostly English Language Learner population at Luther Burbank High School in Sacramento, California. He also writes columns for \u003c/span>\u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/\">\u003cspan style=\"font-weight: 400\">Education Week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://learning.blogs.nytimes.com/author/larry-ferlazzo/?_r=0\">\u003cspan style=\"font-weight: 400\">The New York Times Learning Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Ferlazzo said the book that has made the biggest impact on his life is \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Rules for Radicals\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, by sociologist and community organizer Saul Alinsky. Written in the early ‘70s as a successor to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Reverie for Radicals\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, Alinsky's \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Rules for Radicals\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> presents what Ferlazzo calls “a very pragmatic perspective on how to make change.” Ferlazzo said that reading the book changed the course of his life, and the book stepped in to articulate what he had been feeling about how to make change in communities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ferlazzo recently told MindShift how the book has impacted his life as both a community organizer and educator. The interview has been edited for clarity and length. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ferlazzo: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Rules for Radicals\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is a non-fiction book written by a man named Saul Alinsky, and it was written in the early 70s. He is sort of considered the father of modern-day community organizing. I was a community organizer for 19 years before becoming a teacher. \u003c/span>\u003c/p>\n\u003cp>But prior to becoming an organizer, I spent seven years as part of the Catholic Worker Movement. The social justice perspective of the Worker is prophetic witness, that you’ve witnessed the world through civil disobedience and nonviolent protests. I think certainly there’s value in that, but I was feeling increasingly discontented with the idea of prophetic witness, it didn’t feel it was producing change in the world. And I heard about Alinsky and read his book and learned more about it, the perspective of: do you want to be right? Or do you want to be effective?\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s the subject of the book: a very pragmatic perspective on how to make change. How I apply that to schools, and how I applied that to when I was organizing, was, you start where people are, not where you are. You build relationships, get to know what their self-interests are, and go from there. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_45879\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-45879\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Ferlazzo-2-e1469191291675-400x533.jpg\" alt=\"Ferlazzo 2\" width=\"250\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Ferlazzo-2-e1469191291675-400x533.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Ferlazzo-2-e1469191291675-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Ferlazzo-2-e1469191291675-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Ferlazzo-2-e1469191291675-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Ferlazzo-2-e1469191291675-960x1280.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Ferlazzo-2-e1469191291675.jpg 1224w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Larry Ferlazzo\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, in the classroom, I’m teaching one day, we were doing a natural disasters unit in 9th grade, and students were supposed to write what they felt was the worst natural disaster to experience, and there was a student who refused to do it. He’d never done much writing. And I had really gone through developing relationships -- part of what Alinsky pushed was that you get to know people and get to know their self-interests, so I knew that he was really interested in sports. I said, “Well, why don’t you write an essay about who you think the best football team is?” He said, “I could do that?” I said, “Yeah!” You know, keeping my eye on the prize, the focus was helping students develop the ability to write a persuasive essay, not to really write about what the worst natural disaster is. He got very enthusiastic about that, and after he completed that he said, “Hey, Mr. Ferlazzo, can I write one about my favorite basketball team?” So I said, sure. A week or two later, there was an all-teacher meeting with this child’s parent, and she had tears in her eyes holding one of his essays, and she said it was the first essay that he had ever written in any school.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> And that’s the idea of starting where people are, and living in the world, recognizing that we live in the world as it is, not as we’d like it to be. Now, there’s tension between the two, and we always want to move towards the way we want it to be, but too often, idealogues, and teachers -- and I’m not saying all teachers are idealogues! -- and even parents, say people \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">should\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> do things, we want people to do things because it’s the right thing to do, right? You know, a kid should clean their room because it’s the right thing to do. But it’s not because we want to be right all the time, it’s because we want to be effective. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Alinsky is particularly famous for something called the Iron Rule: never do anything for others that they can do for themselves. So I’m always looking for those kinds of opportunities. I’m a big advocate for what’s called ‘assisted discovery’ learning in the classroom. It’s not just throwing stuff in front of students, and then they have to do it all themselves, but they do a lot of inductive learning, or what’s called concept attainment: for example, when you’re teaching grammar, there are a bunch of “yes” examples and a bunch of “no” examples, you figure out the rule of why these are “yes” and these are “no.” It’s assisted discovery, but that’s an example of the Iron Rule. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of the stuff in the book is applicable to the world today, and some isn’t. But I think that the essence of what Alinsky wrote then is accurate, it’s been 60 years, our world has changed and the political dynamics have changed, and we’ve got to change a little bit with the times. But the universals are there, including one thing Alinsky recognized: that too many of us make too many things into principles. Once you make something into a principle, you can’t compromise. Teachers do that all the time in classrooms! Another key thing Alinsky pushed, which is applicable politically and in the classroom: everything we do, we want to do as a step towards getting to an agreement, to getting toward a compromise, getting to the table. \u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-45881 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Ferlazzo-Radicals.jpg\" alt=\"Ferlazzo Radicals\" width=\"250\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Ferlazzo-Radicals.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Ferlazzo-Radicals-400x533.jpg 400w\" sizes=\"(max-width: 250px) 100vw, 250px\">Even though I’ve never taught the whole book, I have used quotes of it in IB [International Baccalaureate] Theory of Knowledge class. One thing Alinsky really pushes is to always have an element of doubt in your beliefs. Be wary of anyone who doesn’t. In Theory of Knowledge, that’s a really important part, is always to recognize the difference between knowledge and beliefs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Alinsky writes:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">The basic requirement for the understanding of the politics of change is to recognize the world as it is. We must work with it on its terms if we are to change it to the kind of world we would like it to be. We must first see the world as it is and not as we would like it to be. We must see the world as all political realists have, in terms of “what men do and not what they ought to do,” as Machiavelli and others have put it.\u003c/span>\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45657/books-teachers-share-larry-ferlazzo-and-rules-for-radicals","authors":["4445"],"categories":["mindshift_21014"],"tags":["mindshift_21003","mindshift_20784","mindshift_1040","mindshift_21019"],"featImg":"mindshift_45882","label":"mindshift"},"mindshift_45731":{"type":"posts","id":"mindshift_45731","meta":{"index":"posts_1591205157","site":"mindshift","id":"45731","score":null,"sort":[1468566175000]},"guestAuthors":[],"slug":"books-teachers-share-inspired-to-join-the-doodle-revolution","title":"Books Teachers Share: Inspired to Join the Doodle Revolution","publishDate":1468566175,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Literacy specialist Shawna Coppola teaches at a small elementary school in Rollinsford, New Hampshire, where she focuses on universal instruction and supporting teachers, often stepping in to help plan a lesson or co-teach a unit. She said that an unlikely book has profoundly changed how she thinks about teaching reading and writing: Sunni Brown’s \u003c/span>\u003ca href=\"https://www.amazon.com/Doodle-Revolution-Unlock-Power-Differently/dp/1591847036\">\u003ci>\u003cspan style=\"font-weight: 400\">The Doodle Revolution: Unlock the Power to Think Differently\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coppola, who was never much of a doodler herself, said when she first started teaching 16 years ago, she often told students to stop drawing all over their papers and pay attention. But what she learned from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Doodle Revolution\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is that there is research to support the idea that doodling is actually not stealing focus, but helping to\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> increase\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> focus by helping the doodler think deeply about what is being said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And more than that, Coppola said, it’s fun. This conversation with MindShift has been edited for length and clarity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coppola: The book that has changed my life is called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Doodle Revolution: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">it takes you through what doodling is, it argues for its benefits, and talks about how visual learning and visual thinking can help us become better learners, but also can be super fun. Not only is Sunni Brown a really engaging writer and speaker, but she grounds her work in research.\u003c/span>\u003c/p>\n\u003cp>https://www.ted.com/talks/sunni_brown?language=en\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I found this book three years ago, in the business management section of the bookstore. But I could see how the ideas that Sunni was putting out there could apply to education. It really hit me in a way I didn’t expect.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think the book aims to break down misconceptions about doodling as being a mindless thing. Often, we think of doodlers as not paying attention. I remember when I first started teaching, I had this student who was a big doodler, and I would say to her, OK, put that away. And I had a meeting with her and her parents one day and it [doodling] came up somehow. And they tried to explain to me why she doodles, they were telling me how it helps her focus. At the time, I just wasn’t ready to hear it. I was willing to say, ok \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">she\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> can doodle, but no one else is going to doodle in my classroom! I didn’t doodle, so I saw it as something sort of subversive. And that’s what Sunni talks about, we think of doodling as something mindless and almost rude. She turns that notion on its head.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-45793\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Circa-2014b-e1468563706159.jpg\" alt=\"Circa 2014b\" width=\"1920\" height=\"2560\">\u003c/p>\n\u003cp>The other part of the book offers some really practical ways to learn visual thinking techniques, and that was really helpful for me, because I never thought of myself as a visual learner, but now I completely think of myself as a visual learner. She talks about using a ‘visual alphabet,’ she talks about using color when you’re taking notes, how you can differentiate between different parts of what you’re listening to or reading. She talks about using different kinds of bullets and frames. Then she gives us space as readers to kind of practice it in the book.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This book has changed what I do so much. It’s changed how I access and synthesize information. But what’s really changed is the way I listen to information coming in. I’ve been taking pictures of my notebooks through the years to see how they’ve evolved -- and it’s become so fun for me, it helps me focus. It’s changed everything about the way I think of composition, and the way I think. It’s just been completely paradigm-shifting for me. \u003c/span>\u003c/p>\n\u003cp>And I use it in different ways with the students. Like, my colleague teaches a fifth/sixth grade classroom. She used to be a doodler and a drawer, but stopped. The book really spoke to her. She started doodling more. Then she and I explicitly taught her students some of the techniques that Sunni teaches in the book. It’s given permission to the kids: so when we’re doing math, I can doodle, and doodle what I’m hearing and that’s OK, no one’s going to be mad at me, or have to put my notebook away.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/tag/books-teachers-share/\">\u003cimg class=\"alignnone size-full wp-image-45517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/BooksTeachersShare_header.png\" alt=\"BooksTeachersShare_header\" width=\"800\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-400x75.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-768x144.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it’s not only visual thinking strategies; it also helped me think differently about composition as a whole. [Because of the book], in the past couple of years, we’ve done a lot more inquiries into comics and graphic novels and illustration study. And the students are so much more engaged, I feel like I see it, and other teachers have told me how much engagement they see with their kids now. They love it. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>My favorite quote: \"How do we drop like rocks off the visual language learning curve? When and why does this insidious phenomenon start? I've seen children of all ages ooze doodles and drawings onto paper as if they were vines growing with their hands. They do this easily, without prompting or training; it's as natural as walking and talking. Then, without warning--and worse, without adults noticing or caring--they seem to lose their visual language capacity as they embrace numbers and letters. Out go their loose, easy sketches, and in come the supposedly \"real\" tools, the power tools of numbers and words that will likely dominate their attention for the rest of their lives.\"\u003c/p>\n\u003cfigure id=\"attachment_45767\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-45767\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Quote-e1468007078441.jpg\" alt=\"Mark-up of Shawna Coppola's copy of "The Doodle Revolution."\" width=\"1920\" height=\"1289\">\u003cfigcaption class=\"wp-caption-text\">Mark-up of Shawna Coppola's copy of \"The Doodle Revolution.\" \u003ccite>(Courtesy of Shawna Coppola)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n","blocks":[],"excerpt":"A teacher found a better way to teach by encouraging kids to doodle. ","status":"publish","parent":0,"modified":1468566175,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":949},"headData":{"title":"Books Teachers Share: Inspired to Join the Doodle Revolution | KQED","description":"A teacher found a better way to teach by encouraging kids to doodle. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"45731 http://ww2.kqed.org/mindshift/?p=45731","disqusUrl":"https://ww2.kqed.org/mindshift/2016/07/15/books-teachers-share-inspired-to-join-the-doodle-revolution/","disqusTitle":"Books Teachers Share: Inspired to Join the Doodle Revolution","path":"/mindshift/45731/books-teachers-share-inspired-to-join-the-doodle-revolution","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Literacy specialist Shawna Coppola teaches at a small elementary school in Rollinsford, New Hampshire, where she focuses on universal instruction and supporting teachers, often stepping in to help plan a lesson or co-teach a unit. She said that an unlikely book has profoundly changed how she thinks about teaching reading and writing: Sunni Brown’s \u003c/span>\u003ca href=\"https://www.amazon.com/Doodle-Revolution-Unlock-Power-Differently/dp/1591847036\">\u003ci>\u003cspan style=\"font-weight: 400\">The Doodle Revolution: Unlock the Power to Think Differently\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coppola, who was never much of a doodler herself, said when she first started teaching 16 years ago, she often told students to stop drawing all over their papers and pay attention. But what she learned from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Doodle Revolution\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is that there is research to support the idea that doodling is actually not stealing focus, but helping to\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> increase\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> focus by helping the doodler think deeply about what is being said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And more than that, Coppola said, it’s fun. This conversation with MindShift has been edited for length and clarity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coppola: The book that has changed my life is called \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Doodle Revolution: \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">it takes you through what doodling is, it argues for its benefits, and talks about how visual learning and visual thinking can help us become better learners, but also can be super fun. Not only is Sunni Brown a really engaging writer and speaker, but she grounds her work in research.\u003c/span>\u003c/p>\n\u003cp>https://www.ted.com/talks/sunni_brown?language=en\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I found this book three years ago, in the business management section of the bookstore. But I could see how the ideas that Sunni was putting out there could apply to education. It really hit me in a way I didn’t expect.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think the book aims to break down misconceptions about doodling as being a mindless thing. Often, we think of doodlers as not paying attention. I remember when I first started teaching, I had this student who was a big doodler, and I would say to her, OK, put that away. And I had a meeting with her and her parents one day and it [doodling] came up somehow. And they tried to explain to me why she doodles, they were telling me how it helps her focus. At the time, I just wasn’t ready to hear it. I was willing to say, ok \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">she\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> can doodle, but no one else is going to doodle in my classroom! I didn’t doodle, so I saw it as something sort of subversive. And that’s what Sunni talks about, we think of doodling as something mindless and almost rude. She turns that notion on its head.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-45793\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Circa-2014b-e1468563706159.jpg\" alt=\"Circa 2014b\" width=\"1920\" height=\"2560\">\u003c/p>\n\u003cp>The other part of the book offers some really practical ways to learn visual thinking techniques, and that was really helpful for me, because I never thought of myself as a visual learner, but now I completely think of myself as a visual learner. She talks about using a ‘visual alphabet,’ she talks about using color when you’re taking notes, how you can differentiate between different parts of what you’re listening to or reading. She talks about using different kinds of bullets and frames. Then she gives us space as readers to kind of practice it in the book.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This book has changed what I do so much. It’s changed how I access and synthesize information. But what’s really changed is the way I listen to information coming in. I’ve been taking pictures of my notebooks through the years to see how they’ve evolved -- and it’s become so fun for me, it helps me focus. It’s changed everything about the way I think of composition, and the way I think. It’s just been completely paradigm-shifting for me. \u003c/span>\u003c/p>\n\u003cp>And I use it in different ways with the students. Like, my colleague teaches a fifth/sixth grade classroom. She used to be a doodler and a drawer, but stopped. The book really spoke to her. She started doodling more. Then she and I explicitly taught her students some of the techniques that Sunni teaches in the book. It’s given permission to the kids: so when we’re doing math, I can doodle, and doodle what I’m hearing and that’s OK, no one’s going to be mad at me, or have to put my notebook away.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/tag/books-teachers-share/\">\u003cimg class=\"alignnone size-full wp-image-45517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/BooksTeachersShare_header.png\" alt=\"BooksTeachersShare_header\" width=\"800\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-400x75.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-768x144.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it’s not only visual thinking strategies; it also helped me think differently about composition as a whole. [Because of the book], in the past couple of years, we’ve done a lot more inquiries into comics and graphic novels and illustration study. And the students are so much more engaged, I feel like I see it, and other teachers have told me how much engagement they see with their kids now. They love it. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>My favorite quote: \"How do we drop like rocks off the visual language learning curve? When and why does this insidious phenomenon start? I've seen children of all ages ooze doodles and drawings onto paper as if they were vines growing with their hands. They do this easily, without prompting or training; it's as natural as walking and talking. Then, without warning--and worse, without adults noticing or caring--they seem to lose their visual language capacity as they embrace numbers and letters. Out go their loose, easy sketches, and in come the supposedly \"real\" tools, the power tools of numbers and words that will likely dominate their attention for the rest of their lives.\"\u003c/p>\n\u003cfigure id=\"attachment_45767\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-45767\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Quote-e1468007078441.jpg\" alt=\"Mark-up of Shawna Coppola's copy of "The Doodle Revolution."\" width=\"1920\" height=\"1289\">\u003cfigcaption class=\"wp-caption-text\">Mark-up of Shawna Coppola's copy of \"The Doodle Revolution.\" \u003ccite>(Courtesy of Shawna Coppola)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45731/books-teachers-share-inspired-to-join-the-doodle-revolution","authors":["4445"],"categories":["mindshift_21014"],"tags":["mindshift_21003","mindshift_20838","mindshift_20784","mindshift_1040","mindshift_20837"],"featImg":"mindshift_45768","label":"mindshift"},"mindshift_44388":{"type":"posts","id":"mindshift_44388","meta":{"index":"posts_1591205157","site":"mindshift","id":"44388","score":null,"sort":[1466755643000]},"guestAuthors":[],"slug":"books-teachers-share-how-to-see-teaching-as-an-art","title":"Books Teachers Share: How to See Teaching as an Art","publishDate":1466755643,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Award-winning educator \u003ca href=\"http://flipyourglassroom.com/\">Troy Cockrum\u003c/a> is director of innovative teaching as well as host of the Genius Hour innovation class for middle schoolers at St. Therese of Little Flower Catholic School, a K-8 parochial school on the Southeast side of Indianapolis. One of the books that’s been most influential to him as he thinks about his work helping both teachers and students find ways to innovate is Seth Godin’s \u003c/span>\u003ca href=\"http://www.amazon.com/Linchpin-Are-Indispensable-Seth-Godin/dp/1591844096/ref=sr_1_1?s=books&ie=UTF8&qid=1458233635&sr=1-1&keywords=linchpin+seth+godin\">\u003ci>\u003cspan style=\"font-weight: 400\">Linchpin: Are You Indispensible?\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though the book was written for the business world, Cockrum finds many applications in the education world as well. According to Godin, “linchpins” are people who are in touch with their own abilities to solve problems when “there’s no rule book.” And he calls them the “essential building blocks” of great organizations, who turn their work into a kind of art. That’s how Cockrum wants teachers to think of their job, and he believes, how students should think about their work and their futures. \u003c/span>\u003c/p>\n\u003cp>The conversation has been edited for clarity and length.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cockrum: I really like \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Linchpin\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> because it talks about a different system and mentality that is outside the education realm. Godin may not necessarily have all the right answers because he’s not an educator, but he’s asking big questions. The book is about how to approach your job and your work with a different mentality in order to be more productive and beneficial. He mainly presents ideas to help people rethink what our current business culture should look like. \u003c/span>\u003c/p>\n\u003cp>In my job as director of innovative teaching, I have two roles: I work with teachers to help them plan, and learn how to integrate more contemporary or innovative teaching methods into their teaching. And on the other side, I work with students to help them conceptualize their work. For example, if it’s using a technology tool for a project, how can we use that more creatively?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I first read the book as I was transitioning into my new job [from middle school English teacher to innovative teaching leader], and it made me rethink how we should approach a job, particularly one like mine where my goal is to help other teachers improve.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/tag/books-teachers-share/\">\u003cimg class=\"alignleft wp-image-45517 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/BooksTeachersShare_header.png\" alt=\"BooksTeachersShare_header\" width=\"800\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-400x75.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-768x144.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>In many ways, Godin made me put into practice what I was already thinking. \u003cspan style=\"font-weight: 400\">One of the things he talks about is seeing what you do as art as opposed to a job. A job is what you do when someone tells you how to do it, and art is what you do when you take your own path. I see teaching as an art in general. So when I’m working with teachers, I always tell them, I’m not going to give you a binder to follow step by step, I’m here to give you ideas, then I want you to take your expertise and background and meld it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I push a lot of teachers and students out of their comfort zone, and I do that because we need to get out of our comfort zone to improve. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Godin also talks about the industrial model of teaching, and how schools were designed for 100 years ago. He says that a lot of teachers teach by fear, because it’s a shortcut to what you need to get done. It may not be the best way to teach, but you can get the kids to be compliant in a short amount of time needed in order to pass the test or whatever. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the world is changing -- our kids are not going to be in the same kinds of jobs that we are in. I’m in an environment where I’m creating my own job and a lot of other people are doing the same thing. If you think you are going to find the ideal job, you’re not -- you have to make the ideal job. So, we need to teach students that; they need to be critical thinkers and problem solvers, but what does that mean? We need to teach them to have the confidence to be different, and in the same regards as teachers, to push themselves out of their comfort zone and go beyond what they thought was possible, or are comfortable doing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Godin writes, “You have all the information that everyone else has. But if you are deliberately trying to create a future that feels safe, you will willfully ignore the future that is likely.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Troy Cockrum applies what he learned in Seth Godin's book \"Linchpin\" to helping students and teachers innovate. ","status":"publish","parent":0,"modified":1466755643,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":769},"headData":{"title":"Books Teachers Share: How to See Teaching as an Art | KQED","description":"Troy Cockrum applies what he learned in Seth Godin's book "Linchpin" to helping students and teachers innovate. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"44388 http://ww2.kqed.org/mindshift/?p=44388","disqusUrl":"https://ww2.kqed.org/mindshift/2016/06/24/books-teachers-share-how-to-see-teaching-as-an-art/","disqusTitle":"Books Teachers Share: How to See Teaching as an Art","path":"/mindshift/44388/books-teachers-share-how-to-see-teaching-as-an-art","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Award-winning educator \u003ca href=\"http://flipyourglassroom.com/\">Troy Cockrum\u003c/a> is director of innovative teaching as well as host of the Genius Hour innovation class for middle schoolers at St. Therese of Little Flower Catholic School, a K-8 parochial school on the Southeast side of Indianapolis. One of the books that’s been most influential to him as he thinks about his work helping both teachers and students find ways to innovate is Seth Godin’s \u003c/span>\u003ca href=\"http://www.amazon.com/Linchpin-Are-Indispensable-Seth-Godin/dp/1591844096/ref=sr_1_1?s=books&ie=UTF8&qid=1458233635&sr=1-1&keywords=linchpin+seth+godin\">\u003ci>\u003cspan style=\"font-weight: 400\">Linchpin: Are You Indispensible?\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though the book was written for the business world, Cockrum finds many applications in the education world as well. According to Godin, “linchpins” are people who are in touch with their own abilities to solve problems when “there’s no rule book.” And he calls them the “essential building blocks” of great organizations, who turn their work into a kind of art. That’s how Cockrum wants teachers to think of their job, and he believes, how students should think about their work and their futures. \u003c/span>\u003c/p>\n\u003cp>The conversation has been edited for clarity and length.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cockrum: I really like \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Linchpin\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> because it talks about a different system and mentality that is outside the education realm. Godin may not necessarily have all the right answers because he’s not an educator, but he’s asking big questions. The book is about how to approach your job and your work with a different mentality in order to be more productive and beneficial. He mainly presents ideas to help people rethink what our current business culture should look like. \u003c/span>\u003c/p>\n\u003cp>In my job as director of innovative teaching, I have two roles: I work with teachers to help them plan, and learn how to integrate more contemporary or innovative teaching methods into their teaching. And on the other side, I work with students to help them conceptualize their work. For example, if it’s using a technology tool for a project, how can we use that more creatively?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I first read the book as I was transitioning into my new job [from middle school English teacher to innovative teaching leader], and it made me rethink how we should approach a job, particularly one like mine where my goal is to help other teachers improve.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/tag/books-teachers-share/\">\u003cimg class=\"alignleft wp-image-45517 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/BooksTeachersShare_header.png\" alt=\"BooksTeachersShare_header\" width=\"800\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-400x75.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/BooksTeachersShare_header-768x144.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>In many ways, Godin made me put into practice what I was already thinking. \u003cspan style=\"font-weight: 400\">One of the things he talks about is seeing what you do as art as opposed to a job. A job is what you do when someone tells you how to do it, and art is what you do when you take your own path. I see teaching as an art in general. So when I’m working with teachers, I always tell them, I’m not going to give you a binder to follow step by step, I’m here to give you ideas, then I want you to take your expertise and background and meld it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I push a lot of teachers and students out of their comfort zone, and I do that because we need to get out of our comfort zone to improve. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Godin also talks about the industrial model of teaching, and how schools were designed for 100 years ago. He says that a lot of teachers teach by fear, because it’s a shortcut to what you need to get done. It may not be the best way to teach, but you can get the kids to be compliant in a short amount of time needed in order to pass the test or whatever. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the world is changing -- our kids are not going to be in the same kinds of jobs that we are in. I’m in an environment where I’m creating my own job and a lot of other people are doing the same thing. If you think you are going to find the ideal job, you’re not -- you have to make the ideal job. So, we need to teach students that; they need to be critical thinkers and problem solvers, but what does that mean? We need to teach them to have the confidence to be different, and in the same regards as teachers, to push themselves out of their comfort zone and go beyond what they thought was possible, or are comfortable doing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Godin writes, “You have all the information that everyone else has. But if you are deliberately trying to create a future that feels safe, you will willfully ignore the future that is likely.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44388/books-teachers-share-how-to-see-teaching-as-an-art","authors":["4445"],"categories":["mindshift_1"],"tags":["mindshift_21003"],"featImg":"mindshift_45624","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","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.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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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. 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For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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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.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. 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