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"disqusTitle": "How A School Prioritizes Character as Much as Academics",
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"content": "\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/a-school-where-character-matters-as-much-as-academics/\">\u003cem>social emotional skills\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>WASHINGTON — It was late May in a conference room at Capital City Public Charter School and Nia Reese, an eighth grader dressed in a business suit, guided her audience through a PowerPoint presentation. She talked about her academic achievements, then segued to a project on gun violence and its toll on teenagers in her community.\u003c/p>\n\u003cp>“A struggle I had,” she said, her voice suddenly shaking, “was taking an emotional risk and talking about things I don’t usually talk about: how gun violence has affected people that I love.”\u003c/p>\n\u003cp>Nia took a moment to compose herself. She was halfway through the 40-minute talk. Her objective? To persuade a three-person panel of educators and community members that she was ready to graduate to Capital City’s high school program in the fall.\u003c/p>\n\u003cfigure id=\"attachment_54296\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54296\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">At Capital City Public Charter School, eighth grader Nia Reese delivers a 40-minute presentation aimed at convincing panelists that she is prepared to move on to the campus’ high school. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nia is a good student with solid academic grades. But at this school, that’s not enough. The presentation, for which she spent months preparing, is required of all eighth graders who wish to continue on to the campus’ high school. While Capital City takes pride in preparing students academically for that next step, teachers and staff place an emphasis on ensuring that these young people are emotionally ready as well — with the social skills, like strength of character, resilience and integrity, needed to succeed.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Spurred by brain research that has shown a \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.2004.00679.x\">strong connection\u003c/a> between the social and emotional skills of students and their cognitive development, more schools across the country are emphasizing “soft skills” such as communication, collaboration, self-awareness and problem-solving as part of a trend known as social and emotional learning, or SEL.\u003c/p>\n\u003cp>The obstacles to implementing SEL are significant. It requires resources and training at a time when many districts are struggling to \u003ca href=\"https://hechingerreport.org/how-does-underfunding-actually-affect-schools-four-questions-with-greene-county-superintendent-richard-fleming/\">provide the basics\u003c/a>. There are critics who contend that instilling social values in students is the purview of parents not schools, and others who fear that SEL could easily be used as yet another way to punish low-income students of color who don’t conform to behavioral norms.\u003c/p>\n\u003cp>Another big challenge is \u003ca href=\"https://hechingerreport.org/new-advances-measuring-social-emotional-learning/\">determining\u003c/a> how to measure social and emotional development in the first place. Unlike algebra or world history, there is no bubble sheet by which to judge students’ soft skills, let alone evaluate their growth over time. And even if there were standardized measures for traits like integrity and compassion, whose cultural norms should be used to judge the results?\u003c/p>\n\u003cp>Capital City is often cited by advocates of social and emotional learning for its commitment to putting these skills on a par with homework and exam scores. In addition to traditional academic grades, student report cards include marks from 1 to 4 on qualities such as organization, timeliness and accountability. While distilling character-based attributes to number grades has its skeptics, Capital City officials said the approach not only helps students gauge their progress, but signals just how important these skills are to their futures. Increasingly, it is these social and emotional skills — like perseverance and collaboration — that are seen as key to success in college and the workplace. Yet many employers say \u003ca href=\"https://www.bna.com/uploadedFiles/BNA_V2/Micro_Sites/2018/Future_of_Work/Workday%20Bloomberg%20Build-Tomorrow-Talent_FINAL.pdf\">graduates lack\u003c/a> these skills.\u003c/p>\n\u003cp>“We don’t question why students come to school to learn academics,” said Laina Cox, Capital City’s middle school principal. “And I see SEL the exact same way.”\u003c/p>\n\u003cfigure id=\"attachment_54301\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54301\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91211-e1567489609300.jpg\" alt=\"\" width=\"1800\" height=\"1350\">\u003cfigcaption class=\"wp-caption-text\">Samantha Clark teaches a sixth-grade combined math and science class at Capital City Public Charter School. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students talk about this so-called “character data” on a regular basis: in parent conferences, with their teachers, and during schoolwide “equity days,” where students discuss topics like religion and sexual orientation and participate in activities designed to build compassion and empathy. For Nia, the portfolio presentation represented a high-stakes opportunity to demonstrate her own character. She was being evaluated not only on her achievements over the last three years, but on her ability to communicate them effectively and put them in the context of her personal growth. Students who fail to receive a positive evaluation are given detailed feedback on where they need to improve and an opportunity to present again.\u003c/p>\n\u003cp>At Capital City, a 19-year old school in northwest D.C., social and emotional learning is woven into daily interactions between adults and students and integrated into classroom content. After completing a challenging science project, for example, students might be given the opportunity to reflect on not just the academic material, but on how they adopted strategies of perseverance or problem-solving to overcome obstacles that arose along the way.\u003c/p>\n\u003cp>Students hone public speaking and communication skills by regularly presenting their work. Feedback, whether from teachers or peers, is viewed as a crucial learning tool. Students describe the process of rewriting and revising as a prerequisite for submitting high-quality work. When reflecting on their time at Capital City, many students are quick to link outcomes like good grades to personal characteristics of persistence, self-confidence and the ability to manage their time wisely.\u003c/p>\n\u003cp>In addition to their academic classes, students have a daily advisory class (led by one of their current teachers) in groups limited to no more than 10. The advisory class is designed as a space where students are encouraged to discuss whatever’s on their minds — not just academic issues, but personal issues too. Sharing their stories, and listening to the experiences of their peers, can help build a level of trust and respect that teachers say is key to allowing students thrive both socially and academically.\u003c/p>\n\u003cp>“I got a bunch of friends who go to schools around the neighborhood and it’s like you go to school, you get your grades, alright we’re done for the day,” said Daniel Escobar, a 2019 graduate who plans to attend Washington Adventist University in the fall. “Capital City finds a way to make sure everyone feels safe, emotionally and also academically.”\u003c/p>\n\u003cp>“Without the social-emotional part I would have dropped out,” said 18-year-old Kimberly Hernandez, class of 2019. “In my family, a lot of people don’t really graduate from high school. There were various times at Capital City where I was just like, ‘Man I wanna drop out. It’s getting really hard.’ The students here, the teachers, the staff itself they were just like you have to stay, you have to work harder. I’m really proud of myself because I didn’t think I was going to make it this far in the first place.”\u003c/p>\n\u003cfigure id=\"attachment_54295\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54295\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">Students at Capital City Public Charter School tend to one of the campus’ community gardens. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In the majority black and Latino pre-K-12 school of roughly 1,000 students, 74 percent of whom come from low-income households, 100 percent of graduating seniors are accepted to college, officials said. The four- and five-year high school graduation rates of 86 percent and 98 percent, respectively, \u003ca href=\"https://dcschoolreportcard.org/schools/108-1207/graduation-rate\">exceed city averages\u003c/a>, as does attendance in both the \u003ca href=\"https://dcschoolreportcard.org/schools/108-0182/attendance\">middle school\u003c/a> and \u003ca href=\"https://dcschoolreportcard.org/schools/108-1207/attendance\">high school\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://dcschoolreportcard.org/schools/108-0182/student-achievement?lang=en\">Middle school performance\u003c/a> on standardized tests, however, isn’t notably higher than city averages in English and dips below them in math. And within the school there remains a significant achievement gap, with black and Latino students scoring three times lower than their white classmates in English and five times lower in math. School leaders acknowledge that there is still plenty of work to be done, but argue for longer-term measures of success.\u003c/p>\n\u003cp>“I’m not saying test scores should be out the door,” said Cox. “What I’m saying is they shouldn’t be the only way we are judging our kids.”\u003c/p>\n\u003cp>To that end, Capital City’s high school counselors have made tracking students after graduation a priority. The results they cite are promising. Of its first class of seniors in 2012, 45 percent received a college degree within six years, according to documents provided by the school, far above the \u003ca href=\"https://collegeforamerica.org/college-completion-low-income-students/\">14 percent nationwide\u003c/a> average for low-income students. School leaders say their near-term goal is to increase that number to 60 percent, in line with the national average for all students. For subsequent graduating classes, the school’s latest figures indicate that 71 percent of students are still enrolled in college.\u003c/p>\n\u003cp>As social and emotional learning spreads, schools are increasingly wrestling with questions of assessment — how to quantify student performance in areas like self-awareness and problem-solving. Capital City’s approach of attaching grades to social and emotional skills on student report cards \u003ca href=\"https://www.edweek.org/ew/articles/2017/05/31/is-your-child-showing-grit-school-report.html\">isn’t unique\u003c/a>. Elementary schoolers in San Francisco Public Schools, for example, \u003ca href=\"http://www.sfusd.edu/en/news/media-coverage/2016-media-coverage-archive/11/new-report-cards-in-sf-a-f-grades-get-an-o-for-obsolete.html\">receive number grades\u003c/a> in areas like regulating their emotions and managing challenging situations. In Montgomery County, Maryland, \u003ca href=\"https://www.montgomeryschoolsmd.org/uploadedFiles/info/grading/SBRC_2018_2019_Gr3.pdf\">report cards specify\u003c/a> whether elementary school students “collaborate with others” and demonstrate “motivation and persistence.”\u003c/p>\n\u003cp>But there is disagreement, even among SEL proponents, not only over how to measure social and emotional learning, but \u003ca href=\"https://blogs.edweek.org/edweek/rulesforengagement/2015/05/grit_accountability_noncognitive_skills_duckworth_yeager.html\">whether to do it in the first place\u003c/a>. Methods for assessing SEL are only just emerging. Putting teachers in charge of deciding which students are socially competent raises concerns that educators’ unconscious biases could creep into the evaluation process, disproportionately penalizing students of color. Experts stress that grades should be used not as an end unto themselves, but as tool for helping students improve.\u003c/p>\n\u003cp>“It is useful to get a baseline understanding of where students are on things we want them to learn,” said Robert Jagers, vice president of research at CASEL, a nonprofit that advocates for social and emotional learning. But, he added, “[social and emotional] competencies are hard to measure.” Researchers like himself, he said, are “concerned about their use for high-stakes purposes” such as school accountability and funding.\u003c/p>\n\u003cfigure id=\"attachment_54302\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54302\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91183-e1567489544615.jpg\" alt=\"\" width=\"1800\" height=\"1350\">\u003cfigcaption class=\"wp-caption-text\">Capital City Public Charter School serves students throughout the Washington, D.C. area. A majority of the school’s students live in low-income households. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools that do evaluate these skills need to consider including input beyond that of the classroom teacher, said Jagers. Students, parents and outside evaluators should also have a voice in whether the school is providing a safe and welcoming environment, through surveys and other tools. Done right, he said, social and emotional instruction will help elevate student performance in academic areas.\u003c/p>\n\u003cp>Hayden Frederick-Clarke, director of cultural proficiency at Boston Public Schools, likewise stressed that schools need to be careful about imposing the cultural norms of white teachers onto students from other backgrounds. Otherwise, he said, social and emotional learning can turn into “acculturation and assimilation activities.”\u003c/p>\n\u003cp>Capital City educators said they take steps to ensure that their process is fair and geared toward helping students improve. Students are measured on traits like reflection and accountability in the context of their academic work, school officials said. A research-heavy science project that involves numerous revisions and multiple draft deadlines, for example, provides an opportunity for a student to demonstrate organization and punctuality skills. A group project that ends in a class presentation will call upon a student’s communication abilities.\u003c/p>\n\u003cp>Students also discuss “character data” on more subjective qualities like integrity and character, but they don’t receive grades in these areas. The focus is on more concrete qualities like organization and timeliness in the context of their academic studies.\u003c/p>\n\u003cp>Administrators added the program places an emphasis on ensuring that the school’s teachers, many of whom are white, understand the importance of culturally responsive teaching. They receive professional training on race and implicit bias and participate in regular, often candid conversations about these topics with their colleagues. Teachers are also hired based in part on their understanding of, and commitment to, the school’s approach to social and emotional learning, said Cox.\u003c/p>\n\u003cp>“When I interviewed here,” said Lapeta Solomon, an English teacher who just finished her third year at the school, “I came in the door and I saw people laughing, I saw people talking to little kids, I saw people smiling, I saw people giving hugs. I knew this was for me. I called my partner and I was like ‘I’m home.’”\u003c/p>\n\u003cfigure id=\"attachment_54297\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54297\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">Marnier Robinson's portfolio presentation. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She and others noted that Capital City’s approach is not easy to replicate. The school serves grades pre-K to 12, providing a cohesive educational experience. And because Capital City is a lottery school, many of its students gain admission aided by a high level of parental involvement. Teachers also cited the autonomy they are given and their freedom from the strictures of teach-to-the-test mandates many said they’ve experienced at previous schools. Above all, however, the school’s educators cited the importance of creating mutual trust and respect between teachers and students.\u003c/p>\n\u003cp>The trust helped carry Nia, the eighth grader, through the jitters of her presentation day. As she wrapped up her portfolio presentation and listened to feedback from the panel, the atmosphere was more reminiscent of a PhD presentation than the conclusion of middle school. Afterward, Nia said she felt relieved to have the experience behind her but added that the months of preparation reminded her just how much she’s grown since arriving as a fifth grader.\u003c/p>\n\u003cp>“I’ve become more confident,” she said. Her experiences at Capital City, Nia said, would help carry her to high school and beyond.\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/a-school-where-character-matters-as-much-as-academics/\">\u003cem>social emotional skills\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Capital City Public Charter School considers its students’ social and emotional development — their persistence, collaboration and integrity — to be just as important as their academic work. One way the school sends that message to young people is by grading them on their progress in areas like punctuality, timeliness and accountability, and discussing their “character data” in meetings with students and parents.",
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"description": "Capital City Public Charter School considers its students’ social and emotional development — their persistence, collaboration and integrity — to be just as important as their academic work. One way the school sends that message to young people is by grading them on their progress in areas like punctuality, timeliness and accountability, and discussing their “character data” in meetings with students and parents.",
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"nprByline": "\u003ca href=\"https://hechingerreport.org/\">Amadou Diallo, The Hechinger Report\u003c/a>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/a-school-where-character-matters-as-much-as-academics/\">\u003cem>social emotional skills\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>WASHINGTON — It was late May in a conference room at Capital City Public Charter School and Nia Reese, an eighth grader dressed in a business suit, guided her audience through a PowerPoint presentation. She talked about her academic achievements, then segued to a project on gun violence and its toll on teenagers in her community.\u003c/p>\n\u003cp>“A struggle I had,” she said, her voice suddenly shaking, “was taking an emotional risk and talking about things I don’t usually talk about: how gun violence has affected people that I love.”\u003c/p>\n\u003cp>Nia took a moment to compose herself. She was halfway through the 40-minute talk. Her objective? To persuade a three-person panel of educators and community members that she was ready to graduate to Capital City’s high school program in the fall.\u003c/p>\n\u003cfigure id=\"attachment_54296\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54296\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">At Capital City Public Charter School, eighth grader Nia Reese delivers a 40-minute presentation aimed at convincing panelists that she is prepared to move on to the campus’ high school. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nia is a good student with solid academic grades. But at this school, that’s not enough. The presentation, for which she spent months preparing, is required of all eighth graders who wish to continue on to the campus’ high school. While Capital City takes pride in preparing students academically for that next step, teachers and staff place an emphasis on ensuring that these young people are emotionally ready as well — with the social skills, like strength of character, resilience and integrity, needed to succeed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Spurred by brain research that has shown a \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.2004.00679.x\">strong connection\u003c/a> between the social and emotional skills of students and their cognitive development, more schools across the country are emphasizing “soft skills” such as communication, collaboration, self-awareness and problem-solving as part of a trend known as social and emotional learning, or SEL.\u003c/p>\n\u003cp>The obstacles to implementing SEL are significant. It requires resources and training at a time when many districts are struggling to \u003ca href=\"https://hechingerreport.org/how-does-underfunding-actually-affect-schools-four-questions-with-greene-county-superintendent-richard-fleming/\">provide the basics\u003c/a>. There are critics who contend that instilling social values in students is the purview of parents not schools, and others who fear that SEL could easily be used as yet another way to punish low-income students of color who don’t conform to behavioral norms.\u003c/p>\n\u003cp>Another big challenge is \u003ca href=\"https://hechingerreport.org/new-advances-measuring-social-emotional-learning/\">determining\u003c/a> how to measure social and emotional development in the first place. Unlike algebra or world history, there is no bubble sheet by which to judge students’ soft skills, let alone evaluate their growth over time. And even if there were standardized measures for traits like integrity and compassion, whose cultural norms should be used to judge the results?\u003c/p>\n\u003cp>Capital City is often cited by advocates of social and emotional learning for its commitment to putting these skills on a par with homework and exam scores. In addition to traditional academic grades, student report cards include marks from 1 to 4 on qualities such as organization, timeliness and accountability. While distilling character-based attributes to number grades has its skeptics, Capital City officials said the approach not only helps students gauge their progress, but signals just how important these skills are to their futures. Increasingly, it is these social and emotional skills — like perseverance and collaboration — that are seen as key to success in college and the workplace. Yet many employers say \u003ca href=\"https://www.bna.com/uploadedFiles/BNA_V2/Micro_Sites/2018/Future_of_Work/Workday%20Bloomberg%20Build-Tomorrow-Talent_FINAL.pdf\">graduates lack\u003c/a> these skills.\u003c/p>\n\u003cp>“We don’t question why students come to school to learn academics,” said Laina Cox, Capital City’s middle school principal. “And I see SEL the exact same way.”\u003c/p>\n\u003cfigure id=\"attachment_54301\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54301\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91211-e1567489609300.jpg\" alt=\"\" width=\"1800\" height=\"1350\">\u003cfigcaption class=\"wp-caption-text\">Samantha Clark teaches a sixth-grade combined math and science class at Capital City Public Charter School. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students talk about this so-called “character data” on a regular basis: in parent conferences, with their teachers, and during schoolwide “equity days,” where students discuss topics like religion and sexual orientation and participate in activities designed to build compassion and empathy. For Nia, the portfolio presentation represented a high-stakes opportunity to demonstrate her own character. She was being evaluated not only on her achievements over the last three years, but on her ability to communicate them effectively and put them in the context of her personal growth. Students who fail to receive a positive evaluation are given detailed feedback on where they need to improve and an opportunity to present again.\u003c/p>\n\u003cp>At Capital City, a 19-year old school in northwest D.C., social and emotional learning is woven into daily interactions between adults and students and integrated into classroom content. After completing a challenging science project, for example, students might be given the opportunity to reflect on not just the academic material, but on how they adopted strategies of perseverance or problem-solving to overcome obstacles that arose along the way.\u003c/p>\n\u003cp>Students hone public speaking and communication skills by regularly presenting their work. Feedback, whether from teachers or peers, is viewed as a crucial learning tool. Students describe the process of rewriting and revising as a prerequisite for submitting high-quality work. When reflecting on their time at Capital City, many students are quick to link outcomes like good grades to personal characteristics of persistence, self-confidence and the ability to manage their time wisely.\u003c/p>\n\u003cp>In addition to their academic classes, students have a daily advisory class (led by one of their current teachers) in groups limited to no more than 10. The advisory class is designed as a space where students are encouraged to discuss whatever’s on their minds — not just academic issues, but personal issues too. Sharing their stories, and listening to the experiences of their peers, can help build a level of trust and respect that teachers say is key to allowing students thrive both socially and academically.\u003c/p>\n\u003cp>“I got a bunch of friends who go to schools around the neighborhood and it’s like you go to school, you get your grades, alright we’re done for the day,” said Daniel Escobar, a 2019 graduate who plans to attend Washington Adventist University in the fall. “Capital City finds a way to make sure everyone feels safe, emotionally and also academically.”\u003c/p>\n\u003cp>“Without the social-emotional part I would have dropped out,” said 18-year-old Kimberly Hernandez, class of 2019. “In my family, a lot of people don’t really graduate from high school. There were various times at Capital City where I was just like, ‘Man I wanna drop out. It’s getting really hard.’ The students here, the teachers, the staff itself they were just like you have to stay, you have to work harder. I’m really proud of myself because I didn’t think I was going to make it this far in the first place.”\u003c/p>\n\u003cfigure id=\"attachment_54295\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54295\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">Students at Capital City Public Charter School tend to one of the campus’ community gardens. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In the majority black and Latino pre-K-12 school of roughly 1,000 students, 74 percent of whom come from low-income households, 100 percent of graduating seniors are accepted to college, officials said. The four- and five-year high school graduation rates of 86 percent and 98 percent, respectively, \u003ca href=\"https://dcschoolreportcard.org/schools/108-1207/graduation-rate\">exceed city averages\u003c/a>, as does attendance in both the \u003ca href=\"https://dcschoolreportcard.org/schools/108-0182/attendance\">middle school\u003c/a> and \u003ca href=\"https://dcschoolreportcard.org/schools/108-1207/attendance\">high school\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://dcschoolreportcard.org/schools/108-0182/student-achievement?lang=en\">Middle school performance\u003c/a> on standardized tests, however, isn’t notably higher than city averages in English and dips below them in math. And within the school there remains a significant achievement gap, with black and Latino students scoring three times lower than their white classmates in English and five times lower in math. School leaders acknowledge that there is still plenty of work to be done, but argue for longer-term measures of success.\u003c/p>\n\u003cp>“I’m not saying test scores should be out the door,” said Cox. “What I’m saying is they shouldn’t be the only way we are judging our kids.”\u003c/p>\n\u003cp>To that end, Capital City’s high school counselors have made tracking students after graduation a priority. The results they cite are promising. Of its first class of seniors in 2012, 45 percent received a college degree within six years, according to documents provided by the school, far above the \u003ca href=\"https://collegeforamerica.org/college-completion-low-income-students/\">14 percent nationwide\u003c/a> average for low-income students. School leaders say their near-term goal is to increase that number to 60 percent, in line with the national average for all students. For subsequent graduating classes, the school’s latest figures indicate that 71 percent of students are still enrolled in college.\u003c/p>\n\u003cp>As social and emotional learning spreads, schools are increasingly wrestling with questions of assessment — how to quantify student performance in areas like self-awareness and problem-solving. Capital City’s approach of attaching grades to social and emotional skills on student report cards \u003ca href=\"https://www.edweek.org/ew/articles/2017/05/31/is-your-child-showing-grit-school-report.html\">isn’t unique\u003c/a>. Elementary schoolers in San Francisco Public Schools, for example, \u003ca href=\"http://www.sfusd.edu/en/news/media-coverage/2016-media-coverage-archive/11/new-report-cards-in-sf-a-f-grades-get-an-o-for-obsolete.html\">receive number grades\u003c/a> in areas like regulating their emotions and managing challenging situations. In Montgomery County, Maryland, \u003ca href=\"https://www.montgomeryschoolsmd.org/uploadedFiles/info/grading/SBRC_2018_2019_Gr3.pdf\">report cards specify\u003c/a> whether elementary school students “collaborate with others” and demonstrate “motivation and persistence.”\u003c/p>\n\u003cp>But there is disagreement, even among SEL proponents, not only over how to measure social and emotional learning, but \u003ca href=\"https://blogs.edweek.org/edweek/rulesforengagement/2015/05/grit_accountability_noncognitive_skills_duckworth_yeager.html\">whether to do it in the first place\u003c/a>. Methods for assessing SEL are only just emerging. Putting teachers in charge of deciding which students are socially competent raises concerns that educators’ unconscious biases could creep into the evaluation process, disproportionately penalizing students of color. Experts stress that grades should be used not as an end unto themselves, but as tool for helping students improve.\u003c/p>\n\u003cp>“It is useful to get a baseline understanding of where students are on things we want them to learn,” said Robert Jagers, vice president of research at CASEL, a nonprofit that advocates for social and emotional learning. But, he added, “[social and emotional] competencies are hard to measure.” Researchers like himself, he said, are “concerned about their use for high-stakes purposes” such as school accountability and funding.\u003c/p>\n\u003cfigure id=\"attachment_54302\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54302\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91183-e1567489544615.jpg\" alt=\"\" width=\"1800\" height=\"1350\">\u003cfigcaption class=\"wp-caption-text\">Capital City Public Charter School serves students throughout the Washington, D.C. area. A majority of the school’s students live in low-income households. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools that do evaluate these skills need to consider including input beyond that of the classroom teacher, said Jagers. Students, parents and outside evaluators should also have a voice in whether the school is providing a safe and welcoming environment, through surveys and other tools. Done right, he said, social and emotional instruction will help elevate student performance in academic areas.\u003c/p>\n\u003cp>Hayden Frederick-Clarke, director of cultural proficiency at Boston Public Schools, likewise stressed that schools need to be careful about imposing the cultural norms of white teachers onto students from other backgrounds. Otherwise, he said, social and emotional learning can turn into “acculturation and assimilation activities.”\u003c/p>\n\u003cp>Capital City educators said they take steps to ensure that their process is fair and geared toward helping students improve. Students are measured on traits like reflection and accountability in the context of their academic work, school officials said. A research-heavy science project that involves numerous revisions and multiple draft deadlines, for example, provides an opportunity for a student to demonstrate organization and punctuality skills. A group project that ends in a class presentation will call upon a student’s communication abilities.\u003c/p>\n\u003cp>Students also discuss “character data” on more subjective qualities like integrity and character, but they don’t receive grades in these areas. The focus is on more concrete qualities like organization and timeliness in the context of their academic studies.\u003c/p>\n\u003cp>Administrators added the program places an emphasis on ensuring that the school’s teachers, many of whom are white, understand the importance of culturally responsive teaching. They receive professional training on race and implicit bias and participate in regular, often candid conversations about these topics with their colleagues. Teachers are also hired based in part on their understanding of, and commitment to, the school’s approach to social and emotional learning, said Cox.\u003c/p>\n\u003cp>“When I interviewed here,” said Lapeta Solomon, an English teacher who just finished her third year at the school, “I came in the door and I saw people laughing, I saw people talking to little kids, I saw people smiling, I saw people giving hugs. I knew this was for me. I called my partner and I was like ‘I’m home.’”\u003c/p>\n\u003cfigure id=\"attachment_54297\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54297\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">Marnier Robinson's portfolio presentation. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She and others noted that Capital City’s approach is not easy to replicate. The school serves grades pre-K to 12, providing a cohesive educational experience. And because Capital City is a lottery school, many of its students gain admission aided by a high level of parental involvement. Teachers also cited the autonomy they are given and their freedom from the strictures of teach-to-the-test mandates many said they’ve experienced at previous schools. Above all, however, the school’s educators cited the importance of creating mutual trust and respect between teachers and students.\u003c/p>\n\u003cp>The trust helped carry Nia, the eighth grader, through the jitters of her presentation day. As she wrapped up her portfolio presentation and listened to feedback from the panel, the atmosphere was more reminiscent of a PhD presentation than the conclusion of middle school. Afterward, Nia said she felt relieved to have the experience behind her but added that the months of preparation reminded her just how much she’s grown since arriving as a fifth grader.\u003c/p>\n\u003cp>“I’ve become more confident,” she said. Her experiences at Capital City, Nia said, would help carry her to high school and beyond.\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/a-school-where-character-matters-as-much-as-academics/\">\u003cem>social emotional skills\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When Grace Dearborn started her career teaching high school students, she felt confident about how to teach but unprepared for managing behavior in her classroom. During more challenging disciplinary moments with students, \u003c/span>\u003cspan style=\"font-weight: 400\">she used her angry voice with them, thinking that would work. Instead, on one occasion, an escalated situation led to a student following her around the classroom for 15 minutes while she was teaching until security could come to escort the student out of the class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It wasn’t until a few years into her job that a colleague saw how she was communicating with her students and suggested a different approach. Dearborn’s colleague noticed that she couldn’t keep frustration out of her voice and body language when she was having disciplinary moments with her students, which only heightened the tension. When her mentor teacher saw what was happening, she told Grace to soften the muscles around her eyes — as opposed to creating tension when furrowing your eyebrows. She said that keeping the muscles around the eyes completely neutral will soften any harsh tones in your voice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn started to see her changed approach to behavior management create happier and more engaged students and other teachers noticed, too. She shared her strategies with colleagues at school and then branched out to consulting other schools through \u003c/span>\u003ca href=\"https://www.consciousteaching.com/grace-dearborn/#\">\u003cspan style=\"font-weight: 400\">Conscious Teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She is also the co-author of “Yeah, But What About This Kid?” and “\u003c/span>\u003ca href=\"https://www.consciousteaching.com/books/\">\u003cspan style=\"font-weight: 400\">Conscious Classroom Management: Unlocking the Secrets of Great Teaching.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” She shared some of her strategies at the \u003ca href=\"https://www.learningandthebrain.com/Event-380/Educating-with-Empathy/\">Learning and the Brain\u003c/a> conference in San Francisco last month. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She reminds educators that students of all ages need to be taught appropriate classroom behavior with compassion. She said that educators need many options in how they manage behavior because not all kids respond to the same measures. She listed several tactics in four categories.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-53357\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18.jpg\" alt=\"\" width=\"2550\" height=\"3300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18.jpg 2550w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-160x207.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-800x1035.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-768x994.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-1020x1320.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-927x1200.jpg 927w\" sizes=\"(max-width: 2550px) 100vw, 2550px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a saying some educators use: “The best classroom management strategy is an engaging lesson plan.” That may be true, but there are often a few students who act out in class no matter how well the teacher prepares. Dearborn says when she started using compassion to help her students behave in school-appropriate ways, she had far more success. She often found that punishments embarrassed students and caused them to resent her deeply, damaging their relationship. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.consciousteaching.com/web/wp-content/uploads/Tiers-of-Consequences.Hierarchy.Handout.18.pdf\">7 COMPASSIONATE BEHAVIOR MANAGEMENT STRATEGIES \u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cb>Tone, Volume and Posture\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn empathizes with students who feel shame when they are called out in front of the entire class. Whenever possible, she tries to discipline privately, but classrooms are hardly private, so she often uses a combination of tone, volume and posture to get students on task. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First she adopts a calm and serious tone in her voice. Then, she squares her body to the student. She says this kind of communication can usually do the trick, but there are other steps if needed. For kids who might have oppositional defiant disorder or be emotionally disturbed, Dearborn advises a side posture with averted eyes so as not to trigger a violent response. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Avoid Standoffs\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn said that in moments of escalation with students, often the best strategy is to offer a few alternative choices to the behavior a child is showing and then walk away. Sometimes a small nudge is enough to redirect behavior, and teens especially may not follow the teacher’s direction if she hovers. Dearborn calls this “drive-by discipline.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Say the kid’s name superfast and then move on,” she said. “Sometimes it’s the right thing to do. It startles her, and then I move on before she can bait me into an argument.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Look for the Subtext: I Don’t Care\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids are acting in a confrontational, dismissive or volatile way, Dearborn suggests looking for the deeper message the student is communicating, whether they know it or not. She imagines an invisible subtitle running in front of the student that communicates what she really needs. When things get tense, “everything out of their voice and their face and their body, that is just interference getting in the way of me reading the invisible subtitles,” Dearborn said. She has had to practice ignoring the loud anger and hostility in order to look for the invisible subtitle.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you’re assuming the best about the kid, that they want to learn appropriate behavior, they want to be positively connected to you, but they somehow can’t, there’s something in the way. What can you imagine the invisible subtitle is for ‘I don’t care?’ ” Dearborn asked a crowd of educators at the \u003ca href=\"https://www.learningandthebrain.com/education-speakers/Grace-Dearborn\">Learning and the Brain\u003c/a> conference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For me, the invisible subtitle for ‘I don’t care’ is, Mrs. Dearborn, I really, really care, but I can’t tell you that. Do \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">you\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> care?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading the “subtitles,” as she calls them, has helped Dearborn to stop perceiving misbehavior as disrespect. That doesn’t make her a pushover, she said. It makes her an advocate for the student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So now when kids say, ‘I don’t care’ to me, I say, ‘That’s OK because I care, and I can care for the both of us right now, so let’s do this.’ ”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Approaching the student with the assumption that they want to behave appropriately changes the communication dynamic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m not doing it because I’m frustrated and now I want to punish them. And even though the words and the consequences I’m giving might be the same in either case, it is the quality of interaction that shifts, and kids pick up on quality and our unspoken intention more than anything else in a disciplinary interaction.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The subtext could also be simpler. Maybe a student is talking in class, and when the teacher calls her out on it, she denies talking. “For me, the subtitle for ‘I wasn’t talking’ is, ‘Mrs. Dearborn, I was totally talking. You know I was talking. I know I was talking. Everybody in the room knows that I was talking. But I’m embarrassed that you called me out about it right now, so if you walk away, I’ll stop.’ ”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn says to accept the student’s answer and move on. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The Gentle Press: Head Down on the Desk\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">High school students often put their heads down in class either sleeping or refusing to participate. A teacher might tell say, “sit up” or “no sleeping in class,” but to Dearborn, those approaches don’t demonstrate care. Instead, she tried to express compassion, saying: “It’s OK to be tired, but you can’t sleep in class. Can you sit up and work on the assignment?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If that gentle reminder doesn’t work, Dearborn knows a more private conversation is necessary. She would spend a few minutes with the student in the hallway. Sometimes a walk outside is enough to wake the student up, but other times it’s a chance to reaffirm an offer to help or learn about deeper issues that are going on. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is called the gentle press — when you gently press forward at a student until either they’re in the academic work or you're in a relationship-building moment,” Dearborn said. “Sometimes this doesn’t end in academic work. Sometimes the gentle press ends in relationship-building.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recounted a past experience with one of her students who had his head down. When they stepped outside class, the student burst into tears and said his brother had been deployed by the military. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“He’s not going to access the academics today. He’s in emotional crisis and we have to have some space for that.” she said. “If I had just gone by him and said, ‘sit up, no sleeping in class,’ what would that have expressed to him? ”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Choice, Timeline, Walk Away \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn said that when people come to her workshops, they arrive with hopes of an exotic new solution that will solve everything. But changing behavior comes down to hard work. And to help students learn appropriate classroom behavior, she presents a series of choices that are connected to consequences, not punishments. Students can be given choices, including ones that lead to undesired consequences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The sooner we can get our students to internalize this truth — that their choices matter, that they are in charge of whether they receive the sweet or bitter fruit based on how they choose in any given situation — the sooner they internalize that concept, the better off they’re going to be.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students space to make their own choices means that sometimes they’ll choose to act in ways teachers wish they wouldn’t. But even in those moments, incidents that could lead to an office referral, students are testing whether their teacher cares enough to hold her accountable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[The student] understands I can go to the wall without abandoning or abusing, without lashing out,” Dearborn said. “And she for whatever reason needs to learn that lesson, apparently. So I can be that person. It’s not how I want it to go, but if we need to go here a couple of times so she can learn who we are together, that’s OK with me.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s counterintuitive, but Dearborn said it would be easier for the student if she lashes out at them because then the student can blame her for how the interaction ends. That way, the student doesn’t have to confront her own actions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“But if I just maintain choices, leave them with her, with kind eyes, in the end, even if she ends up out of the room, she understands at some level, maybe not consciously and right then, later, that could have gone differently,” Dearborn said. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Visual Cues\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids don’t follow through with a teacher’s verbal command, it might not be because they’re being defiant. Sometimes they’re not listening because of attention issues, learning differences or auditory processing issues. They could also be English language learners or they’re fatigued by a teacher talking too much. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Because they’re hearing my voice too much, they’re tuning me out,” Dearborn said. “If I don’t have another way to communicate with them I’m losing half of them half the time.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is where she can communicate expected behavior \u003c/span>\u003ca href=\"https://www.consciousteaching.com/web/wp-content/uploads/Visual-Procedures-PDF.pdf\">\u003cspan style=\"font-weight: 400\">with an image\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She has had kids line up, for example, in what they thought was a straight line. When she showed them a photo of how they were actually lined up, they did it again. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Managing a classroom of over 30 students is hard work and no one is perfect. But Dearborn has found these tips keep her in a compassionate frame of mind, looking for the best in her students, and checking her own assumptions before interacting with them. When she can follow her own advice, she finds she’s building students up, rather than tearing them down, and helping them to be accountable for the choices they make.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When Grace Dearborn started her career teaching high school students, she felt confident about how to teach but unprepared for managing behavior in her classroom. During more challenging disciplinary moments with students, \u003c/span>\u003cspan style=\"font-weight: 400\">she used her angry voice with them, thinking that would work. Instead, on one occasion, an escalated situation led to a student following her around the classroom for 15 minutes while she was teaching until security could come to escort the student out of the class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It wasn’t until a few years into her job that a colleague saw how she was communicating with her students and suggested a different approach. Dearborn’s colleague noticed that she couldn’t keep frustration out of her voice and body language when she was having disciplinary moments with her students, which only heightened the tension. When her mentor teacher saw what was happening, she told Grace to soften the muscles around her eyes — as opposed to creating tension when furrowing your eyebrows. She said that keeping the muscles around the eyes completely neutral will soften any harsh tones in your voice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn started to see her changed approach to behavior management create happier and more engaged students and other teachers noticed, too. She shared her strategies with colleagues at school and then branched out to consulting other schools through \u003c/span>\u003ca href=\"https://www.consciousteaching.com/grace-dearborn/#\">\u003cspan style=\"font-weight: 400\">Conscious Teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She is also the co-author of “Yeah, But What About This Kid?” and “\u003c/span>\u003ca href=\"https://www.consciousteaching.com/books/\">\u003cspan style=\"font-weight: 400\">Conscious Classroom Management: Unlocking the Secrets of Great Teaching.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” She shared some of her strategies at the \u003ca href=\"https://www.learningandthebrain.com/Event-380/Educating-with-Empathy/\">Learning and the Brain\u003c/a> conference in San Francisco last month. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She reminds educators that students of all ages need to be taught appropriate classroom behavior with compassion. She said that educators need many options in how they manage behavior because not all kids respond to the same measures. She listed several tactics in four categories.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-53357\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18.jpg\" alt=\"\" width=\"2550\" height=\"3300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18.jpg 2550w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-160x207.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-800x1035.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-768x994.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-1020x1320.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/Tiers-of-Consequences.Hierarchy.Handout.18-927x1200.jpg 927w\" sizes=\"(max-width: 2550px) 100vw, 2550px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a saying some educators use: “The best classroom management strategy is an engaging lesson plan.” That may be true, but there are often a few students who act out in class no matter how well the teacher prepares. Dearborn says when she started using compassion to help her students behave in school-appropriate ways, she had far more success. She often found that punishments embarrassed students and caused them to resent her deeply, damaging their relationship. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.consciousteaching.com/web/wp-content/uploads/Tiers-of-Consequences.Hierarchy.Handout.18.pdf\">7 COMPASSIONATE BEHAVIOR MANAGEMENT STRATEGIES \u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003cb>Tone, Volume and Posture\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn empathizes with students who feel shame when they are called out in front of the entire class. Whenever possible, she tries to discipline privately, but classrooms are hardly private, so she often uses a combination of tone, volume and posture to get students on task. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First she adopts a calm and serious tone in her voice. Then, she squares her body to the student. She says this kind of communication can usually do the trick, but there are other steps if needed. For kids who might have oppositional defiant disorder or be emotionally disturbed, Dearborn advises a side posture with averted eyes so as not to trigger a violent response. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Avoid Standoffs\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn said that in moments of escalation with students, often the best strategy is to offer a few alternative choices to the behavior a child is showing and then walk away. Sometimes a small nudge is enough to redirect behavior, and teens especially may not follow the teacher’s direction if she hovers. Dearborn calls this “drive-by discipline.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Say the kid’s name superfast and then move on,” she said. “Sometimes it’s the right thing to do. It startles her, and then I move on before she can bait me into an argument.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Look for the Subtext: I Don’t Care\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids are acting in a confrontational, dismissive or volatile way, Dearborn suggests looking for the deeper message the student is communicating, whether they know it or not. She imagines an invisible subtitle running in front of the student that communicates what she really needs. When things get tense, “everything out of their voice and their face and their body, that is just interference getting in the way of me reading the invisible subtitles,” Dearborn said. She has had to practice ignoring the loud anger and hostility in order to look for the invisible subtitle.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you’re assuming the best about the kid, that they want to learn appropriate behavior, they want to be positively connected to you, but they somehow can’t, there’s something in the way. What can you imagine the invisible subtitle is for ‘I don’t care?’ ” Dearborn asked a crowd of educators at the \u003ca href=\"https://www.learningandthebrain.com/education-speakers/Grace-Dearborn\">Learning and the Brain\u003c/a> conference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For me, the invisible subtitle for ‘I don’t care’ is, Mrs. Dearborn, I really, really care, but I can’t tell you that. Do \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">you\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> care?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading the “subtitles,” as she calls them, has helped Dearborn to stop perceiving misbehavior as disrespect. That doesn’t make her a pushover, she said. It makes her an advocate for the student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So now when kids say, ‘I don’t care’ to me, I say, ‘That’s OK because I care, and I can care for the both of us right now, so let’s do this.’ ”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Approaching the student with the assumption that they want to behave appropriately changes the communication dynamic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m not doing it because I’m frustrated and now I want to punish them. And even though the words and the consequences I’m giving might be the same in either case, it is the quality of interaction that shifts, and kids pick up on quality and our unspoken intention more than anything else in a disciplinary interaction.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The subtext could also be simpler. Maybe a student is talking in class, and when the teacher calls her out on it, she denies talking. “For me, the subtitle for ‘I wasn’t talking’ is, ‘Mrs. Dearborn, I was totally talking. You know I was talking. I know I was talking. Everybody in the room knows that I was talking. But I’m embarrassed that you called me out about it right now, so if you walk away, I’ll stop.’ ”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn says to accept the student’s answer and move on. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The Gentle Press: Head Down on the Desk\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">High school students often put their heads down in class either sleeping or refusing to participate. A teacher might tell say, “sit up” or “no sleeping in class,” but to Dearborn, those approaches don’t demonstrate care. Instead, she tried to express compassion, saying: “It’s OK to be tired, but you can’t sleep in class. Can you sit up and work on the assignment?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If that gentle reminder doesn’t work, Dearborn knows a more private conversation is necessary. She would spend a few minutes with the student in the hallway. Sometimes a walk outside is enough to wake the student up, but other times it’s a chance to reaffirm an offer to help or learn about deeper issues that are going on. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is called the gentle press — when you gently press forward at a student until either they’re in the academic work or you're in a relationship-building moment,” Dearborn said. “Sometimes this doesn’t end in academic work. Sometimes the gentle press ends in relationship-building.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She recounted a past experience with one of her students who had his head down. When they stepped outside class, the student burst into tears and said his brother had been deployed by the military. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“He’s not going to access the academics today. He’s in emotional crisis and we have to have some space for that.” she said. “If I had just gone by him and said, ‘sit up, no sleeping in class,’ what would that have expressed to him? ”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Choice, Timeline, Walk Away \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dearborn said that when people come to her workshops, they arrive with hopes of an exotic new solution that will solve everything. But changing behavior comes down to hard work. And to help students learn appropriate classroom behavior, she presents a series of choices that are connected to consequences, not punishments. Students can be given choices, including ones that lead to undesired consequences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The sooner we can get our students to internalize this truth — that their choices matter, that they are in charge of whether they receive the sweet or bitter fruit based on how they choose in any given situation — the sooner they internalize that concept, the better off they’re going to be.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students space to make their own choices means that sometimes they’ll choose to act in ways teachers wish they wouldn’t. But even in those moments, incidents that could lead to an office referral, students are testing whether their teacher cares enough to hold her accountable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[The student] understands I can go to the wall without abandoning or abusing, without lashing out,” Dearborn said. “And she for whatever reason needs to learn that lesson, apparently. So I can be that person. It’s not how I want it to go, but if we need to go here a couple of times so she can learn who we are together, that’s OK with me.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s counterintuitive, but Dearborn said it would be easier for the student if she lashes out at them because then the student can blame her for how the interaction ends. That way, the student doesn’t have to confront her own actions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“But if I just maintain choices, leave them with her, with kind eyes, in the end, even if she ends up out of the room, she understands at some level, maybe not consciously and right then, later, that could have gone differently,” Dearborn said. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Visual Cues\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids don’t follow through with a teacher’s verbal command, it might not be because they’re being defiant. Sometimes they’re not listening because of attention issues, learning differences or auditory processing issues. They could also be English language learners or they’re fatigued by a teacher talking too much. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Because they’re hearing my voice too much, they’re tuning me out,” Dearborn said. “If I don’t have another way to communicate with them I’m losing half of them half the time.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is where she can communicate expected behavior \u003c/span>\u003ca href=\"https://www.consciousteaching.com/web/wp-content/uploads/Visual-Procedures-PDF.pdf\">\u003cspan style=\"font-weight: 400\">with an image\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She has had kids line up, for example, in what they thought was a straight line. When she showed them a photo of how they were actually lined up, they did it again. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Managing a classroom of over 30 students is hard work and no one is perfect. But Dearborn has found these tips keep her in a compassionate frame of mind, looking for the best in her students, and checking her own assumptions before interacting with them. When she can follow her own advice, she finds she’s building students up, rather than tearing them down, and helping them to be accountable for the choices they make.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "When Kids Ask Really Tough Questions: A Quick Guide",
"title": "When Kids Ask Really Tough Questions: A Quick Guide",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>I know she died, but when is Grandma coming back?\u003c/em>\u003c/p>\n\u003cp>\u003cem>Why is your skin darker than Mommy's?\u003c/em>\u003c/p>\n\u003cp>\u003cem>Why do we live here but Daddy doesn't?\u003c/em>\u003c/p>\n\u003cp>\u003cem>Are you the tooth fairy?\u003c/em>\u003c/p>\n\u003cp>Anyone with kids in their life knows what it's like to be surprised by a tough question. It can come at any time, often when you least expect it: at breakfast, at bedtime or from the back seat.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We're parents ourselves, and it's these questions — and the awkward, knee-buckling panic they induce — that led us to create a new series of parenting guides \u003ca href=\"https://www.npr.org/lifekit\">for NPR's Life Kit\u003c/a>, a family of podcasts dedicated to making your life just a little bit easier.\u003c/p>\n\u003cp>Life Kit's podcast, \u003ca href=\"https://www.npr.org/podcasts/510334/parenting-difficult-conversations\">Parenting: Difficult Conversations\u003c/a>\u003cem>,\u003c/em> with help from Sesame Workshop, is full of research-tested strategies to help you navigate conversations about death, race and other tricky topics. Best of all, we get help from Sesame Workshop's in-house child development experts. They're the folks who review every word that comes out of a Muppet's mouth to make sure it's as helpful as possible for kids. This year, \u003cem>Sesame Street\u003c/em> celebrates its 50th season, so you know they know what they're doing.\u003c/p>\n\u003cp>Parents, grandparents, teachers and caregivers are busy. We get it. So we decided to distill some of what we've learned so far, no matter the kind of question that comes your way.\u003c/p>\n\u003cp>\u003cstrong>1. When you get a tough question, listen for what the child is \u003c/strong>\u003cstrong>\u003cem>really\u003c/em>\u003c/strong>\u003cstrong> asking. \u003c/strong>\u003c/p>\n\u003cp>Don't rush to answer. Pause and ask for clarification. This does a few things. First, it buys you time to choose your words carefully. It also stops you from answering the wrong question.\u003c/p>\n\u003cp>Rosemarie Truglio, a developmental psychologist and Sesame Workshop's senior vice president of education and research, says when her son, Lucas, was 8, he came home from school and asked, \"Is Santa real?\"\u003c/p>\n\u003cp>She answered with a simple question back to him: \"Why are you asking?\"\u003c/p>\n\u003cp>\"They may not actually be asking what you think they're asking,\" Truglio says. \"You may be about to give them too much information that they don't want and they're not ready for. Pause before you respond, and make sure you're really answering the question with the just-right amount of information that they can handle at the moment.\"\u003c/p>\n\u003cp>It turns out that Lucas was doubting Santa Claus because other kids at school had voiced their skepticism, but, Truglio says, he was looking for reassurance. And thanks to her quick thinking, that's just what he got.\u003c/p>\n\u003cp>We'll underline this point with a quick joke that has made the rounds of the Internet:\u003c/p>\n\u003cp>\"Where does poo come from?\" \u003ca href=\"https://www.reddit.com/r/Jokes/comments/698g7b/a_little_boy_asks_his_dad_where_does_poo_come_from/\">a little boy asks\u003c/a>.\u003c/p>\n\u003cp>\"Well, son,\" his father says, \"food passes down the esophagus by peristalsis. It enters the stomach, where digestive enzymes induce a probiotic reaction in the alimentary canal. This contracts the protein before waste enters the colon. Water is absorbed, whereupon it enters the rectum finally to emerge as poo.\"\u003c/p>\n\u003cp>\"Wow,\" the boy says. \"So where does Tigger come from?\"\u003c/p>\n\u003cp>\u003cstrong>2. Give them facts, but at a pace they can manage.\u003c/strong>\u003c/p>\n\u003cp>Whether you're breaking news about the death of a loved one, a job loss or a serious illness, it's important to understand that children process information a little bit at a time. That means you should be prepared to revisit the topic, perhaps many times.\u003c/p>\n\u003cp>A hospice worker who specialized in talking with children about death gave Truglio this advice: Children take in information the same way they eat an apple. Instead of crunching through the whole fruit in one sitting, they nibble, take breaks, then circle back.\u003c/p>\n\u003cp>Dave Anderson, director of programs at the \u003ca href=\"https://childmind.org/\">Child Mind Institute\u003c/a>, a national children's mental health nonprofit, says sometimes we have to adjust our expectations when delivering heavy news. \"A young child moves on fairly quickly.\"\u003c/p>\n\u003cp>Anderson recalls one couple who fretted over telling their son about his diagnosis of attention deficit hyperactivity disorder. \"They were worried he would feel the weight of the stigma.\" Instead, his response was more like, \"OK. Where are we going for dinner?\"\u003c/p>\n\u003cp>This goes for not-so-tough topics too. Once, I (Anya) was talking with my then-6-year-old daughter about seasons and why it's colder in the winter. I may have been monologuing a bit. My daughter spoke up: \"Mama, it's kind of weird to have an answer without a question.\"\u003c/p>\n\u003cp>\u003cstrong>3. \"That's a great question. Let's find out more together.\"\u003c/strong>\u003c/p>\n\u003cp>This is a good response to have up your sleeve for complex issues: science, history, race, gender, politics, scary incidents in the news or any time a question catches you off guard.\u003c/p>\n\u003cp>\"We can say, 'Let's explore this together, because that question is really a big one,' \" says Jeanette Betancourt, senior vice president for U.S. social impact at Sesame Workshop. \" 'Let's go to the library and let's look at some books. Let's search for maybe some films or movies or get recommendations from our teachers or librarians.' Because not everything has to be in the moment.\"\u003c/p>\n\u003cp>Maybe you don't like the way you initially answered your child's question. Don't worry. You can also go back and ask for a do-over: \"I am thinking more about what you asked, and I'd like us to find out more of the answer together.\"\u003c/p>\n\u003cp>This approach gets you off the hook — so you don't feel like you're making something up that you might regret later. \"We often feel that, as parents, we always have to have the answer in the moment,\" says Betancourt. \"And the thing is, we don't. And that's OK. We're still good parents.\"\u003c/p>\n\u003cp>\u003cstrong>4. Reassure them that they are safe and loved.\u003c/strong>\u003c/p>\n\u003cp>Often when kids grapple with a scary or uncertain subject, their questions will have one fundamental motivation: \u003cem>What's going to happen to me? Will I be safe? Will I be taken care of?\u003c/em> Those are the questions you need to answer, even if they aren't being asked explicitly.\u003c/p>\n\u003cp>If it's a school shooting in the news, they want to know whether their own school is safe. You can talk about everything that adults are doing to keep them safe.\u003c/p>\n\u003cp>If it's a divorce, they need to hear that both parents still love them and that the split is not their fault. In addition, \"both parents talking about consistency and routines would be very helpful,\" says Sesame's Betancourt.\u003c/p>\n\u003cp>If it's the death of a loved one, says Truglio, \"make sure they know that there are many people in their lives who are like family. So you will always be cared for.\"\u003c/p>\n\u003cp>\u003cstrong>5. Take care of yourself, and don't be afraid to share your emotions. \u003c/strong>\u003c/p>\n\u003cp>We adults need to have our own support system — and time — when we deal with hard things.\u003c/p>\n\u003cp>\"Without taking care of ourselves, it's very difficult to help our children,\" says Betancourt.\u003c/p>\n\u003cp>For example, if your family has to attend a funeral, you can ask a good friend or extended family member to help shepherd your children, in case they need a moment away from the service or in case you, the bereaved, need a moment to yourself.\u003c/p>\n\u003cp>But that doesn't mean we grown-ups have to \"wall ourselves off in our grief\" or other feelings, Truglio says. Her mother died several years ago, and she says she still experiences moments of grief. Recently, she says, she cried in front of her son and didn't hesitate to explain, \"I'm sad because I miss Grandma.\"\u003c/p>\n\u003cp>That simple statement is really helpful for kids, says Anderson of the Child Mind Institute. \"We don't tell parents to suppress emotions. If a parent is feeling emotional, it is actually great for their own child's emotional functioning for a parent to label and self-disclose.\"\u003c/p>\n\u003cp>Listen to all our \u003ca href=\"https://www.npr.org/podcasts/510334/parenting-difficult-conversations\">\u003cem>Parenting: Difficult Conversations\u003c/em> episodes\u003c/a> here.\u003c/p>\n\u003cp>\u003cem>If you like this article, check our other \u003c/em>\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>offerings from Life Kit\u003c/em>\u003c/a>\u003cem>, NPR's family of podcasts for navigating your life, from personal finances to diet and exercise to raising kids. \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>Sign up for the newsletter\u003c/em>\u003c/a>\u003cem> to learn more, and follow \u003c/em>\u003ca href=\"https://twitter.com/NPRLifeKit\">\u003cem>@NPRLifeKit\u003c/em>\u003c/a>\u003cem> on Twitter. Email us at \u003c/em>\u003ca href=\"mailto:lifekit@npr.org\">\u003cem>lifekit@npr.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>_________\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Now that Life Kit is underway, we're interested in hearing from readers and listeners so we can make future episodes even more useful. \u003c/em>\u003ca href=\"http://click.et.npr.org/?qs=863e35843c9b66435af6e8523a523c724989c56da19823a98994cbfd68c33f1b04b5172ffbb63f86f15c7785d837c1c0212c2f207fe23dee\">\u003cem>Please take this short survey\u003c/em>\u003c/a>\u003cem> and tell us what you think.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+Kids+Ask+%28Really%29+Tough+Questions%3A+A+Quick+Guide&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>I know she died, but when is Grandma coming back?\u003c/em>\u003c/p>\n\u003cp>\u003cem>Why is your skin darker than Mommy's?\u003c/em>\u003c/p>\n\u003cp>\u003cem>Why do we live here but Daddy doesn't?\u003c/em>\u003c/p>\n\u003cp>\u003cem>Are you the tooth fairy?\u003c/em>\u003c/p>\n\u003cp>Anyone with kids in their life knows what it's like to be surprised by a tough question. It can come at any time, often when you least expect it: at breakfast, at bedtime or from the back seat.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We're parents ourselves, and it's these questions — and the awkward, knee-buckling panic they induce — that led us to create a new series of parenting guides \u003ca href=\"https://www.npr.org/lifekit\">for NPR's Life Kit\u003c/a>, a family of podcasts dedicated to making your life just a little bit easier.\u003c/p>\n\u003cp>Life Kit's podcast, \u003ca href=\"https://www.npr.org/podcasts/510334/parenting-difficult-conversations\">Parenting: Difficult Conversations\u003c/a>\u003cem>,\u003c/em> with help from Sesame Workshop, is full of research-tested strategies to help you navigate conversations about death, race and other tricky topics. Best of all, we get help from Sesame Workshop's in-house child development experts. They're the folks who review every word that comes out of a Muppet's mouth to make sure it's as helpful as possible for kids. This year, \u003cem>Sesame Street\u003c/em> celebrates its 50th season, so you know they know what they're doing.\u003c/p>\n\u003cp>Parents, grandparents, teachers and caregivers are busy. We get it. So we decided to distill some of what we've learned so far, no matter the kind of question that comes your way.\u003c/p>\n\u003cp>\u003cstrong>1. When you get a tough question, listen for what the child is \u003c/strong>\u003cstrong>\u003cem>really\u003c/em>\u003c/strong>\u003cstrong> asking. \u003c/strong>\u003c/p>\n\u003cp>Don't rush to answer. Pause and ask for clarification. This does a few things. First, it buys you time to choose your words carefully. It also stops you from answering the wrong question.\u003c/p>\n\u003cp>Rosemarie Truglio, a developmental psychologist and Sesame Workshop's senior vice president of education and research, says when her son, Lucas, was 8, he came home from school and asked, \"Is Santa real?\"\u003c/p>\n\u003cp>She answered with a simple question back to him: \"Why are you asking?\"\u003c/p>\n\u003cp>\"They may not actually be asking what you think they're asking,\" Truglio says. \"You may be about to give them too much information that they don't want and they're not ready for. Pause before you respond, and make sure you're really answering the question with the just-right amount of information that they can handle at the moment.\"\u003c/p>\n\u003cp>It turns out that Lucas was doubting Santa Claus because other kids at school had voiced their skepticism, but, Truglio says, he was looking for reassurance. And thanks to her quick thinking, that's just what he got.\u003c/p>\n\u003cp>We'll underline this point with a quick joke that has made the rounds of the Internet:\u003c/p>\n\u003cp>\"Where does poo come from?\" \u003ca href=\"https://www.reddit.com/r/Jokes/comments/698g7b/a_little_boy_asks_his_dad_where_does_poo_come_from/\">a little boy asks\u003c/a>.\u003c/p>\n\u003cp>\"Well, son,\" his father says, \"food passes down the esophagus by peristalsis. It enters the stomach, where digestive enzymes induce a probiotic reaction in the alimentary canal. This contracts the protein before waste enters the colon. Water is absorbed, whereupon it enters the rectum finally to emerge as poo.\"\u003c/p>\n\u003cp>\"Wow,\" the boy says. \"So where does Tigger come from?\"\u003c/p>\n\u003cp>\u003cstrong>2. Give them facts, but at a pace they can manage.\u003c/strong>\u003c/p>\n\u003cp>Whether you're breaking news about the death of a loved one, a job loss or a serious illness, it's important to understand that children process information a little bit at a time. That means you should be prepared to revisit the topic, perhaps many times.\u003c/p>\n\u003cp>A hospice worker who specialized in talking with children about death gave Truglio this advice: Children take in information the same way they eat an apple. Instead of crunching through the whole fruit in one sitting, they nibble, take breaks, then circle back.\u003c/p>\n\u003cp>Dave Anderson, director of programs at the \u003ca href=\"https://childmind.org/\">Child Mind Institute\u003c/a>, a national children's mental health nonprofit, says sometimes we have to adjust our expectations when delivering heavy news. \"A young child moves on fairly quickly.\"\u003c/p>\n\u003cp>Anderson recalls one couple who fretted over telling their son about his diagnosis of attention deficit hyperactivity disorder. \"They were worried he would feel the weight of the stigma.\" Instead, his response was more like, \"OK. Where are we going for dinner?\"\u003c/p>\n\u003cp>This goes for not-so-tough topics too. Once, I (Anya) was talking with my then-6-year-old daughter about seasons and why it's colder in the winter. I may have been monologuing a bit. My daughter spoke up: \"Mama, it's kind of weird to have an answer without a question.\"\u003c/p>\n\u003cp>\u003cstrong>3. \"That's a great question. Let's find out more together.\"\u003c/strong>\u003c/p>\n\u003cp>This is a good response to have up your sleeve for complex issues: science, history, race, gender, politics, scary incidents in the news or any time a question catches you off guard.\u003c/p>\n\u003cp>\"We can say, 'Let's explore this together, because that question is really a big one,' \" says Jeanette Betancourt, senior vice president for U.S. social impact at Sesame Workshop. \" 'Let's go to the library and let's look at some books. Let's search for maybe some films or movies or get recommendations from our teachers or librarians.' Because not everything has to be in the moment.\"\u003c/p>\n\u003cp>Maybe you don't like the way you initially answered your child's question. Don't worry. You can also go back and ask for a do-over: \"I am thinking more about what you asked, and I'd like us to find out more of the answer together.\"\u003c/p>\n\u003cp>This approach gets you off the hook — so you don't feel like you're making something up that you might regret later. \"We often feel that, as parents, we always have to have the answer in the moment,\" says Betancourt. \"And the thing is, we don't. And that's OK. We're still good parents.\"\u003c/p>\n\u003cp>\u003cstrong>4. Reassure them that they are safe and loved.\u003c/strong>\u003c/p>\n\u003cp>Often when kids grapple with a scary or uncertain subject, their questions will have one fundamental motivation: \u003cem>What's going to happen to me? Will I be safe? Will I be taken care of?\u003c/em> Those are the questions you need to answer, even if they aren't being asked explicitly.\u003c/p>\n\u003cp>If it's a school shooting in the news, they want to know whether their own school is safe. You can talk about everything that adults are doing to keep them safe.\u003c/p>\n\u003cp>If it's a divorce, they need to hear that both parents still love them and that the split is not their fault. In addition, \"both parents talking about consistency and routines would be very helpful,\" says Sesame's Betancourt.\u003c/p>\n\u003cp>If it's the death of a loved one, says Truglio, \"make sure they know that there are many people in their lives who are like family. So you will always be cared for.\"\u003c/p>\n\u003cp>\u003cstrong>5. Take care of yourself, and don't be afraid to share your emotions. \u003c/strong>\u003c/p>\n\u003cp>We adults need to have our own support system — and time — when we deal with hard things.\u003c/p>\n\u003cp>\"Without taking care of ourselves, it's very difficult to help our children,\" says Betancourt.\u003c/p>\n\u003cp>For example, if your family has to attend a funeral, you can ask a good friend or extended family member to help shepherd your children, in case they need a moment away from the service or in case you, the bereaved, need a moment to yourself.\u003c/p>\n\u003cp>But that doesn't mean we grown-ups have to \"wall ourselves off in our grief\" or other feelings, Truglio says. Her mother died several years ago, and she says she still experiences moments of grief. Recently, she says, she cried in front of her son and didn't hesitate to explain, \"I'm sad because I miss Grandma.\"\u003c/p>\n\u003cp>That simple statement is really helpful for kids, says Anderson of the Child Mind Institute. \"We don't tell parents to suppress emotions. If a parent is feeling emotional, it is actually great for their own child's emotional functioning for a parent to label and self-disclose.\"\u003c/p>\n\u003cp>Listen to all our \u003ca href=\"https://www.npr.org/podcasts/510334/parenting-difficult-conversations\">\u003cem>Parenting: Difficult Conversations\u003c/em> episodes\u003c/a> here.\u003c/p>\n\u003cp>\u003cem>If you like this article, check our other \u003c/em>\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>offerings from Life Kit\u003c/em>\u003c/a>\u003cem>, NPR's family of podcasts for navigating your life, from personal finances to diet and exercise to raising kids. \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>Sign up for the newsletter\u003c/em>\u003c/a>\u003cem> to learn more, and follow \u003c/em>\u003ca href=\"https://twitter.com/NPRLifeKit\">\u003cem>@NPRLifeKit\u003c/em>\u003c/a>\u003cem> on Twitter. Email us at \u003c/em>\u003ca href=\"mailto:lifekit@npr.org\">\u003cem>lifekit@npr.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>_________\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>Devin Walsh is a kindergarten to first-grade “looping” teacher at Oak Grove Primary School in Hattiesburg, Mississippi. \u003c/em>\u003c/p>\n\u003cp>Promoting good oral language and communication skills is perhaps the most important thing parents, caregivers and educators can do to prepare children to enter kindergarten.\u003c/p>\n\u003cp>Having just completed my 17th year of teaching at Oak Grove Primary School in Hattiesburg, Mississippi, with over 800 students in kindergarten and first grade, I see children daily who have been exposed to models of good oral language.\u003c/p>\n\u003cp>Sadly, I also see many who have not had these models and enter kindergarten at a disadvantage.\u003c/p>\n\u003cp>Just like any other skill, learning to talk requires frequent practice. That’s why it’s essential that family members and others who interact with a child on a daily basis do all that is possible to encourage oral language. These everyday moments spent with your child are valuable opportunities for increasing these skills.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>By age 3, a child with typically developing language skills should be comfortable verbally answering common questions and shouldn’t be accustomed to communicating only with a head nod or gesture.\u003c/p>\n\u003cp>Since children learn oral language by following the model of adults they hear speaking around them, they will often repeat incorrect grammar or mispronounced words. That is why it’s important to reinforce good speaking habits by setting an example with the use of expression, vocabulary and correct grammar.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.handyhandouts.com/viewHandout.aspx?hh_number=120\">\u003cem>Promoting Oral Language Development in Young Children\u003c/em>\u003c/a>, Audrey Prince details several strategies.\u003c/p>\n\u003cp>First, she stresses the importance of talking to the child. There are many ways to initiate a conversation. The easiest is to ask questions about the activities of the day.\u003c/p>\n\u003cp>Parents, caregivers and educators need to to ask questions that require more than just a one-word answer, to give children the opportunity to respond with a phrase or group of phrases. They can expand the conversations by asking children to elaborate on answers. Talking to children not only develops conversation skills, it also teaches important vocabulary that can be used in daily life. Second, Prince emphasizes the importance of getting close and showing children that adults are truly listening by responding to what was said.\u003c/p>\n\u003cp>Being in close proximity to the children is beneficial so they can see facial expressions and establish eye contact. If children see adults reacting and showing interest in what was said, they will be more likely to continue communicating in this way.\u003c/p>\n\u003cp>Oral language involves more than just speaking. As a “looping” teacher who stays with the same group of students for two school years, kindergarten and first grade, I have seen firsthand how much children learn and grow in oral language development during the beginning of their educational journey. Listening comprehension, vocabulary and phonological knowledge are essential components in this development.\u003c/p>\n\u003cp>Listening skills can be improved over time by providing children with lots of opportunities to practice. It is important that adults model good listening, ensure they have children’s attention, lower their voices, speak slowly and be very clear in what is being communicated.\u003c/p>\n\u003cp>The more words a child has in his vocabulary, the more he is able to comprehend what he is reading or hearing. Children begin hearing and understanding words long before they actually verbalize them. Exposure to a variety of words and helping children understand what they mean can play a vital role in vocabulary growth.\u003c/p>\n\u003cp>Phonological awareness can be developed by reading books, teaching rhymes, poems and songs, doing activities that help build sound skills, practicing the alphabet by pointing out letters and talking about sounds or using technology that emphasizes the development of phonemic and phonological awareness.\u003c/p>\n\u003cp>Educational apps available for smart phones and tablets such as \u003ca href=\"http://www.readingrockets.org/content/ispy-phonics\">iSpy Phonics\u003c/a> can help children learn about the connection between written and spoken language.*\u003c/p>\n\u003cp>Preschool children who have speech or language disorders may have difficulty learning to read and write when they enter school.\u003c/p>\n\u003cp>Other physical and medical conditions, developmental disorders, poverty, lack of literacy in the home environment and language or literacy disabilities in a child’s family history can also be contributing factors.\u003c/p>\n\u003cp>If a child continues using baby talk past an appropriate age, lacks interest in nursery rhymes or shared book reading, has difficulty understanding simple directions or has difficulty learning or remembering names of letters, he may be at risk.\u003c/p>\n\u003cp>Speech-language pathologists can play an important role in helping to identify these children and provide intervention.\u003c/p>\n\u003cp>Although early intervention is beneficial, it is important to remember that children develop at different rates, and even older children with these and other impairments can gain skills needed to read and write. Parents and other professionals who interact with the child can work to fill in the gaps for those who have missed these earlier opportunities.\u003c/p>\n\u003cp>Laying a firm foundation for literacy through early language skills is a cause that I have become passionate about over the years as I have pursued National Board certification and looked for ways to improve my craft.\u003c/p>\n\u003cp>Parents and educators who help children develop oral language skills can ensure they will achieve success in school and beyond.\u003c/p>\n\u003cp>\u003cem>Devin Walsh is a kindergarten to first-grade “looping” \u003c/em>\u003cem>teacher at Oak Grove Primary School in Hattiesburg, Mississippi. She recently completed a biennial loop with a group of first graders and joins a group of incoming kindergarteners this fall, which also marks her 18th year of teaching.\u003c/em>\u003c/p>\n\u003cp>\u003cem>*Coming soon: More from Walsh about language apps that work.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003ca href=\"http://hechingerreport.us2.list-manage2.com/subscribe?u=66c306eebb323868c3ce353c1&id=a4f3e0748b\">\u003cu>our newsletter\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Devin Walsh is a kindergarten to first-grade “looping” teacher at Oak Grove Primary School in Hattiesburg, Mississippi. \u003c/em>\u003c/p>\n\u003cp>Promoting good oral language and communication skills is perhaps the most important thing parents, caregivers and educators can do to prepare children to enter kindergarten.\u003c/p>\n\u003cp>Having just completed my 17th year of teaching at Oak Grove Primary School in Hattiesburg, Mississippi, with over 800 students in kindergarten and first grade, I see children daily who have been exposed to models of good oral language.\u003c/p>\n\u003cp>Sadly, I also see many who have not had these models and enter kindergarten at a disadvantage.\u003c/p>\n\u003cp>Just like any other skill, learning to talk requires frequent practice. That’s why it’s essential that family members and others who interact with a child on a daily basis do all that is possible to encourage oral language. These everyday moments spent with your child are valuable opportunities for increasing these skills.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>By age 3, a child with typically developing language skills should be comfortable verbally answering common questions and shouldn’t be accustomed to communicating only with a head nod or gesture.\u003c/p>\n\u003cp>Since children learn oral language by following the model of adults they hear speaking around them, they will often repeat incorrect grammar or mispronounced words. That is why it’s important to reinforce good speaking habits by setting an example with the use of expression, vocabulary and correct grammar.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.handyhandouts.com/viewHandout.aspx?hh_number=120\">\u003cem>Promoting Oral Language Development in Young Children\u003c/em>\u003c/a>, Audrey Prince details several strategies.\u003c/p>\n\u003cp>First, she stresses the importance of talking to the child. There are many ways to initiate a conversation. The easiest is to ask questions about the activities of the day.\u003c/p>\n\u003cp>Parents, caregivers and educators need to to ask questions that require more than just a one-word answer, to give children the opportunity to respond with a phrase or group of phrases. They can expand the conversations by asking children to elaborate on answers. Talking to children not only develops conversation skills, it also teaches important vocabulary that can be used in daily life. Second, Prince emphasizes the importance of getting close and showing children that adults are truly listening by responding to what was said.\u003c/p>\n\u003cp>Being in close proximity to the children is beneficial so they can see facial expressions and establish eye contact. If children see adults reacting and showing interest in what was said, they will be more likely to continue communicating in this way.\u003c/p>\n\u003cp>Oral language involves more than just speaking. As a “looping” teacher who stays with the same group of students for two school years, kindergarten and first grade, I have seen firsthand how much children learn and grow in oral language development during the beginning of their educational journey. Listening comprehension, vocabulary and phonological knowledge are essential components in this development.\u003c/p>\n\u003cp>Listening skills can be improved over time by providing children with lots of opportunities to practice. It is important that adults model good listening, ensure they have children’s attention, lower their voices, speak slowly and be very clear in what is being communicated.\u003c/p>\n\u003cp>The more words a child has in his vocabulary, the more he is able to comprehend what he is reading or hearing. Children begin hearing and understanding words long before they actually verbalize them. Exposure to a variety of words and helping children understand what they mean can play a vital role in vocabulary growth.\u003c/p>\n\u003cp>Phonological awareness can be developed by reading books, teaching rhymes, poems and songs, doing activities that help build sound skills, practicing the alphabet by pointing out letters and talking about sounds or using technology that emphasizes the development of phonemic and phonological awareness.\u003c/p>\n\u003cp>Educational apps available for smart phones and tablets such as \u003ca href=\"http://www.readingrockets.org/content/ispy-phonics\">iSpy Phonics\u003c/a> can help children learn about the connection between written and spoken language.*\u003c/p>\n\u003cp>Preschool children who have speech or language disorders may have difficulty learning to read and write when they enter school.\u003c/p>\n\u003cp>Other physical and medical conditions, developmental disorders, poverty, lack of literacy in the home environment and language or literacy disabilities in a child’s family history can also be contributing factors.\u003c/p>\n\u003cp>If a child continues using baby talk past an appropriate age, lacks interest in nursery rhymes or shared book reading, has difficulty understanding simple directions or has difficulty learning or remembering names of letters, he may be at risk.\u003c/p>\n\u003cp>Speech-language pathologists can play an important role in helping to identify these children and provide intervention.\u003c/p>\n\u003cp>Although early intervention is beneficial, it is important to remember that children develop at different rates, and even older children with these and other impairments can gain skills needed to read and write. Parents and other professionals who interact with the child can work to fill in the gaps for those who have missed these earlier opportunities.\u003c/p>\n\u003cp>Laying a firm foundation for literacy through early language skills is a cause that I have become passionate about over the years as I have pursued National Board certification and looked for ways to improve my craft.\u003c/p>\n\u003cp>Parents and educators who help children develop oral language skills can ensure they will achieve success in school and beyond.\u003c/p>\n\u003cp>\u003cem>Devin Walsh is a kindergarten to first-grade “looping” \u003c/em>\u003cem>teacher at Oak Grove Primary School in Hattiesburg, Mississippi. She recently completed a biennial loop with a group of first graders and joins a group of incoming kindergarteners this fall, which also marks her 18th year of teaching.\u003c/em>\u003c/p>\n\u003cp>\u003cem>*Coming soon: More from Walsh about language apps that work.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003ca href=\"http://hechingerreport.us2.list-manage2.com/subscribe?u=66c306eebb323868c3ce353c1&id=a4f3e0748b\">\u003cu>our newsletter\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Healthy communication is vital to thriving workplace communities, and it’s essential for effective collaborative classrooms as well. Knowing when and how to express yourself, recognizing nonverbal cues, and being able to discern what's important when someone speaks can be key factors in building interpersonal relationships. By practicing communication skills, students will get better at asking for help and expressing what they need, and over time they will develop the skills and confidence to tell you more clearly what they've learned in class.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In STEM fields, empathetic communication is a fundamental ingredient for success. Whether you’re a healthcare professional or a programmer, you must be able to take highly technical knowledge and describe it in a clear and simple way for others. If students learn to express ideas in a persuasive way and respond gracefully to reactions to their opinions, they’ll be able to promote innovation and social change through fields like bioengineering or video game design. You may not be able to see the outcomes of bolstering students' communication right away, but the transfer to real-world situations will one day be undeniable\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these picks to improve verbal and nonverbal communication in the STEM classroom. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/penpal-schools\">\u003cimg class=\"alignleft wp-image-48605\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/penpal.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/penpal-schools\">\u003cb>PenPal Schools\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">PenPal Schools is a global, online learning community where students can connect with others to collaborate on online projects. Students practice thinking critically about the world and working together as a team, while learning to communicate with someone from an unfamiliar background. Although it’s set up for many subjects, and there are some STEM projects already (like Protecting the Planet), you can \u003c/span>\u003ca href=\"https://go.penpalschools.com/projects/create-your-own-project\">\u003cspan style=\"font-weight: 400\">create your own project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> related to any subject you wish -- whether it be calculus or coding. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/cuethink\">\u003cimg class=\"alignleft wp-image-48608 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/cuethink.jpg\" alt=\"\" width=\"240\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/cuethink-150x150.jpg 150w\" sizes=\"(max-width: 240px) 100vw, 240px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/cuethink\">\u003cb>CueThink\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">CueThink guides students through four steps for solving math problems: Understand, Plan, Solve, and Review. \u003c/span>\u003cspan style=\"font-weight: 400\">When working through the stepped-out solutions, students write what they notice, create a plan, and record multiple solutions. Students can practice communication skills by recording videos of their solutions and sharing them with their classmates. Then they can focus on improving their writing by adding concise, clear critiques of other students’ methods.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/science-journal\">\u003cimg class=\"alignleft wp-image-48606\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/sciencejournal.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/science-journal\">\u003cb>Science Journal\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Measure \u003c/span>\u003ca href=\"https://makingscience.withgoogle.com/science-journal/activities/activity-getting-started-sound\">\u003cspan style=\"font-weight: 400\">sound\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://makingscience.withgoogle.com/science-journal/activities/activity-getting-started-light\">\u003cspan style=\"font-weight: 400\">light\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and more using sensors in Android phones with this app from Google. As students collect data in real time, they can compare multiple trials (like with the app \u003c/span>\u003ca href=\"https://www.commonsense.org/education/app/lab4physics\">\u003cspan style=\"font-weight: 400\">Lab4Physics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). Students can also add their own audio observations. Have other students listen to the audio and see if they can understand the analysis and interpret the results effectively. If students don’t have an Android device, have them record audio observations from experiments directly on their phones. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/flocabulary\">\u003cimg class=\"alignleft wp-image-48604\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/flocabulary.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/flocabulary-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/flocabulary\">\u003cb>Flocabulary\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Introduce new math or science concepts -- or help students memorize facts -- by listening to quality educational hip-hop songs and videos with Flocabulary. But don’t just practice listening skills: Break down the songs through meaningful in-class discussion and analysis. Then, as individuals or in groups, have students \u003c/span>\u003ca href=\"https://www.flocabulary.com/warp/intro/\">\u003cspan style=\"font-weight: 400\">create a song\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of their own. By constructing their own lyrics about the content, students will learn how to communicate their knowledge of STEM topics in a different way. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/span>\u003c/em>\u003c/p>\n\n",
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"excerpt": "Strong communication skills are fundamental to success in STEM fields. These four tools can help students better communicate complex issues to peers and others around the world. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Healthy communication is vital to thriving workplace communities, and it’s essential for effective collaborative classrooms as well. Knowing when and how to express yourself, recognizing nonverbal cues, and being able to discern what's important when someone speaks can be key factors in building interpersonal relationships. By practicing communication skills, students will get better at asking for help and expressing what they need, and over time they will develop the skills and confidence to tell you more clearly what they've learned in class.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In STEM fields, empathetic communication is a fundamental ingredient for success. Whether you’re a healthcare professional or a programmer, you must be able to take highly technical knowledge and describe it in a clear and simple way for others. If students learn to express ideas in a persuasive way and respond gracefully to reactions to their opinions, they’ll be able to promote innovation and social change through fields like bioengineering or video game design. You may not be able to see the outcomes of bolstering students' communication right away, but the transfer to real-world situations will one day be undeniable\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these picks to improve verbal and nonverbal communication in the STEM classroom. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/penpal-schools\">\u003cimg class=\"alignleft wp-image-48605\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/penpal.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/penpal-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/penpal-schools\">\u003cb>PenPal Schools\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">PenPal Schools is a global, online learning community where students can connect with others to collaborate on online projects. Students practice thinking critically about the world and working together as a team, while learning to communicate with someone from an unfamiliar background. Although it’s set up for many subjects, and there are some STEM projects already (like Protecting the Planet), you can \u003c/span>\u003ca href=\"https://go.penpalschools.com/projects/create-your-own-project\">\u003cspan style=\"font-weight: 400\">create your own project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> related to any subject you wish -- whether it be calculus or coding. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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Students can practice communication skills by recording videos of their solutions and sharing them with their classmates. Then they can focus on improving their writing by adding concise, clear critiques of other students’ methods.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/app/science-journal\">\u003cimg class=\"alignleft wp-image-48606\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/sciencejournal.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal.png 300w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/sciencejournal-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/science-journal\">\u003cb>Science Journal\u003c/b>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Measure \u003c/span>\u003ca href=\"https://makingscience.withgoogle.com/science-journal/activities/activity-getting-started-sound\">\u003cspan style=\"font-weight: 400\">sound\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://makingscience.withgoogle.com/science-journal/activities/activity-getting-started-light\">\u003cspan style=\"font-weight: 400\">light\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and more using sensors in Android phones with this app from Google. As students collect data in real time, they can compare multiple trials (like with the app \u003c/span>\u003ca href=\"https://www.commonsense.org/education/app/lab4physics\">\u003cspan style=\"font-weight: 400\">Lab4Physics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). Students can also add their own audio observations. Have other students listen to the audio and see if they can understand the analysis and interpret the results effectively. 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But don’t just practice listening skills: Break down the songs through meaningful in-class discussion and analysis. Then, as individuals or in groups, have students \u003c/span>\u003ca href=\"https://www.flocabulary.com/warp/intro/\">\u003cspan style=\"font-weight: 400\">create a song\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of their own. By constructing their own lyrics about the content, students will learn how to communicate their knowledge of STEM topics in a different way. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Classrooms in the U.S. often focus most attention on literacy and math, largely because those skills are considered foundational and are tested. However most people will also need to communicate their thoughts and ideas to other people through oral language, and yet effective communication strategies are often not taught with the same precision and structure as other parts of the curriculum.\u003c/p>\n\u003cp>School 21, a public school in London has made \u003ca href=\"http://www.edutopia.org/blog/oracy-literacy-of-spoken-word-oli-de-botton\" target=\"_blank\">\"oracy\"\u003c/a> a primary focus of everything they do. From the earliest grades on up teachers support students to find their voice, express differing opinions politely, and challenge one another's thinking. These are skills called for in the Common Core, but can be hard to find in many classrooms because students haven't been \u003ca href=\"http://www.edutopia.org/practice/oracy-classroom-strategies-effective-talk\" target=\"_blank\">taught how\u003c/a> to make \"turn and talks\" truly effective.\u003c/p>\n\u003cp>The Edutopia team visited School 21 and captured \u003ca href=\"http://www.edutopia.org/school/school-21\" target=\"_blank\">some amazing videos\u003c/a> of students practicing their communication skills with support from teachers.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/2ADAY9AQm54\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Another key element of the School 21 program is \"\u003ca href=\"http://www.edutopia.org/practice/wellbeing-developing-empathy-emotional-awareness-and-agency\" target=\"_blank\">well-being\u003c/a>,\" a social emotional learning curriculum that is once again embedded throughout students' experience of school. In the following video, the communication skills teachers have helped foster become supremely important as even young students grapple with difficult topics like race, difference, diversity and kindness.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/nralkrM43uQ\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Because oral communication is a core tenet of School 21, students continue to build on their skills throughout school until arguing an opinion and defending with research are almost second nature to them. The school also tries to help students see the progress they've made by offering culminating moments when they can show off their \u003ca href=\"http://www.edutopia.org/practice/public-speaking-oracy-skills-real-world\" target=\"_blank\">public speaking skills\u003c/a> in front of real audiences.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/KfrwGZyk-bc\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Speaking is a part of almost every classroom, but it can be easy to assume that students already know how to do things like challenge an idea or back up an argument with evidence. In reality, those oral communication skills must be explicitly taught like other core skills in school. And a well-spoken, confident young person will have occasion to use those communication skills throughout his or her life. Peter Hyman, School 21 cofounder and executive head teacher, says, \"\u003cspan class=\"s1\">We need to elevate speaking to the same level as reading and writing.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"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 />",
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"meta": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
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