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These are some of the questions math educator Christopher Danielson has asked — or been asked — while playing \u003c/span>\u003ca href=\"http://talkingmathwithkids.squarespace.com/posts/2020/3/15/is-it-or-not-excursions-in-mathematical-definitions\">\u003cspan style=\"font-weight: 400\">a reasoning game\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> he calls “Is It or Not?” The game began with \u003c/span>\u003ca href=\"https://talkingmathwithkids.com/2019/09/09/vehicle-chat-invitation/\">\u003cspan style=\"font-weight: 400\">a debate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between another math educator, \u003c/span>\u003ca href=\"https://twitter.com/kassiaowedekind\">\u003cspan style=\"font-weight: 400\">Kassia Wedekind\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and her six-year-old daughter, but Danielson has played it with children of all ages, including his own. “It was a dinner table conversation. Both kids really joined in on it and enjoyed thinking of interesting, additional cases,” he said. His daughter, who was 12 at the time, raised the hamster wheel question and continued developing the list well after the meal ended.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Definitions are central to mathematics, but children’s concept images — what they picture for a triangle, for example — do not always line up with the concept definition. “Is It or Not?” helps them strengthen their concept images. It’s also a fun way to bring mathematical thinking into everyday conversation, a practice Danielson champions on his blog, \u003c/span>\u003ca href=\"https://talkingmathwithkids.com/\">\u003cspan style=\"font-weight: 400\">Talking Math With Your Kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and through an \u003c/span>\u003ca href=\"https://twitter.com/hashtag/tmwyk?src=hashtag_click\">\u003cspan style=\"font-weight: 400\">ongoing Twitter discussion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our inclination is to think of math as a thing that happens in school,” Danielson said. That leaves parents in the role of homework helper and can lead to anxiety \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/41639/homework-battles-when-parent-help-negatively-affects-students\">\u003cspan style=\"font-weight: 400\">when parents lack math confidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially as kids reach middle school and algebra enters the picture. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55550/tips-for-managing-the-stress-of-social-distancing-as-a-family\">\u003cspan style=\"font-weight: 400\">Such stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may be particularly acute as parents try to keep their kids’ education on track during \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But watching over your middle schooler’s shoulder as they complete worksheets is not the only or best way to help them. By asking open-ended questions, developing a shared math language and connecting math to young people’s interests, parents can support pre-teens’ \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54389/3-ways-to-shape-math-into-a-positive-experience\">\u003cspan style=\"font-weight: 400\">mathematical development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a way that is more fun for everyone involved.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Ask Open-ended Questions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think for students and our own kids, we want to rescue them as they’re working on math. We just want to tell them how to do it,” said eighth grade math instructor and \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/tn/2017/09/28/tennessee-meet-your-new-teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">former Tennessee teacher of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Cicely Woodard. She suggested a different starting point for parents: asking questions. That’s a central practice in her \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\">\u003cspan style=\"font-weight: 400\">inquiry-driven classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and she shared a few to try:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you notice about the problem?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What are you wondering?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What does this symbol mean?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you see?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">These questions can be applied to formal math problems but also during informal conversations, such as noticing patterns in nature. Listening to kids’ answers, said Woodard, can “reveal important information about what they understand and don’t understand.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Develop a Shared Language\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Talking about math takes practice. To give students a structure for engaging in math conversations, Woodard presents sentence stems, such as:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I agree/disagree with ____ because …” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“My solution is like ____’s because …”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I don’t understand ____ part of your reasoning, because …”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her classroom, Woodard’s students use these phrases to compare ideas in small groups, then present different solution paths to the class. At home, young people can use sentence starters like these in family conversations about topics such as screen time or budgets. It’s “amazing” to watch tweens articulate decisions about math when “given the tools and the opportunities to do it,” Woodard said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make the Stakes Real\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://psycnet.apa.org/record/2002-02473-003\">\u003cspan style=\"font-weight: 400\">Identity development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looms large in middle schoolers’ lives. For this reason, Danielson said, math talk with tweens should focus on “helping them gain leverage or influence in the world.” For example, when Danielson’s son was 13, he hired him to help with the manufacturing process for the \u003c/span>\u003ca href=\"http://talkingmathwithkids.squarespace.com/store/wooden-tiling-turtlesstarter-pack\">\u003cspan style=\"font-weight: 400\">tesselating turtle sets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> he sells. The pair agreed to a per-pound rate, and when payment time arrived, Danielson asked his son to calculate the bill. Similarly, after his daughter and a friend provided leaf-raking services at a per-bag rate, Danielson asked how much he owed. The friend reacted with surprise. His daughter was accustomed to doing \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55327/how-hands-on-projects-can-deepen-math-learning-for-teens\">\u003cspan style=\"font-weight: 400\">real-world math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but for her friend, “the idea that she would be responsible for producing a calculation was foreign,” Danielson said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Woodard agreed that it’s important for middle schoolers to explore math problems that are related to their everyday lives. Providing those entry points requires knowing what kids care about, she said. From sports statistics to recipe conversions, math hooks can be found in any topic.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Have Fun\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Danielson often brings math into daily life by making a game out of something mundane. When his family dines out or goes grocery shopping, they play their own version of “The Price Is Right,” guessing what the total cost will be. These days, that game may mean inviting kids to look at a grocery list and predict the total before adding items to a virtual shopping cart. Regardless, the same principles apply. “The most useful thing for parents to do is to pay attention to the times in their own lives when they bump up against numbers or patterns, and instead of leaping to telling … think about how to engage their kids in that,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That process is less predictable than printing out a worksheet and checking a box on a daily schedule. It involves watching for opportunities and seizing the moment. “There’s a lot of trust involved that injecting these conversations into our life over the long-span is going to be productive even if I can’t see it in the 15-minute chunks that school gets doled out in,” Danielson said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He thinks it’s worth it. “If the only reading that kids ever did was the reading that happens in school, we would feel that something was lost,” he said. “I feel the same way about math.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Is a dump truck a vehicle? What about a skateboard? An elevator? A hamster wheel? These are some of the questions math educator Christopher Danielson has asked — or been asked — while playing \u003c/span>\u003ca href=\"http://talkingmathwithkids.squarespace.com/posts/2020/3/15/is-it-or-not-excursions-in-mathematical-definitions\">\u003cspan style=\"font-weight: 400\">a reasoning game\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> he calls “Is It or Not?” The game began with \u003c/span>\u003ca href=\"https://talkingmathwithkids.com/2019/09/09/vehicle-chat-invitation/\">\u003cspan style=\"font-weight: 400\">a debate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between another math educator, \u003c/span>\u003ca href=\"https://twitter.com/kassiaowedekind\">\u003cspan style=\"font-weight: 400\">Kassia Wedekind\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and her six-year-old daughter, but Danielson has played it with children of all ages, including his own. “It was a dinner table conversation. Both kids really joined in on it and enjoyed thinking of interesting, additional cases,” he said. His daughter, who was 12 at the time, raised the hamster wheel question and continued developing the list well after the meal ended.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Definitions are central to mathematics, but children’s concept images — what they picture for a triangle, for example — do not always line up with the concept definition. “Is It or Not?” helps them strengthen their concept images. It’s also a fun way to bring mathematical thinking into everyday conversation, a practice Danielson champions on his blog, \u003c/span>\u003ca href=\"https://talkingmathwithkids.com/\">\u003cspan style=\"font-weight: 400\">Talking Math With Your Kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and through an \u003c/span>\u003ca href=\"https://twitter.com/hashtag/tmwyk?src=hashtag_click\">\u003cspan style=\"font-weight: 400\">ongoing Twitter discussion\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our inclination is to think of math as a thing that happens in school,” Danielson said. That leaves parents in the role of homework helper and can lead to anxiety \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/41639/homework-battles-when-parent-help-negatively-affects-students\">\u003cspan style=\"font-weight: 400\">when parents lack math confidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially as kids reach middle school and algebra enters the picture. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55550/tips-for-managing-the-stress-of-social-distancing-as-a-family\">\u003cspan style=\"font-weight: 400\">Such stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may be particularly acute as parents try to keep their kids’ education on track during \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But watching over your middle schooler’s shoulder as they complete worksheets is not the only or best way to help them. By asking open-ended questions, developing a shared math language and connecting math to young people’s interests, parents can support pre-teens’ \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54389/3-ways-to-shape-math-into-a-positive-experience\">\u003cspan style=\"font-weight: 400\">mathematical development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a way that is more fun for everyone involved.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Ask Open-ended Questions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think for students and our own kids, we want to rescue them as they’re working on math. We just want to tell them how to do it,” said eighth grade math instructor and \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/tn/2017/09/28/tennessee-meet-your-new-teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">former Tennessee teacher of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Cicely Woodard. She suggested a different starting point for parents: asking questions. That’s a central practice in her \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\">\u003cspan style=\"font-weight: 400\">inquiry-driven classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and she shared a few to try:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you notice about the problem?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What are you wondering?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What does this symbol mean?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you see?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">These questions can be applied to formal math problems but also during informal conversations, such as noticing patterns in nature. Listening to kids’ answers, said Woodard, can “reveal important information about what they understand and don’t understand.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Develop a Shared Language\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Talking about math takes practice. To give students a structure for engaging in math conversations, Woodard presents sentence stems, such as:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I agree/disagree with ____ because …” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“My solution is like ____’s because …”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“I don’t understand ____ part of your reasoning, because …”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her classroom, Woodard’s students use these phrases to compare ideas in small groups, then present different solution paths to the class. At home, young people can use sentence starters like these in family conversations about topics such as screen time or budgets. It’s “amazing” to watch tweens articulate decisions about math when “given the tools and the opportunities to do it,” Woodard said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make the Stakes Real\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://psycnet.apa.org/record/2002-02473-003\">\u003cspan style=\"font-weight: 400\">Identity development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> looms large in middle schoolers’ lives. For this reason, Danielson said, math talk with tweens should focus on “helping them gain leverage or influence in the world.” For example, when Danielson’s son was 13, he hired him to help with the manufacturing process for the \u003c/span>\u003ca href=\"http://talkingmathwithkids.squarespace.com/store/wooden-tiling-turtlesstarter-pack\">\u003cspan style=\"font-weight: 400\">tesselating turtle sets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> he sells. The pair agreed to a per-pound rate, and when payment time arrived, Danielson asked his son to calculate the bill. Similarly, after his daughter and a friend provided leaf-raking services at a per-bag rate, Danielson asked how much he owed. The friend reacted with surprise. His daughter was accustomed to doing \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55327/how-hands-on-projects-can-deepen-math-learning-for-teens\">\u003cspan style=\"font-weight: 400\">real-world math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but for her friend, “the idea that she would be responsible for producing a calculation was foreign,” Danielson said.\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\">Woodard agreed that it’s important for middle schoolers to explore math problems that are related to their everyday lives. Providing those entry points requires knowing what kids care about, she said. From sports statistics to recipe conversions, math hooks can be found in any topic.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Have Fun\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Danielson often brings math into daily life by making a game out of something mundane. When his family dines out or goes grocery shopping, they play their own version of “The Price Is Right,” guessing what the total cost will be. These days, that game may mean inviting kids to look at a grocery list and predict the total before adding items to a virtual shopping cart. Regardless, the same principles apply. “The most useful thing for parents to do is to pay attention to the times in their own lives when they bump up against numbers or patterns, and instead of leaping to telling … think about how to engage their kids in that,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That process is less predictable than printing out a worksheet and checking a box on a daily schedule. It involves watching for opportunities and seizing the moment. “There’s a lot of trust involved that injecting these conversations into our life over the long-span is going to be productive even if I can’t see it in the 15-minute chunks that school gets doled out in,” Danielson said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He thinks it’s worth it. “If the only reading that kids ever did was the reading that happens in school, we would feel that something was lost,” he said. “I feel the same way about math.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How I'm Teaching My Kids Not To Fear Everything During A Pandemic",
"title": "How I'm Teaching My Kids Not To Fear Everything During A Pandemic",
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"content": "\u003cp>The other day, while my children and I were playing outside, the ball we were throwing accidentally flew out of the yard. Under normal circumstances, I would have opened the gate, and we'd race to see who would get it first. But these aren't normal circumstances.\u003c/p>\n\u003cp>In South Africa, where we live, a suspected case of COVID-19 was confirmed to have tested positive on March 5. Exactly three weeks later, the country was put under one of the strictest lockdowns in the world. Schools, places of worship and all businesses deemed not essential were closed. Hot prepared food, alcohol and tobacco sales were banned. Even outdoor exercise was prohibited.\u003c/p>\n\u003cp>The abruptness with which physical connection became a threat was dizzying. As these restrictions are eased — and infection rates and deaths rise — I find myself needing to teach my children how to interact with our community in a way that is safe but still loving.\u003c/p>\n\u003cp>So back to retrieving that ball. Our street, in an area not too far from Johannesburg's city center, is usually busy because it leads to a shopping area for groceries and other essentials. Given the number of people walking by, I went to get a mask and gloves to venture beyond the gate.\u003c/p>\n\u003cp>But before I could go into the house, an old man with a beret and a walking cane scooped it off the street and brought it to the gate. Just as the kids started running toward him to get it, I called out to them to stop. I graciously thanked the man and asked him to please just throw it through the gate. I couldn't really tell his reaction to this, because he had a makeshift mask on. Again, the children started to run to get the ball, so I stopped them and asked them to bring me gloves and soap.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I put on the gloves, picked up the ball and gave it a good scrub. The kids — my 8 year-old son and 10-year-old daughter, told me that the man was just being nice and were clearly displeased with my behavior. I then reminded them of what's going on and why what I was doing was necessary. (I am well aware that it will not be possible to keep my children at home forever, so sometimes I go over the top in an attempt to model the behaviors they now have to adopt to keep themselves and others safe.)\u003c/p>\n\u003cp>My 10-year-old asked how long we are going to live like this. I shrugged and said I don't know as I left the ball to dry. Despite her slight frown, she got another one and we continued playing.\u003c/p>\n\u003cp>My children are deeply loving and social. My daughter's unhappiness reminded me how much they are struggling with the current situation.\u003c/p>\n\u003cp>As much as I want to ensure that my children protect themselves and others, this forced me to reflect quite deeply on how I can do so in a way that does not inadvertently teach them to treat people as a threat. And in the face of an invisible virus, it is very easy to see people as the problem and retreat into personal cocoons.\u003c/p>\n\u003cp>This is especially tempting in South Africa, one of the most unequal countries in the world. I am a Black South African. Our household is fortunate to have the means to stay connected to our loved ones, to work and shop from home. That has made lockdown much more comfortable for us than for the majority of the country.\u003c/p>\n\u003cp>But for most Black South Africans, the current crisis has amplified already existing inequalities, leading to increased hunger, accelerated income losses and dangerous working conditions. There's an urge to slip into self-preservation mode and ignore other people's suffering. But, now more than ever, we should feel compelled to connect with the many struggles happening all around us, and collectively build a just, equitable and loving society.\u003c/p>\n\u003cp>Thankfully, my children appreciate the importance of relationships, which are really the foundation of our family. They feel safe, cared for and loved because of the many people in our community that have been involved in raising them, shaping their values and sense of self in the world.\u003c/p>\n\u003cp>Despite being isolated, we haven't been alone. We have woken up to find oranges, Easter eggs, papaya and biscuits delivered to our gate from friends who live nearby. And from our wider community of friends, the children regularly receive loving messages and calls.\u003c/p>\n\u003cp>Our avocado tree produces more than we can eat, and because I can no longer share the bounty at my office, the kids decided to start packing up the fruit to leave outside for people passing by to take. Because they both have underlying health conditions that have required past hospitalizations — severe chronic rhinitis, eczema and allergies — I kept them home before the lockdown even started. So I suspect it is their way of reaching out to others despite not venturing beyond the yard for almost three months now. It has been fulfilling to see how much joy they get from this.\u003c/p>\n\u003cp>I don't want my children to only remember to wear masks, wash their hands and keep their distance from people. I want them to understand that this is a time when people need to show up for one another. So in the same way I talk about how physical connection is a threat, I need to be as deliberate about elevating stories of how, beyond our small part of the world, people are helping each other out.\u003c/p>\n\u003cp>I have told them about the Community Action Networks in Cape Town, which have brought unlikely groups of people together across class lines through WhatsApp groups, which convey local needs and stop the spread of misinformation. This is particularly critical as the government's already inadequate relief measures continue to fail to reach those who need them most. We've discussed \u003ca href=\"https://urldefense.com/v3/__https:/www.dailymaverick.co.za/article/2020-05-18-another-country-hungry-children-and-the-quest-for-four-big-pots/__;!!Iwwt!BOJhjNYDVV_C5pB27IL1cZBEypFfrnoSJqsiVc1-f_2xvVVKKMT_KusHwT33%24\">the women of \"Londani Lushaka,\"\u003c/a> an organization based in Alexandra, a township in South Africa, who with the help of volunteers and donated food are feeding up to 600 children on a daily basis.\u003c/p>\n\u003cp>And they know that in various cities around the world, thousands have risked infection to take to the streets to protest the state violence inflicted on black people not only in the United States but in their own respective countries.\u003c/p>\n\u003cp>What I want my children to take away from this moment is that it's possible to forge new bonds in the middle of a global pandemic. Yes, sometimes we need to be careful about retrieving a ball. But connections to other people remain crucial — if not more important.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Koketso Moeti is a civic activist who over the years has worked at the intersection of governance, communication and citizen action. In 2019 she was named an Atlantic Fellow for Racial Equity. She is also an inaugural Obama Foundation fellow and an Aspen New Voices Senior Fellow. Follow her on Twitter \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/twitter.com/Kmoeti__;!!Iwwt!BOJhjNYDVV_C5pB27IL1cZBEypFfrnoSJqsiVc1-f_2xvVVKKMT_KrdFN0DK%24\">\u003cem>@Kmoeti\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+I%27m+Teaching+My+Kids+Not+To+Fear+Everything+During+A+Pandemic&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The other day, while my children and I were playing outside, the ball we were throwing accidentally flew out of the yard. Under normal circumstances, I would have opened the gate, and we'd race to see who would get it first. But these aren't normal circumstances.\u003c/p>\n\u003cp>In South Africa, where we live, a suspected case of COVID-19 was confirmed to have tested positive on March 5. Exactly three weeks later, the country was put under one of the strictest lockdowns in the world. Schools, places of worship and all businesses deemed not essential were closed. Hot prepared food, alcohol and tobacco sales were banned. Even outdoor exercise was prohibited.\u003c/p>\n\u003cp>The abruptness with which physical connection became a threat was dizzying. As these restrictions are eased — and infection rates and deaths rise — I find myself needing to teach my children how to interact with our community in a way that is safe but still loving.\u003c/p>\n\u003cp>So back to retrieving that ball. Our street, in an area not too far from Johannesburg's city center, is usually busy because it leads to a shopping area for groceries and other essentials. Given the number of people walking by, I went to get a mask and gloves to venture beyond the gate.\u003c/p>\n\u003cp>But before I could go into the house, an old man with a beret and a walking cane scooped it off the street and brought it to the gate. Just as the kids started running toward him to get it, I called out to them to stop. I graciously thanked the man and asked him to please just throw it through the gate. I couldn't really tell his reaction to this, because he had a makeshift mask on. Again, the children started to run to get the ball, so I stopped them and asked them to bring me gloves and soap.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I put on the gloves, picked up the ball and gave it a good scrub. The kids — my 8 year-old son and 10-year-old daughter, told me that the man was just being nice and were clearly displeased with my behavior. I then reminded them of what's going on and why what I was doing was necessary. (I am well aware that it will not be possible to keep my children at home forever, so sometimes I go over the top in an attempt to model the behaviors they now have to adopt to keep themselves and others safe.)\u003c/p>\n\u003cp>My 10-year-old asked how long we are going to live like this. I shrugged and said I don't know as I left the ball to dry. Despite her slight frown, she got another one and we continued playing.\u003c/p>\n\u003cp>My children are deeply loving and social. My daughter's unhappiness reminded me how much they are struggling with the current situation.\u003c/p>\n\u003cp>As much as I want to ensure that my children protect themselves and others, this forced me to reflect quite deeply on how I can do so in a way that does not inadvertently teach them to treat people as a threat. And in the face of an invisible virus, it is very easy to see people as the problem and retreat into personal cocoons.\u003c/p>\n\u003cp>This is especially tempting in South Africa, one of the most unequal countries in the world. I am a Black South African. Our household is fortunate to have the means to stay connected to our loved ones, to work and shop from home. That has made lockdown much more comfortable for us than for the majority of the country.\u003c/p>\n\u003cp>But for most Black South Africans, the current crisis has amplified already existing inequalities, leading to increased hunger, accelerated income losses and dangerous working conditions. There's an urge to slip into self-preservation mode and ignore other people's suffering. But, now more than ever, we should feel compelled to connect with the many struggles happening all around us, and collectively build a just, equitable and loving society.\u003c/p>\n\u003cp>Thankfully, my children appreciate the importance of relationships, which are really the foundation of our family. They feel safe, cared for and loved because of the many people in our community that have been involved in raising them, shaping their values and sense of self in the world.\u003c/p>\n\u003cp>Despite being isolated, we haven't been alone. We have woken up to find oranges, Easter eggs, papaya and biscuits delivered to our gate from friends who live nearby. And from our wider community of friends, the children regularly receive loving messages and calls.\u003c/p>\n\u003cp>Our avocado tree produces more than we can eat, and because I can no longer share the bounty at my office, the kids decided to start packing up the fruit to leave outside for people passing by to take. Because they both have underlying health conditions that have required past hospitalizations — severe chronic rhinitis, eczema and allergies — I kept them home before the lockdown even started. So I suspect it is their way of reaching out to others despite not venturing beyond the yard for almost three months now. It has been fulfilling to see how much joy they get from this.\u003c/p>\n\u003cp>I don't want my children to only remember to wear masks, wash their hands and keep their distance from people. I want them to understand that this is a time when people need to show up for one another. So in the same way I talk about how physical connection is a threat, I need to be as deliberate about elevating stories of how, beyond our small part of the world, people are helping each other out.\u003c/p>\n\u003cp>I have told them about the Community Action Networks in Cape Town, which have brought unlikely groups of people together across class lines through WhatsApp groups, which convey local needs and stop the spread of misinformation. This is particularly critical as the government's already inadequate relief measures continue to fail to reach those who need them most. We've discussed \u003ca href=\"https://urldefense.com/v3/__https:/www.dailymaverick.co.za/article/2020-05-18-another-country-hungry-children-and-the-quest-for-four-big-pots/__;!!Iwwt!BOJhjNYDVV_C5pB27IL1cZBEypFfrnoSJqsiVc1-f_2xvVVKKMT_KusHwT33%24\">the women of \"Londani Lushaka,\"\u003c/a> an organization based in Alexandra, a township in South Africa, who with the help of volunteers and donated food are feeding up to 600 children on a daily basis.\u003c/p>\n\u003cp>And they know that in various cities around the world, thousands have risked infection to take to the streets to protest the state violence inflicted on black people not only in the United States but in their own respective countries.\u003c/p>\n\u003cp>What I want my children to take away from this moment is that it's possible to forge new bonds in the middle of a global pandemic. Yes, sometimes we need to be careful about retrieving a ball. But connections to other people remain crucial — if not more important.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Koketso Moeti is a civic activist who over the years has worked at the intersection of governance, communication and citizen action. In 2019 she was named an Atlantic Fellow for Racial Equity. She is also an inaugural Obama Foundation fellow and an Aspen New Voices Senior Fellow. Follow her on Twitter \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/twitter.com/Kmoeti__;!!Iwwt!BOJhjNYDVV_C5pB27IL1cZBEypFfrnoSJqsiVc1-f_2xvVVKKMT_KrdFN0DK%24\">\u003cem>@Kmoeti\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+I%27m+Teaching+My+Kids+Not+To+Fear+Everything+During+A+Pandemic&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "'I'm Willing To Fight For America': 5 Student Activists On Protesting For Change",
"title": "'I'm Willing To Fight For America': 5 Student Activists On Protesting For Change",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Peaceful, student-led protests have been a powerful force for change throughout American history.\u003c/p>\n\u003cp>In 1925, for example, students at Fisk University staged a 10-week protest to speak out against the school's president, who didn't want students starting a chapter of the N.A.A.C.P. In 1940, almost 2,000 students protested after New York University decided to pull a black player from its football roster to accommodate the University of Missouri's segregationists.\u003c/p>\n\u003cp>And campus-based protests, including against racism, were a major lever of social change in the 1960s.\u003c/p>\n\u003cp>But during one of the largest protest movements of our generation, campuses nationwide have been shut down due to COVID-19.\u003c/p>\n\u003cp>So what does student activism look like today? It's happening online and in the streets; with art and tech skills. NPR Ed spoke to five high school and college students fighting in different ways for black lives, an end to police brutality and structural racism.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Julian Dowell, 20, Washington, D.C.\u003c/strong>\u003c/p>\n\u003cp>When he was growing up, Julian Dowell says, his mom was a big advocate for reading up on racism in American history. \"In the eighth grade I was reading Cornel West. Michelle Alexander's \u003cem>The New Jim Crow\u003c/em> had just come out,\" he says. \"So when Trayvon Martin occurred, I was actually kind of in my school mobilizing people around me, like, yo, we're gonna do a day where we're all going to wear our hood up.\"\u003c/p>\n\u003cp>Today Dowell is a junior Georgetown University, studying African-American studies and thinking about adding economics. But his biggest interest is understanding \u003ca href=\"https://www.instagram.com/arkitekt.x/\">augmented reality technology\u003c/a> — and finding a way to use it as a tool to protest and speak out.\u003c/p>\n\u003cfigure id=\"attachment_56143\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56143\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/jdowell-pic2toned_custom-0529007824c2e070dc7c93634f30883d419dd9b7.jpg\" alt=\"\" width=\"200\" height=\"331\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/jdowell-pic2toned_custom-0529007824c2e070dc7c93634f30883d419dd9b7.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/jdowell-pic2toned_custom-0529007824c2e070dc7c93634f30883d419dd9b7-160x265.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Julian Dowell, 20, says he's wrestling with the idea of what it means to be an activist right now, and also asking himself: \"What are the limits of the virtual world?\" \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Even in this moment, you see a lot of rallying cries behind George Floyd. But mind you, Breonna Taylor's death was, what, three months ago? So it was really important for me as a black man to say how can I amplify this quotable of, 'say her name,' \" he says. \"More often than not, black women don't don't receive that opportunity.\"\u003c/p>\n\u003cp>Before he visited the newly named \u003ca href=\"https://www.npr.org/sections/live-updates-protests-for-racial-justice/2020/06/05/870833518/black-lives-matter-plaza-across-from-white-house-is-christened-by-d-c-leaders\">Black Lives Matter Plaza\u003c/a> in Washington, D.C., he created an app that allowed people in the plaza to use their phone to find a mural of \u003ca href=\"https://www.npr.org/2020/06/04/869930040/as-the-nation-chants-her-name-breonna-taylors-family-grieves-a-life-robbed\">Breonna Taylor,\u003c/a> shot by police in her home in Louisville, Ky. When you click on the image, you hear Taylor's mother speaking about her.\u003c/p>\n\u003cp>\"I wanted people to say her name. I wanted people to hear her mother's voice,\" he says. \"I didn't want to dehumanize her in the way that her death had. I want to humanize or I want to memorialize her.\"\u003c/p>\n\u003cp>At the same time Dowell is wrestling with the idea of what it means to be a student activist, he's also asking himself: \"What are the limits of the virtual world?\"\u003c/p>\n\u003cp>There have been instances of social media influencers \u003ca href=\"https://www.theguardian.com/media/2020/jun/11/influencers-protests-staged-photos-black-lives-matter\">using \u003c/a>the Black Lives Matter protest movement as a photo opportunity. There are posts of influencers posting in front \u003ca href=\"https://www.theguardian.com/media/2020/jun/11/influencers-protests-staged-photos-black-lives-matter\">of looted stores\u003c/a> or coming to a march with hair and makeup done \u003ca href=\"https://www.mirror.co.uk/3am/celebrity-news/instagram-stars-blasted-treating-black-22147599\">only to take\u003c/a> a picture. Social capital, he says, is a real thing and many people want to be on the right side of history.\u003c/p>\n\u003cp>The solution, he says, is nuanced and complicated and won't be solved in just talking about the issue of systemic racism and performative activism. Another thing Dowell is fighting for when he protests is making sure the right people have access.\u003c/p>\n\u003cp>\"Lean into technology companies. Give black and brown communities access to resources. Give them access to free Code Academy. Send them links to free code camps. Make sure there's pipelines for opportunities for students,\" he says, to find access to workshops that teach people computer coding and developing apps.\u003c/p>\n\u003cfigure id=\"attachment_56144\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56144\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/aaronf-photonpr_custom-dedf35b62352be720acf34881b6b43caf74033a3.jpg\" alt=\"\" width=\"200\" height=\"312\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/aaronf-photonpr_custom-dedf35b62352be720acf34881b6b43caf74033a3.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/aaronf-photonpr_custom-dedf35b62352be720acf34881b6b43caf74033a3-160x250.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Aaron Narraph Fernando, 19, made waves when he created a spreadsheet of law enforcement unions' political contributions to New York City Democrats. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Aaron Narraph Fernando, 19, New York City\u003c/strong>\u003c/p>\n\u003cp>Aaron Narraph Fernando, born and raised in Queens, New York, is a rising junior at John Jay College of Criminal Justice in Manhattan, where he studies law and society. He's also running unopposed for a local Democratic Party position called County Committee. And in his spare time he's been making waves in New York City politics armed with just a Google Doc and a Twitter account.\u003c/p>\n\u003cp>\"A few weeks ago, even before the George Floyd protests started, I started looking into fundraising numbers for state-level candidates. I was curious to see how challengers were doing against their incumbents in terms of fundraising. And I started noticing that a lot of these so-called progressive Democrats were taking a lot of money from these very conservative police unions and other law enforcement things like correction officers' unions and the court officer unions. So I started making a list of all the different law enforcement unions and also how much money they had given to different New York City Democrats this cycle.\"\u003c/p>\n\u003cp>While contributions from unions to Democratic politicians might have raised few eyebrows in the past, Fernando and other activists saw this money, and the influence it brings, as standing in the way of measures like the recently passed repeal of Section 50-a, a law shielding the personnel records of police officers. He started making a list of law enforcement unions' political contributions to New York City Democrats.\u003c/p>\n\u003cp>\"And I wasn't really sure what to do with the list until the George Floyd protest really started. And we started seeing more and more people be aware of the very aggressive role that police take in our communities. And a lot of people started to ask me how they could take action if they couldn't go out and protest in the streets.\"\u003c/p>\n\u003cp>\"I tweeted out, I asked people if this is a good time to drop my spreadsheet showing which New York City officials are taking money from law enforcement. And I got like 800 'likes' in like an hour. So I was like, OK. People really care about this. They're really engaged right now. They really want to get involved and know how they can make a difference. So I posted my spreadsheet.\"\u003c/p>\n\u003cp>Then, something surprising happened. Politicians started responding to public pressure.\u003c/p>\n\u003cp>\u003ca href=\"https://theappeal.org/new-york-lawmakers-reject-police-money/\">\"Aravella Simotas,\u003c/a> an assembly member in Astoria [donated her law enforcement contributions to racial justice organizations] under pressure from her primary challenger. Then all the dominoes fell...Today we've had \u003ca href=\"https://twitter.com/aaronnarraph/status/1266871795388502016\">19 different elected officials\u003c/a> in New York City say they're going to donate their money to anti-racist causes. And so far, we've had almost $60,000 in law enforcement contributions donated to anti-racist causes. And I think we'll see more and more in the coming weeks.\"\u003c/p>\n\u003cp>Fernando is quick to say that he thinks direct action in the streets is the most powerful way to make change, and to downplay his own contribution.\u003c/p>\n\u003cp>\"I'm not the first person to talk about the power that this money can have. People in criminal justice spaces have known about this for a long time. I'm just somebody who compiled that data to an easily accessible spreadsheet.\" And sometimes that is all you need.\u003c/p>\n\u003cfigure id=\"attachment_56145\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56145\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/kinsaleh-nprportrait_custom-dadf5d67fe6bc63e7b21f07f9fb68a8d7f0d5179.jpg\" alt=\"\" width=\"200\" height=\"365\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/kinsaleh-nprportrait_custom-dadf5d67fe6bc63e7b21f07f9fb68a8d7f0d5179.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/kinsaleh-nprportrait_custom-dadf5d67fe6bc63e7b21f07f9fb68a8d7f0d5179-160x292.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Long-time activist Kinsale Hueston, 20, is a student at Yale University and an enrolled member of the Navajo Nation. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Kinsale Hueston, 20, Los Angeles\u003c/strong>\u003c/p>\n\u003cp>After organizing on campus for two years, Kinsale Hueston has had to get creative. As a student at Yale University, her approach to amplifying marginalized voices is generally through art — she's a nationally recognized poet. And as COVID-19 took hold in the Navajo Nation, she found that her Instagram posts and reposts were getting a lot of attention: \"It's made me really happy to see friends of mine who have never really shared anything about native issues — or anything like that before — amplifying what I've been sharing.\"\u003c/p>\n\u003cp>Hueston is an enrolled member of the Navajo Nation who mostly grew up in California. In high school, protest movements around the \u003ca href=\"https://www.csvanw.org/mmiw/\">missing and murdered indigenous women's movement\u003c/a> as well as the Dakota Access Pipeline, \"helped [her] get involved at the local level, especially with the urban native community in L.A.\"\u003c/p>\n\u003cp>She started using social media back then to educate and raise awareness on these issues, but she says this time is different: \"Usually what I face is like not a lot of reposts, not a lot of response. But now because people have been kicked off campus and they have to go online in this specific scenario, they're looking for these opportunities to learn.\"\u003c/p>\n\u003cp>And her approach is working. She's gained almost 12,000 Instagram followers in the past 30 days. She posts primarily about the high rates of COVID-19 on the Navajo reservation, but she recognizes that there is another huge movement rippling through the country right now. Both, she says, focused on the same thing: \"You can't put one issue over the other because that's what, you know, the white state wants us to do. They want us to fight like this. And instead we have to be good relatives to each other and listen to each other and address the needs of all of our communities right now.\"\u003c/p>\n\u003cp>She had one final message: Don't forget the artists.\u003c/p>\n\u003cp>\"There are so many incredible black singers, visual artists, writers who are making such incredible work to bring joy right now. And I think that's also such an important part of movements, is the healing and the beauty that can come out of it. I think art is so important because it allows us to see the future that we want to manifest and work towards.\"\u003c/p>\n\u003cfigure id=\"attachment_56146\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56146\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/nadworny_sign-of-justice_slide-4572c0420787e5b6d820f0ac58ae6470ecb2f684-e1592893767107.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Amiri Nash's signs have QR codes with resources, including a link to donate to the Black Lives Matter movement. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Amiri Nash, 18, Washington, D.C.\u003c/strong>\u003c/p>\n\u003cp>Amiri Nash, who will be starting as a freshman at Brown University, has been watching people \"perform Internet activism.\" They'll re-post something, comment or change their profile picture to a black screen, but \"have a false sense of engagement with the cause and the movement and the idea.\"\u003c/p>\n\u003cp>So Nash and a friend, Lexi Brown, started a project called \u003ca href=\"https://instagram.com/signofjustice?igshid=ccl0lcuhxhan\">Sign of Justice\u003c/a>, an organization that creates signs with scan codes, to post in public places that are predominantly white. (One sign, for example, says, \"A man was lynched by police. What are you doing about it? Text 'Floyd' to 55156. Use your privilege for good.\")\u003c/p>\n\u003cp>\"It brings conversations to communities and it really gets you out of your house and doing something,\" Nash said. One of the best parts: \"You can do it while social distancing.\"\u003c/p>\n\u003cp>The signs have QR codes with resources, including a link to donate to the Black Lives Matter movement. Before the police involved with George Floyd's murder had been charged, a sign displayed a number that you could text that would automatically sign a petition to get them charged. The signs are traveling across the world — through England, Germany, the Netherlands and Canada.\u003c/p>\n\u003cp>The signs are another way to fight for change and an acknowledgment that protesting could be a luxury during a pandemic. \"There are still some people that have immunocompromised systems that aren't able to protest, or people that just have COVID fears in general, which is completely valid,\" he says.\u003c/p>\n\u003cp>Millions of people around the world — from \u003ca href=\"https://www.npr.org/2020/05/31/866428272/george-floyd-reverberates-globally-thousands-protest-in-germany-u-k-canada\">New Zealand to Iran\u003c/a> — have taken to the streets, and while Nash is positive about the visibility of these demonstrations, he says it's too soon to celebrate.\u003c/p>\n\u003cp>\"Right now, I'm hopeful because I've seen so many people get involved. I've been seeing so many people go to protests and hang signs and spread awareness. But also I don't want the hope to block the very real reality that none of this really matters unless we hold everyone accountable, unless we get real systemic change, unless the police officers who murdered George Floyd and Breonna Taylor are actually convicted and spend time in jail.\"\u003c/p>\n\u003cfigure id=\"attachment_56147\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56147\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ayeshac-portraitnpr_custom-1ef2128c5640dfa6d75a8faf467dcd05b93a27b4.jpg\" alt=\"\" width=\"200\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ayeshac-portraitnpr_custom-1ef2128c5640dfa6d75a8faf467dcd05b93a27b4.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ayeshac-portraitnpr_custom-1ef2128c5640dfa6d75a8faf467dcd05b93a27b4-160x266.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">After George Floyd's death, Ayesha Chaudhry, 16, teamed up with some of her best friends to organize a Black Lives Matter march in the Republican-leaning Cincinnati suburb where she lives. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Ayesha Chaudhry, 16, Mason, Ohio\u003c/strong>\u003c/p>\n\u003cp>As an immigrant from Pakistan, Ayesha Chaudhry has a unique perspective on America's racial divisions.\u003c/p>\n\u003cp>\"I'm so, so, so grateful for the life that America has provided me. But it's because I'm so grateful for that life that I'm willing to fight for America and willing to fight for American citizens' liberties and making sure that they're, you know, living in a place that they love.\"\u003c/p>\n\u003cp>After George Floyd's death, she teamed up with some of her best friends — all teenage girls who met in AP government class — to organize the Black Lives Matter \u003ca href=\"https://www.cincinnati.com/story/news/2020/06/13/student-led-protest-mason-set-begin-1-p-m/3182644001/\">march \u003c/a>in the Republican-leaning Cincinnati suburb of Mason, Ohio. The peaceful protest was four blocks long, and honored other victims of police killings, as well as the recent murder of a black transgender woman, Riah Milton, in nearby Liberty Township \u003ca href=\"https://www.cincinnati.com/story/news/2020/06/12/riah-joyful-person-family-remembers-woman-killed-liberty-township-robbery/5346645002/\">during an attempted robbery\u003c/a>.\u003c/p>\n\u003cp>Chaudhry said the turnout, and all aspects of the day, left her feeling full of gratitude.\u003c/p>\n\u003cp>\"A lot of people doubted the organizers. We are all young girls. I kept telling people that I know Mason [residents] had it in them. And I was just — I was really grateful to be proven right.\"\u003c/p>\n\u003cp>In her spare time, Chaudhry runs a nonprofit media company that presents makeup looks for all skin tones, and she does makeovers and photo shoots for underrepresented people, such as gay couples. She has an Instagram feed, a Youtube channel, and a podcast, too, all under the name \u003ca href=\"https://www.instagram.com/ylbgmedia/\">\"Your local brown girl media.\"\u003c/a> But her dream job, she says, is to be a lawyer for the ACLU.\u003c/p>\n\u003cp>She says there's something big that people get wrong about this current wave of youth and student activists — that they're somehow anti-America.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I think the teenagers of today, despite how aggressive their rhetoric is, love this country. I know I do. And they love it to the point of invention. They love it to the point of inventing a new system that works for the country that they love so much.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27I%27m+Willing+To+Fight+For+America%27%3A+5+Student+Activists+On+Protesting+For+Change&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "COVID-19 closed schools all over the world. But students are still taking the lead in the Black Lives Matter protests. So we ask student activists how they're organizing during the pandemic. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Peaceful, student-led protests have been a powerful force for change throughout American history.\u003c/p>\n\u003cp>In 1925, for example, students at Fisk University staged a 10-week protest to speak out against the school's president, who didn't want students starting a chapter of the N.A.A.C.P. In 1940, almost 2,000 students protested after New York University decided to pull a black player from its football roster to accommodate the University of Missouri's segregationists.\u003c/p>\n\u003cp>And campus-based protests, including against racism, were a major lever of social change in the 1960s.\u003c/p>\n\u003cp>But during one of the largest protest movements of our generation, campuses nationwide have been shut down due to COVID-19.\u003c/p>\n\u003cp>So what does student activism look like today? It's happening online and in the streets; with art and tech skills. NPR Ed spoke to five high school and college students fighting in different ways for black lives, an end to police brutality and structural racism.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Julian Dowell, 20, Washington, D.C.\u003c/strong>\u003c/p>\n\u003cp>When he was growing up, Julian Dowell says, his mom was a big advocate for reading up on racism in American history. \"In the eighth grade I was reading Cornel West. Michelle Alexander's \u003cem>The New Jim Crow\u003c/em> had just come out,\" he says. \"So when Trayvon Martin occurred, I was actually kind of in my school mobilizing people around me, like, yo, we're gonna do a day where we're all going to wear our hood up.\"\u003c/p>\n\u003cp>Today Dowell is a junior Georgetown University, studying African-American studies and thinking about adding economics. But his biggest interest is understanding \u003ca href=\"https://www.instagram.com/arkitekt.x/\">augmented reality technology\u003c/a> — and finding a way to use it as a tool to protest and speak out.\u003c/p>\n\u003cfigure id=\"attachment_56143\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56143\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/jdowell-pic2toned_custom-0529007824c2e070dc7c93634f30883d419dd9b7.jpg\" alt=\"\" width=\"200\" height=\"331\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/jdowell-pic2toned_custom-0529007824c2e070dc7c93634f30883d419dd9b7.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/jdowell-pic2toned_custom-0529007824c2e070dc7c93634f30883d419dd9b7-160x265.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Julian Dowell, 20, says he's wrestling with the idea of what it means to be an activist right now, and also asking himself: \"What are the limits of the virtual world?\" \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Even in this moment, you see a lot of rallying cries behind George Floyd. But mind you, Breonna Taylor's death was, what, three months ago? So it was really important for me as a black man to say how can I amplify this quotable of, 'say her name,' \" he says. \"More often than not, black women don't don't receive that opportunity.\"\u003c/p>\n\u003cp>Before he visited the newly named \u003ca href=\"https://www.npr.org/sections/live-updates-protests-for-racial-justice/2020/06/05/870833518/black-lives-matter-plaza-across-from-white-house-is-christened-by-d-c-leaders\">Black Lives Matter Plaza\u003c/a> in Washington, D.C., he created an app that allowed people in the plaza to use their phone to find a mural of \u003ca href=\"https://www.npr.org/2020/06/04/869930040/as-the-nation-chants-her-name-breonna-taylors-family-grieves-a-life-robbed\">Breonna Taylor,\u003c/a> shot by police in her home in Louisville, Ky. When you click on the image, you hear Taylor's mother speaking about her.\u003c/p>\n\u003cp>\"I wanted people to say her name. I wanted people to hear her mother's voice,\" he says. \"I didn't want to dehumanize her in the way that her death had. I want to humanize or I want to memorialize her.\"\u003c/p>\n\u003cp>At the same time Dowell is wrestling with the idea of what it means to be a student activist, he's also asking himself: \"What are the limits of the virtual world?\"\u003c/p>\n\u003cp>There have been instances of social media influencers \u003ca href=\"https://www.theguardian.com/media/2020/jun/11/influencers-protests-staged-photos-black-lives-matter\">using \u003c/a>the Black Lives Matter protest movement as a photo opportunity. There are posts of influencers posting in front \u003ca href=\"https://www.theguardian.com/media/2020/jun/11/influencers-protests-staged-photos-black-lives-matter\">of looted stores\u003c/a> or coming to a march with hair and makeup done \u003ca href=\"https://www.mirror.co.uk/3am/celebrity-news/instagram-stars-blasted-treating-black-22147599\">only to take\u003c/a> a picture. Social capital, he says, is a real thing and many people want to be on the right side of history.\u003c/p>\n\u003cp>The solution, he says, is nuanced and complicated and won't be solved in just talking about the issue of systemic racism and performative activism. Another thing Dowell is fighting for when he protests is making sure the right people have access.\u003c/p>\n\u003cp>\"Lean into technology companies. Give black and brown communities access to resources. Give them access to free Code Academy. Send them links to free code camps. Make sure there's pipelines for opportunities for students,\" he says, to find access to workshops that teach people computer coding and developing apps.\u003c/p>\n\u003cfigure id=\"attachment_56144\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56144\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/aaronf-photonpr_custom-dedf35b62352be720acf34881b6b43caf74033a3.jpg\" alt=\"\" width=\"200\" height=\"312\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/aaronf-photonpr_custom-dedf35b62352be720acf34881b6b43caf74033a3.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/aaronf-photonpr_custom-dedf35b62352be720acf34881b6b43caf74033a3-160x250.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Aaron Narraph Fernando, 19, made waves when he created a spreadsheet of law enforcement unions' political contributions to New York City Democrats. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Aaron Narraph Fernando, 19, New York City\u003c/strong>\u003c/p>\n\u003cp>Aaron Narraph Fernando, born and raised in Queens, New York, is a rising junior at John Jay College of Criminal Justice in Manhattan, where he studies law and society. He's also running unopposed for a local Democratic Party position called County Committee. And in his spare time he's been making waves in New York City politics armed with just a Google Doc and a Twitter account.\u003c/p>\n\u003cp>\"A few weeks ago, even before the George Floyd protests started, I started looking into fundraising numbers for state-level candidates. I was curious to see how challengers were doing against their incumbents in terms of fundraising. And I started noticing that a lot of these so-called progressive Democrats were taking a lot of money from these very conservative police unions and other law enforcement things like correction officers' unions and the court officer unions. So I started making a list of all the different law enforcement unions and also how much money they had given to different New York City Democrats this cycle.\"\u003c/p>\n\u003cp>While contributions from unions to Democratic politicians might have raised few eyebrows in the past, Fernando and other activists saw this money, and the influence it brings, as standing in the way of measures like the recently passed repeal of Section 50-a, a law shielding the personnel records of police officers. He started making a list of law enforcement unions' political contributions to New York City Democrats.\u003c/p>\n\u003cp>\"And I wasn't really sure what to do with the list until the George Floyd protest really started. And we started seeing more and more people be aware of the very aggressive role that police take in our communities. And a lot of people started to ask me how they could take action if they couldn't go out and protest in the streets.\"\u003c/p>\n\u003cp>\"I tweeted out, I asked people if this is a good time to drop my spreadsheet showing which New York City officials are taking money from law enforcement. And I got like 800 'likes' in like an hour. So I was like, OK. People really care about this. They're really engaged right now. They really want to get involved and know how they can make a difference. So I posted my spreadsheet.\"\u003c/p>\n\u003cp>Then, something surprising happened. Politicians started responding to public pressure.\u003c/p>\n\u003cp>\u003ca href=\"https://theappeal.org/new-york-lawmakers-reject-police-money/\">\"Aravella Simotas,\u003c/a> an assembly member in Astoria [donated her law enforcement contributions to racial justice organizations] under pressure from her primary challenger. Then all the dominoes fell...Today we've had \u003ca href=\"https://twitter.com/aaronnarraph/status/1266871795388502016\">19 different elected officials\u003c/a> in New York City say they're going to donate their money to anti-racist causes. And so far, we've had almost $60,000 in law enforcement contributions donated to anti-racist causes. And I think we'll see more and more in the coming weeks.\"\u003c/p>\n\u003cp>Fernando is quick to say that he thinks direct action in the streets is the most powerful way to make change, and to downplay his own contribution.\u003c/p>\n\u003cp>\"I'm not the first person to talk about the power that this money can have. People in criminal justice spaces have known about this for a long time. I'm just somebody who compiled that data to an easily accessible spreadsheet.\" And sometimes that is all you need.\u003c/p>\n\u003cfigure id=\"attachment_56145\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56145\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/kinsaleh-nprportrait_custom-dadf5d67fe6bc63e7b21f07f9fb68a8d7f0d5179.jpg\" alt=\"\" width=\"200\" height=\"365\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/kinsaleh-nprportrait_custom-dadf5d67fe6bc63e7b21f07f9fb68a8d7f0d5179.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/kinsaleh-nprportrait_custom-dadf5d67fe6bc63e7b21f07f9fb68a8d7f0d5179-160x292.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Long-time activist Kinsale Hueston, 20, is a student at Yale University and an enrolled member of the Navajo Nation. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Kinsale Hueston, 20, Los Angeles\u003c/strong>\u003c/p>\n\u003cp>After organizing on campus for two years, Kinsale Hueston has had to get creative. As a student at Yale University, her approach to amplifying marginalized voices is generally through art — she's a nationally recognized poet. And as COVID-19 took hold in the Navajo Nation, she found that her Instagram posts and reposts were getting a lot of attention: \"It's made me really happy to see friends of mine who have never really shared anything about native issues — or anything like that before — amplifying what I've been sharing.\"\u003c/p>\n\u003cp>Hueston is an enrolled member of the Navajo Nation who mostly grew up in California. In high school, protest movements around the \u003ca href=\"https://www.csvanw.org/mmiw/\">missing and murdered indigenous women's movement\u003c/a> as well as the Dakota Access Pipeline, \"helped [her] get involved at the local level, especially with the urban native community in L.A.\"\u003c/p>\n\u003cp>She started using social media back then to educate and raise awareness on these issues, but she says this time is different: \"Usually what I face is like not a lot of reposts, not a lot of response. But now because people have been kicked off campus and they have to go online in this specific scenario, they're looking for these opportunities to learn.\"\u003c/p>\n\u003cp>And her approach is working. She's gained almost 12,000 Instagram followers in the past 30 days. She posts primarily about the high rates of COVID-19 on the Navajo reservation, but she recognizes that there is another huge movement rippling through the country right now. Both, she says, focused on the same thing: \"You can't put one issue over the other because that's what, you know, the white state wants us to do. They want us to fight like this. And instead we have to be good relatives to each other and listen to each other and address the needs of all of our communities right now.\"\u003c/p>\n\u003cp>She had one final message: Don't forget the artists.\u003c/p>\n\u003cp>\"There are so many incredible black singers, visual artists, writers who are making such incredible work to bring joy right now. And I think that's also such an important part of movements, is the healing and the beauty that can come out of it. I think art is so important because it allows us to see the future that we want to manifest and work towards.\"\u003c/p>\n\u003cfigure id=\"attachment_56146\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56146\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/nadworny_sign-of-justice_slide-4572c0420787e5b6d820f0ac58ae6470ecb2f684-e1592893767107.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Amiri Nash's signs have QR codes with resources, including a link to donate to the Black Lives Matter movement. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Amiri Nash, 18, Washington, D.C.\u003c/strong>\u003c/p>\n\u003cp>Amiri Nash, who will be starting as a freshman at Brown University, has been watching people \"perform Internet activism.\" They'll re-post something, comment or change their profile picture to a black screen, but \"have a false sense of engagement with the cause and the movement and the idea.\"\u003c/p>\n\u003cp>So Nash and a friend, Lexi Brown, started a project called \u003ca href=\"https://instagram.com/signofjustice?igshid=ccl0lcuhxhan\">Sign of Justice\u003c/a>, an organization that creates signs with scan codes, to post in public places that are predominantly white. (One sign, for example, says, \"A man was lynched by police. What are you doing about it? Text 'Floyd' to 55156. Use your privilege for good.\")\u003c/p>\n\u003cp>\"It brings conversations to communities and it really gets you out of your house and doing something,\" Nash said. One of the best parts: \"You can do it while social distancing.\"\u003c/p>\n\u003cp>The signs have QR codes with resources, including a link to donate to the Black Lives Matter movement. Before the police involved with George Floyd's murder had been charged, a sign displayed a number that you could text that would automatically sign a petition to get them charged. The signs are traveling across the world — through England, Germany, the Netherlands and Canada.\u003c/p>\n\u003cp>The signs are another way to fight for change and an acknowledgment that protesting could be a luxury during a pandemic. \"There are still some people that have immunocompromised systems that aren't able to protest, or people that just have COVID fears in general, which is completely valid,\" he says.\u003c/p>\n\u003cp>Millions of people around the world — from \u003ca href=\"https://www.npr.org/2020/05/31/866428272/george-floyd-reverberates-globally-thousands-protest-in-germany-u-k-canada\">New Zealand to Iran\u003c/a> — have taken to the streets, and while Nash is positive about the visibility of these demonstrations, he says it's too soon to celebrate.\u003c/p>\n\u003cp>\"Right now, I'm hopeful because I've seen so many people get involved. I've been seeing so many people go to protests and hang signs and spread awareness. But also I don't want the hope to block the very real reality that none of this really matters unless we hold everyone accountable, unless we get real systemic change, unless the police officers who murdered George Floyd and Breonna Taylor are actually convicted and spend time in jail.\"\u003c/p>\n\u003cfigure id=\"attachment_56147\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56147\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ayeshac-portraitnpr_custom-1ef2128c5640dfa6d75a8faf467dcd05b93a27b4.jpg\" alt=\"\" width=\"200\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ayeshac-portraitnpr_custom-1ef2128c5640dfa6d75a8faf467dcd05b93a27b4.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ayeshac-portraitnpr_custom-1ef2128c5640dfa6d75a8faf467dcd05b93a27b4-160x266.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">After George Floyd's death, Ayesha Chaudhry, 16, teamed up with some of her best friends to organize a Black Lives Matter march in the Republican-leaning Cincinnati suburb where she lives. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Ayesha Chaudhry, 16, Mason, Ohio\u003c/strong>\u003c/p>\n\u003cp>As an immigrant from Pakistan, Ayesha Chaudhry has a unique perspective on America's racial divisions.\u003c/p>\n\u003cp>\"I'm so, so, so grateful for the life that America has provided me. But it's because I'm so grateful for that life that I'm willing to fight for America and willing to fight for American citizens' liberties and making sure that they're, you know, living in a place that they love.\"\u003c/p>\n\u003cp>After George Floyd's death, she teamed up with some of her best friends — all teenage girls who met in AP government class — to organize the Black Lives Matter \u003ca href=\"https://www.cincinnati.com/story/news/2020/06/13/student-led-protest-mason-set-begin-1-p-m/3182644001/\">march \u003c/a>in the Republican-leaning Cincinnati suburb of Mason, Ohio. The peaceful protest was four blocks long, and honored other victims of police killings, as well as the recent murder of a black transgender woman, Riah Milton, in nearby Liberty Township \u003ca href=\"https://www.cincinnati.com/story/news/2020/06/12/riah-joyful-person-family-remembers-woman-killed-liberty-township-robbery/5346645002/\">during an attempted robbery\u003c/a>.\u003c/p>\n\u003cp>Chaudhry said the turnout, and all aspects of the day, left her feeling full of gratitude.\u003c/p>\n\u003cp>\"A lot of people doubted the organizers. We are all young girls. I kept telling people that I know Mason [residents] had it in them. And I was just — I was really grateful to be proven right.\"\u003c/p>\n\u003cp>In her spare time, Chaudhry runs a nonprofit media company that presents makeup looks for all skin tones, and she does makeovers and photo shoots for underrepresented people, such as gay couples. She has an Instagram feed, a Youtube channel, and a podcast, too, all under the name \u003ca href=\"https://www.instagram.com/ylbgmedia/\">\"Your local brown girl media.\"\u003c/a> But her dream job, she says, is to be a lawyer for the ACLU.\u003c/p>\n\u003cp>She says there's something big that people get wrong about this current wave of youth and student activists — that they're somehow anti-America.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I think the teenagers of today, despite how aggressive their rhetoric is, love this country. I know I do. And they love it to the point of invention. They love it to the point of inventing a new system that works for the country that they love so much.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27I%27m+Willing+To+Fight+For+America%27%3A+5+Student+Activists+On+Protesting+For+Change&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>First, the end:\u003c/p>\n\u003cp>\"Please be kind to one another. That's all for today.\"\u003c/p>\n\u003cp>So closes the middle-school top-prize winner of\u003ca href=\"https://www.npr.org/series/662609200/npr-student-podcast-challenge\"> NPR's Student Podcast Challenge\u003c/a>. World, meet The Dragon Kids.\u003c/p>\n\u003cp>That's the moniker of an afterschool podcast club at PS 126/Manhattan Academy of Technology, located in New York City's Chinatown neighborhood. They are sixth-graders Leo Yu, Angelo Chen, Becky Liu, Si Chen Xu, Zoe Jiang, Nicole Zheng and tenth-graders Joyce Jiang and Amanda Chen. Their winning podcast, \"\u003ca href=\"https://soundcloud.com/karin-patterson-148776835/masked-kids\">Masked Kids\u003c/a>,\" is both a time capsule and a cautionary tale about life in the time of the coronavirus.\u003c/p>\n\u003cp>Now, the beginning:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The pod starts gently, interweaving innocent, COVID-inspired vocabulary lessons in Mandarin — think \"mask\" and \"sneeze\" — with safety tips that needed repeating back in February and March, when the students were writing and recording: Wash your hands with soap and water \"and remember to cover your mouth and nose when you cough and sneeze into your elbow. The Mandarin word for sneeze is ... \" You get the idea.\u003c/p>\n\u003cp>One of our favorite moments comes when the student narrators (they all take turns) drop a bit of COVID-poetry — a famous saying in Mandarin that means, 'Sickness comes in like a landslide but goes out as slow as spinning silk.'\"\u003c/p>\n\u003cp>Our judges found the format both innovative and informative. \"I was impressed that these students took on the story of the century in such a thoughtful and creative way, putting it — literally — in their own words, both in English and Mandarin,\" said \u003ca href=\"https://wbhm.org/author/chuck/\">Chuck Holmes\u003c/a>, one of our judges and the executive director of NPR member station WBHM in Birmingham, Ala.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/npr-extra/2018/02/05/582680401/faces-of-npr-njeri-eaton\">N'Jeri Eaton\u003c/a>, director of programming and new audience at NPR and another of our judges, agreed. \"I actually found myself sounding out the words as I went along,\" she said.\u003c/p>\n\u003cp>The entry was submitted by Karin Patterson, who teaches English as a new language at PS 126/MAT and runs the Dragon Kids Podcast Club after school. Patterson told NPR that, each year, she begins a new club. In past years, she's helped students design and sell sweatshirts with their school's logo — a dragon, of course — and create a newspaper. This year, Patterson says, she wanted to start a podcast club \"because I heard about NPR's Student Podcast Challenge, and I was like, 'Hey, that would be cool!' \"\u003c/p>\n\u003cp>Several minutes into the episode, it becomes clear the Dragon Kids have more on their minds than a few cool vocabulary lessons. Soon, they get down to the business of journalism, shining a light through the swirl of misinformation that followed COVID-19 into their community.\u003c/p>\n\u003cp>\"There are a lot of rumors on the internet about the coronavirus,\" Leo Yu says. \"You should only believe your doctor, or the CDC and WHO.\"\u003c/p>\n\u003cp>Before their New York City schools shut down, the Dragon Kids say those rumors led to hurtful, racist comments from classmates in the hallways and even in the classroom.\u003c/p>\n\u003cp>\"They were basically saying how we have coronavirus because we are Chinese,\" Amanda Chen remembers in the podcast. \"And they were saying how us Asians were joining together, trying to spread the virus.\"\u003c/p>\n\u003cp>Amanda's not alone.\u003c/p>\n\u003cp>\"I was in my history class, and a female student asked me how to cook bat soup because it was a rumor that the coronavirus was caused through bat soup,\" Joyce Jiang says in the podcast, \"and she was laughing through the whole thing and she was taking it as a joke.\"\u003c/p>\n\u003cp>But it wasn't a joke for Joyce, and she and her fellow Dragon Kids say it's important to call out discrimination when you hear it. As Leo says emphatically, \"if [students are] experiencing harassment about the coronavirus because they are Chinese, kids should tell an adult at their school. And if that adult doesn't do anything, tell another adult!\"\u003c/p>\n\u003cp>Which brings us full-circle to the closing words of \"Masked Kids\":\u003c/p>\n\u003cp>\"Please be kind to one another.\"\u003c/p>\n\u003cp>At a time when many of us are feeling stretched and stressed by current events, the words aren't just a suggestion but a charge, to all of us, to do better.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/770423176\" params=\"color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Coronavirus%2C+Racism+And+Kindness%3A+How+NYC+Middle-Schoolers+Built+A+Winning+Podcast+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>First, the end:\u003c/p>\n\u003cp>\"Please be kind to one another. That's all for today.\"\u003c/p>\n\u003cp>So closes the middle-school top-prize winner of\u003ca href=\"https://www.npr.org/series/662609200/npr-student-podcast-challenge\"> NPR's Student Podcast Challenge\u003c/a>. World, meet The Dragon Kids.\u003c/p>\n\u003cp>That's the moniker of an afterschool podcast club at PS 126/Manhattan Academy of Technology, located in New York City's Chinatown neighborhood. They are sixth-graders Leo Yu, Angelo Chen, Becky Liu, Si Chen Xu, Zoe Jiang, Nicole Zheng and tenth-graders Joyce Jiang and Amanda Chen. Their winning podcast, \"\u003ca href=\"https://soundcloud.com/karin-patterson-148776835/masked-kids\">Masked Kids\u003c/a>,\" is both a time capsule and a cautionary tale about life in the time of the coronavirus.\u003c/p>\n\u003cp>Now, the beginning:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The pod starts gently, interweaving innocent, COVID-inspired vocabulary lessons in Mandarin — think \"mask\" and \"sneeze\" — with safety tips that needed repeating back in February and March, when the students were writing and recording: Wash your hands with soap and water \"and remember to cover your mouth and nose when you cough and sneeze into your elbow. The Mandarin word for sneeze is ... \" You get the idea.\u003c/p>\n\u003cp>One of our favorite moments comes when the student narrators (they all take turns) drop a bit of COVID-poetry — a famous saying in Mandarin that means, 'Sickness comes in like a landslide but goes out as slow as spinning silk.'\"\u003c/p>\n\u003cp>Our judges found the format both innovative and informative. \"I was impressed that these students took on the story of the century in such a thoughtful and creative way, putting it — literally — in their own words, both in English and Mandarin,\" said \u003ca href=\"https://wbhm.org/author/chuck/\">Chuck Holmes\u003c/a>, one of our judges and the executive director of NPR member station WBHM in Birmingham, Ala.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/npr-extra/2018/02/05/582680401/faces-of-npr-njeri-eaton\">N'Jeri Eaton\u003c/a>, director of programming and new audience at NPR and another of our judges, agreed. \"I actually found myself sounding out the words as I went along,\" she said.\u003c/p>\n\u003cp>The entry was submitted by Karin Patterson, who teaches English as a new language at PS 126/MAT and runs the Dragon Kids Podcast Club after school. Patterson told NPR that, each year, she begins a new club. In past years, she's helped students design and sell sweatshirts with their school's logo — a dragon, of course — and create a newspaper. This year, Patterson says, she wanted to start a podcast club \"because I heard about NPR's Student Podcast Challenge, and I was like, 'Hey, that would be cool!' \"\u003c/p>\n\u003cp>Several minutes into the episode, it becomes clear the Dragon Kids have more on their minds than a few cool vocabulary lessons. Soon, they get down to the business of journalism, shining a light through the swirl of misinformation that followed COVID-19 into their community.\u003c/p>\n\u003cp>\"There are a lot of rumors on the internet about the coronavirus,\" Leo Yu says. \"You should only believe your doctor, or the CDC and WHO.\"\u003c/p>\n\u003cp>Before their New York City schools shut down, the Dragon Kids say those rumors led to hurtful, racist comments from classmates in the hallways and even in the classroom.\u003c/p>\n\u003cp>\"They were basically saying how we have coronavirus because we are Chinese,\" Amanda Chen remembers in the podcast. \"And they were saying how us Asians were joining together, trying to spread the virus.\"\u003c/p>\n\u003cp>Amanda's not alone.\u003c/p>\n\u003cp>\"I was in my history class, and a female student asked me how to cook bat soup because it was a rumor that the coronavirus was caused through bat soup,\" Joyce Jiang says in the podcast, \"and she was laughing through the whole thing and she was taking it as a joke.\"\u003c/p>\n\u003cp>But it wasn't a joke for Joyce, and she and her fellow Dragon Kids say it's important to call out discrimination when you hear it. As Leo says emphatically, \"if [students are] experiencing harassment about the coronavirus because they are Chinese, kids should tell an adult at their school. And if that adult doesn't do anything, tell another adult!\"\u003c/p>\n\u003cp>Which brings us full-circle to the closing words of \"Masked Kids\":\u003c/p>\n\u003cp>\"Please be kind to one another.\"\u003c/p>\n\u003cp>At a time when many of us are feeling stretched and stressed by current events, the words aren't just a suggestion but a charge, to all of us, to do better.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/770423176&visual=true&color=#ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&show_teaser=true&visual=true'\n title='https://api.soundcloud.com/tracks/770423176'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Coronavirus%2C+Racism+And+Kindness%3A+How+NYC+Middle-Schoolers+Built+A+Winning+Podcast+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>There is no one answer for what the coming school year will look like, but it won't resemble the fall of 2019. Wherever classrooms are open, there will likely be some form of \u003ca href=\"https://www.npr.org/2020/04/24/842528906/what-it-might-look-like-to-safely-reopen-schools\">social distancing and other hygiene measures\u003c/a> in place that challenge traditional teaching and learning. Future outbreaks will make for unpredictable waves of closures. Virtual learning will continue. And all this will happen amid a \u003ca href=\"https://www.npr.org/2020/05/26/858257200/the-pandemic-is-driving-americas-schools-toward-a-financial-meltdown\">historic funding crunch. \u003c/a>\u003c/p>\n\u003cp>American education has long been full of innovators practicing alternatives to the mainstream. When the giant, uncontrolled experiment of the pandemic rolled across the country, certain approaches proved their mettle in new ways. Here are some ideas that seem newly relevant given the constraints of 2020 and beyond.\u003c/p>\n\u003cp>\u003cstrong>1. Support families to help teach children.\u003c/strong>\u003c/p>\n\u003cp>Recently, parents \u003ca href=\"https://www.census.gov/data/tables/2020/demo/hhp2.html\">told the U.S. Census Bureau\u003c/a> that teachers were spending about four hours a week in online contact with their children, while they, the parents, spent an average of 13 hours a week helping children with schoolwork themselves.\u003c/p>\n\u003cp>The debate over equity in emergency remote learning during the pandemic has centered on the lack of equipment like computers and hot spots. But access to home support is arguably even more important. A\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/05/27/862705225/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\"> national survey by the advocacy group ParentsTogether \u003c/a>found big gaps by income in the ability to access emergency learning. When asked about barriers to children's participation, lower-income families who took the survey were more likely to name issues such as \"school resources are too complicated\" or \"it's hard to get my child to focus\" than they were to cite a lack of equipment.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Never in the modern history of our education system has the importance of family engagement been more apparent,\" says Alejandro Gibes de Gac, the founder of Springboard Collaborative.\u003c/p>\n\u003cp>Springboard is a \u003ca href=\"https://www.npr.org/2019/08/22/753090600/what-if-you-could-change-your-childs-future-in-one-hour-every-week\">social enterprise\u003c/a> that looks at families as the \"single greatest resource\" for helping struggling readers. In pre-pandemic times, it offered a series of hourlong workshops to family members, mostly in low-income communities, coaching them to set goals and practice specific reading concepts with elementary school-age children. In just five weeks, on average, 3 out of 4 of their participants get to the next reading level or even further. And these strategies work even though one-third of Springboard's parents, grandparents and other relatives are unable to access the text their child is holding, because of language differences, their own literacy gaps, or both.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56120\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/support-72fa80a5a8159d90cc905ff29004ab18af8df62b-e1592472969555.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>Now that parent-assisted learning has become the default across the country, Springboard has created an app for the 10,000 families they already work with. They've offered professional development webinars for teachers, through unions and other organizations, on engaging families. And they've recently announced a partnership with Teach For America. This summer, 3,000 fresh TFA recruits will offer a remote version of Springboard's reading strategies workshop for up to 9,000 pre-K through fourth-graders nationwide.\u003c/p>\n\u003cp>Gibes de Gac is excited about the impact this experience will have, not only on families, but on the pre-service teachers themselves: \"I expect to look back on this as a turning point in how America prepares teachers to partner with families not as a peripheral responsibility, but as the very essence of teaching.\"\u003c/p>\n\u003cp>\u003cstrong>2. Give teens one-on-one support.\u003c/strong>\u003c/p>\n\u003cp>In this time, as in previous educational disruptions, \u003ca href=\"https://www.npr.org/2020/04/02/824964864/nine-out-of-10-of-the-world-s-children-are-out-of-school-what-now\">teenagers are most at risk\u003c/a> for being knocked off course. One April survey found\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/04/08/829618124/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed\"> 4 in 10 U.S. teens\u003c/a> weren't logging on to classes at all.\u003c/p>\n\u003cp>But not Christian Perez, 15, a sophomore at South Fort Myers High School in Fort Myers, Fla. He stuck with his schoolwork online even though his father, a plumber, sent him to stay with his family in Puerto Rico. \"I want to keep up my grades so I can stay on the baseball team,\" Perez tells NPR, in Spanish.\u003c/p>\n\u003cp>His ESL teacher, Nelson Aguedo Concepcion, is the one who really kept him on track. \"I'm in touch with my students two, three times a week,\" by text, phone, Google classroom and Zoom meetings, Concepcion says.\u003c/p>\n\u003cp>There are devoted teachers everywhere, but the relationship between Concepcion and Perez didn't come about by chance. South Fort Myers High School follows a \u003ca href=\"https://www.npr.org/sections/ed/2018/03/31/596054250/how-more-meetings-might-be-the-secret-to-fixing-high-school\">dropout prevention program\u003c/a> called BARR, which stands for Building Assets, Reducing Risks. The program, which is supported by randomized controlled trial evidence, focuses on building strong positive relationships between students and the adults in a building. It groups teachers and other professionals like counselors for weekly meetings where they compare notes and make plans to help students in trouble. Costs associated with the model are relatively small, related to scheduling and staffing. At South Fort Myers and other schools using the BARR method around the country, these regular meetings have continued over Zoom during the pandemic.\u003c/p>\n\u003cp>It's unusual for faculty in a high school to meet regularly to discuss student success, rather than curricula or administrative details. South Fort Myers High School Principal Ed Mathews credits BARR's \"team approach\" with helping his faculty keep the vast majority of his high school students engaged. \"The first week that we did virtual education, we missed 350 students,\" Mathews says. \"And then the following week we got it down to 125. And then the following week we got it down to two. And then out of the two we were able to get a hold of the one. And then unfortunately the other young lady was a runaway.\"\u003c/p>\n\u003cp>BARR is not the only education success model that prioritizes relationships. Marquise Pierre, 20, is finishing his degree at a small public \"transfer\" high school in Coney Island, N.Y., called Liberation Diploma Plus. Pierre tells NPR that on lockdown he hears from one of the faculty members every single day: \"The school is more like a family than staff and students.\"\u003c/p>\n\u003cp>And in King County, Wash., 15-year-old Osvaldo Riva Santiago is staying motivated with the help of an incentive plan created by his education specialist, Dani Erickson. Erickson works for Treehouse, a nonprofit with a \u003ca href=\"https://www.npr.org/sections/ed/2017/12/27/562341427/why-foster-care-students-in-seattle-are-beating-the-odds\">successful track record\u003c/a> of helping foster youth like Santiago graduate from high school. Through Erickson's incentive plan, Santiago earns prizes, such as Amazon gift cards, for keeping up with his schoolwork and doing self-care activities, such as jigsaw puzzles. \"She's been helping me emotionally,\" says Santiago.\u003c/p>\n\u003cp>\u003cstrong>3. Use online systems to assess, remediate and individualize learning.\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nwea.org/content/uploads/2020/05/Collaborative-Brief_Covid19-Slide-APR20.pdf\">One study\u003c/a> of the \"COVID-19 slide\" estimates that children will be returning to school this fall with 70% of a typical year's reading gains and only half a year's gains in math. But those are averages; most experts believe we can expect to see much wider variations in progress than usual, because of equity gaps.\u003c/p>\n\u003cp>\"Obviously going into this back-to-school, if you already had some variance pre-COVID, the variance is going to be that much larger,\" Sal Khan, the founder of Khan Academy, the free automated learning site, tells NPR. \"And we're going into a world where there's been no standardized testing this past spring. So there's even less information to go on in terms of where kids are and what they need.\"\u003c/p>\n\u003cp>Khan Academy has seen traffic nearly triple since the pandemic began. In a typical week, says Khan, 30 million students are now spending 80 to 90 million minutes practicing everything from multiplication to AP U.S. History. As students answer questions, the site tracks their progress, which allows teachers or parents to easily see what areas they need to work on.\u003c/p>\n\u003cp>Khan says his team is working on preparing what he calls \"getting ready for grade level\" courses for this coming fall. For students beginning sixth grade math, for example, the course moves quickly from basic arithmetic onward, in a combination of review and assessment. \"The kids are learning, hopefully, while they're doing it, they're getting practice. But then over a few hours you can actually form, in some ways, a more granular view than you would in a traditional assessment.\"\u003c/p>\n\u003cp>Barry Sommer is director of advancement for Lindsay Unified School District, which serves Spanish-speaking migrant agricultural workers in California's Central Valley. The district has been lauded for its technology-driven approach where every student follows an individualized learning plan. Starting in 2016 it created a community Wi-Fi project, which meant when school buildings closed for the pandemic, there was little interruption in learning. Sommer says that what worked well wasn't just the technology but the social and emotional competencies that come when you create a culture of putting students in charge. \"Our learners have agency. They're taught to set goals, be responsible and resilient. They transitioned really, really well.\"\u003c/p>\n\u003cp>\u003cstrong>4. Form microschools and home-school co-ops.\u003c/strong>\u003c/p>\n\u003cp>A recent USA Today/Ipsos poll found that \u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-05-26/1-in-5-teachers-unlikely-to-return-to-schools-if-reopened-in-the-fall-poll-finds\">60% of parents\u003c/a> are \"likely\" to continue with home-based education through next year, and 30% said they would be \"very likely\" do so even if schools reopen. By contrast, \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=91\">about 3% of children\u003c/a> have been home-schooled in previous years.\u003c/p>\n\u003cp>Some of these families will team up to share the work and allow children some safe company, or if budgets allow, even hire a teacher to help. Enter the coronavirus home-school co-op or microschool.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56121\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/artboard-5-4649e7ff2e5ea881c4c1524519528a9c8b01a5b6-e1592473000884.jpg\" alt=\"\" width=\"1920\" height=\"1439\">\u003c/p>\n\u003cp>Matt Candler is the principal of NOLA Micro Schools in New Orleans, which currently plans to reopen in the fall as a one-room schoolhouse, with about 25 K-12 students, in a former cider house that allows ample space for social distancing. Candler says what defines a \u003ca href=\"https://www.npr.org/sections/ed/2014/07/02/326196530/the-return-of-the-one-room-schoolhouse\">microschool\u003c/a> from his perspective is not size alone, but a focus on empowering the learner to pursue their own interests, which made his school's transition to remote learning unusually smooth. For example, his high schoolers organized their own morning \"huddles\" online, where they share progress and goals for the day. \"[Microschool parents] have greater trust in the child's ability to self-direct and the school's ability to adapt,\" he says.\u003c/p>\n\u003cp>Krystal Dillard is the co-director of Natural Creativity, a center for self-directed learning that supports home-schoolers, who generally attend between one and four days a week. She serves a diverse community in Philadelphia. She says the interest in the alternative they offer has exploded since the pandemic: \"I can't tell you how many [traditional school] parents who have reached out to me to say, 'This isn't working. I don't feel that my young person is being served through this virtual learning world that they're sort of being forced into.'\"\u003c/p>\n\u003cp>Parents are also forming networks and pooling resources to keep their kids happy, occupied and, hopefully, learning.\u003c/p>\n\u003cp>\u003ca href=\"http://www.homeschoolcoop2020.com/\">Homeschoolcoop2020.com\u003c/a> is a site where children ages 6 and older can tune in to live video classes. It's volunteer-run and free. Karen Miller, a historian at LaGuardia Community College, started the project to help occupy her 12-year-old son. \"What I found is that the things that were most helpful for me were the things that were synchronous because the asynchronous stuff required a lot of my attention and support.\" On Homeschool Co-op 2020, you can learn about the solar system, DNA or poetry, usually from practitioners in the field. But the most popular session — led by Miller's partner, Emily Drabinski, five mornings a week — is Cat Chat.\u003c/p>\n\u003cp>\u003cstrong>5. Take education outdoors.\u003c/strong>\u003c/p>\n\u003cp>Evidence suggests that coronavirus transmission is much less common outdoors.\u003c/p>\n\u003cp>A forest kindergarten is generally a group of eight to 10 children between the ages of 2 and 6 who spend the majority of their time outside. \"We always trot out this phrase:, There's no such thing as bad weather, only bad clothing,\" says Kimberly Worthington, president of the American Forest Kindergarten Association.\u003c/p>\n\u003cp>Worthington says there are currently about 60 forest kindergartens all over the country, most having formed since the early 2000s, based on a Northern European model. But interest in the idea is way up during the pandemic, says Worthington. \"This pandemic has us all separated and in our homes. And just walking outdoors and getting a little bit of nature is so beneficial,\" she says. Plus, it's safer.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"There's more physical space for children to be together and learn together at a safe distance. And have less shared materials, because most of the materials for learning are natural objects. And I can safely say that there's no shortage of sticks.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=5+Radical+Schooling+Ideas+For+An+Uncertain+Fall+And+Beyond&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There is no one answer for what the coming school year will look like, but it won't resemble the fall of 2019. Wherever classrooms are open, there will likely be some form of \u003ca href=\"https://www.npr.org/2020/04/24/842528906/what-it-might-look-like-to-safely-reopen-schools\">social distancing and other hygiene measures\u003c/a> in place that challenge traditional teaching and learning. Future outbreaks will make for unpredictable waves of closures. Virtual learning will continue. And all this will happen amid a \u003ca href=\"https://www.npr.org/2020/05/26/858257200/the-pandemic-is-driving-americas-schools-toward-a-financial-meltdown\">historic funding crunch. \u003c/a>\u003c/p>\n\u003cp>American education has long been full of innovators practicing alternatives to the mainstream. When the giant, uncontrolled experiment of the pandemic rolled across the country, certain approaches proved their mettle in new ways. Here are some ideas that seem newly relevant given the constraints of 2020 and beyond.\u003c/p>\n\u003cp>\u003cstrong>1. Support families to help teach children.\u003c/strong>\u003c/p>\n\u003cp>Recently, parents \u003ca href=\"https://www.census.gov/data/tables/2020/demo/hhp2.html\">told the U.S. Census Bureau\u003c/a> that teachers were spending about four hours a week in online contact with their children, while they, the parents, spent an average of 13 hours a week helping children with schoolwork themselves.\u003c/p>\n\u003cp>The debate over equity in emergency remote learning during the pandemic has centered on the lack of equipment like computers and hot spots. But access to home support is arguably even more important. A\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/05/27/862705225/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\"> national survey by the advocacy group ParentsTogether \u003c/a>found big gaps by income in the ability to access emergency learning. When asked about barriers to children's participation, lower-income families who took the survey were more likely to name issues such as \"school resources are too complicated\" or \"it's hard to get my child to focus\" than they were to cite a lack of equipment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Never in the modern history of our education system has the importance of family engagement been more apparent,\" says Alejandro Gibes de Gac, the founder of Springboard Collaborative.\u003c/p>\n\u003cp>Springboard is a \u003ca href=\"https://www.npr.org/2019/08/22/753090600/what-if-you-could-change-your-childs-future-in-one-hour-every-week\">social enterprise\u003c/a> that looks at families as the \"single greatest resource\" for helping struggling readers. In pre-pandemic times, it offered a series of hourlong workshops to family members, mostly in low-income communities, coaching them to set goals and practice specific reading concepts with elementary school-age children. In just five weeks, on average, 3 out of 4 of their participants get to the next reading level or even further. And these strategies work even though one-third of Springboard's parents, grandparents and other relatives are unable to access the text their child is holding, because of language differences, their own literacy gaps, or both.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56120\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/support-72fa80a5a8159d90cc905ff29004ab18af8df62b-e1592472969555.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>Now that parent-assisted learning has become the default across the country, Springboard has created an app for the 10,000 families they already work with. They've offered professional development webinars for teachers, through unions and other organizations, on engaging families. And they've recently announced a partnership with Teach For America. This summer, 3,000 fresh TFA recruits will offer a remote version of Springboard's reading strategies workshop for up to 9,000 pre-K through fourth-graders nationwide.\u003c/p>\n\u003cp>Gibes de Gac is excited about the impact this experience will have, not only on families, but on the pre-service teachers themselves: \"I expect to look back on this as a turning point in how America prepares teachers to partner with families not as a peripheral responsibility, but as the very essence of teaching.\"\u003c/p>\n\u003cp>\u003cstrong>2. Give teens one-on-one support.\u003c/strong>\u003c/p>\n\u003cp>In this time, as in previous educational disruptions, \u003ca href=\"https://www.npr.org/2020/04/02/824964864/nine-out-of-10-of-the-world-s-children-are-out-of-school-what-now\">teenagers are most at risk\u003c/a> for being knocked off course. One April survey found\u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/04/08/829618124/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed\"> 4 in 10 U.S. teens\u003c/a> weren't logging on to classes at all.\u003c/p>\n\u003cp>But not Christian Perez, 15, a sophomore at South Fort Myers High School in Fort Myers, Fla. He stuck with his schoolwork online even though his father, a plumber, sent him to stay with his family in Puerto Rico. \"I want to keep up my grades so I can stay on the baseball team,\" Perez tells NPR, in Spanish.\u003c/p>\n\u003cp>His ESL teacher, Nelson Aguedo Concepcion, is the one who really kept him on track. \"I'm in touch with my students two, three times a week,\" by text, phone, Google classroom and Zoom meetings, Concepcion says.\u003c/p>\n\u003cp>There are devoted teachers everywhere, but the relationship between Concepcion and Perez didn't come about by chance. South Fort Myers High School follows a \u003ca href=\"https://www.npr.org/sections/ed/2018/03/31/596054250/how-more-meetings-might-be-the-secret-to-fixing-high-school\">dropout prevention program\u003c/a> called BARR, which stands for Building Assets, Reducing Risks. The program, which is supported by randomized controlled trial evidence, focuses on building strong positive relationships between students and the adults in a building. It groups teachers and other professionals like counselors for weekly meetings where they compare notes and make plans to help students in trouble. Costs associated with the model are relatively small, related to scheduling and staffing. At South Fort Myers and other schools using the BARR method around the country, these regular meetings have continued over Zoom during the pandemic.\u003c/p>\n\u003cp>It's unusual for faculty in a high school to meet regularly to discuss student success, rather than curricula or administrative details. South Fort Myers High School Principal Ed Mathews credits BARR's \"team approach\" with helping his faculty keep the vast majority of his high school students engaged. \"The first week that we did virtual education, we missed 350 students,\" Mathews says. \"And then the following week we got it down to 125. And then the following week we got it down to two. And then out of the two we were able to get a hold of the one. And then unfortunately the other young lady was a runaway.\"\u003c/p>\n\u003cp>BARR is not the only education success model that prioritizes relationships. Marquise Pierre, 20, is finishing his degree at a small public \"transfer\" high school in Coney Island, N.Y., called Liberation Diploma Plus. Pierre tells NPR that on lockdown he hears from one of the faculty members every single day: \"The school is more like a family than staff and students.\"\u003c/p>\n\u003cp>And in King County, Wash., 15-year-old Osvaldo Riva Santiago is staying motivated with the help of an incentive plan created by his education specialist, Dani Erickson. Erickson works for Treehouse, a nonprofit with a \u003ca href=\"https://www.npr.org/sections/ed/2017/12/27/562341427/why-foster-care-students-in-seattle-are-beating-the-odds\">successful track record\u003c/a> of helping foster youth like Santiago graduate from high school. Through Erickson's incentive plan, Santiago earns prizes, such as Amazon gift cards, for keeping up with his schoolwork and doing self-care activities, such as jigsaw puzzles. \"She's been helping me emotionally,\" says Santiago.\u003c/p>\n\u003cp>\u003cstrong>3. Use online systems to assess, remediate and individualize learning.\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nwea.org/content/uploads/2020/05/Collaborative-Brief_Covid19-Slide-APR20.pdf\">One study\u003c/a> of the \"COVID-19 slide\" estimates that children will be returning to school this fall with 70% of a typical year's reading gains and only half a year's gains in math. But those are averages; most experts believe we can expect to see much wider variations in progress than usual, because of equity gaps.\u003c/p>\n\u003cp>\"Obviously going into this back-to-school, if you already had some variance pre-COVID, the variance is going to be that much larger,\" Sal Khan, the founder of Khan Academy, the free automated learning site, tells NPR. \"And we're going into a world where there's been no standardized testing this past spring. So there's even less information to go on in terms of where kids are and what they need.\"\u003c/p>\n\u003cp>Khan Academy has seen traffic nearly triple since the pandemic began. In a typical week, says Khan, 30 million students are now spending 80 to 90 million minutes practicing everything from multiplication to AP U.S. History. As students answer questions, the site tracks their progress, which allows teachers or parents to easily see what areas they need to work on.\u003c/p>\n\u003cp>Khan says his team is working on preparing what he calls \"getting ready for grade level\" courses for this coming fall. For students beginning sixth grade math, for example, the course moves quickly from basic arithmetic onward, in a combination of review and assessment. \"The kids are learning, hopefully, while they're doing it, they're getting practice. But then over a few hours you can actually form, in some ways, a more granular view than you would in a traditional assessment.\"\u003c/p>\n\u003cp>Barry Sommer is director of advancement for Lindsay Unified School District, which serves Spanish-speaking migrant agricultural workers in California's Central Valley. The district has been lauded for its technology-driven approach where every student follows an individualized learning plan. Starting in 2016 it created a community Wi-Fi project, which meant when school buildings closed for the pandemic, there was little interruption in learning. Sommer says that what worked well wasn't just the technology but the social and emotional competencies that come when you create a culture of putting students in charge. \"Our learners have agency. They're taught to set goals, be responsible and resilient. They transitioned really, really well.\"\u003c/p>\n\u003cp>\u003cstrong>4. Form microschools and home-school co-ops.\u003c/strong>\u003c/p>\n\u003cp>A recent USA Today/Ipsos poll found that \u003ca href=\"https://www.usnews.com/news/education-news/articles/2020-05-26/1-in-5-teachers-unlikely-to-return-to-schools-if-reopened-in-the-fall-poll-finds\">60% of parents\u003c/a> are \"likely\" to continue with home-based education through next year, and 30% said they would be \"very likely\" do so even if schools reopen. By contrast, \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=91\">about 3% of children\u003c/a> have been home-schooled in previous years.\u003c/p>\n\u003cp>Some of these families will team up to share the work and allow children some safe company, or if budgets allow, even hire a teacher to help. Enter the coronavirus home-school co-op or microschool.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56121\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/artboard-5-4649e7ff2e5ea881c4c1524519528a9c8b01a5b6-e1592473000884.jpg\" alt=\"\" width=\"1920\" height=\"1439\">\u003c/p>\n\u003cp>Matt Candler is the principal of NOLA Micro Schools in New Orleans, which currently plans to reopen in the fall as a one-room schoolhouse, with about 25 K-12 students, in a former cider house that allows ample space for social distancing. Candler says what defines a \u003ca href=\"https://www.npr.org/sections/ed/2014/07/02/326196530/the-return-of-the-one-room-schoolhouse\">microschool\u003c/a> from his perspective is not size alone, but a focus on empowering the learner to pursue their own interests, which made his school's transition to remote learning unusually smooth. For example, his high schoolers organized their own morning \"huddles\" online, where they share progress and goals for the day. \"[Microschool parents] have greater trust in the child's ability to self-direct and the school's ability to adapt,\" he says.\u003c/p>\n\u003cp>Krystal Dillard is the co-director of Natural Creativity, a center for self-directed learning that supports home-schoolers, who generally attend between one and four days a week. She serves a diverse community in Philadelphia. She says the interest in the alternative they offer has exploded since the pandemic: \"I can't tell you how many [traditional school] parents who have reached out to me to say, 'This isn't working. I don't feel that my young person is being served through this virtual learning world that they're sort of being forced into.'\"\u003c/p>\n\u003cp>Parents are also forming networks and pooling resources to keep their kids happy, occupied and, hopefully, learning.\u003c/p>\n\u003cp>\u003ca href=\"http://www.homeschoolcoop2020.com/\">Homeschoolcoop2020.com\u003c/a> is a site where children ages 6 and older can tune in to live video classes. It's volunteer-run and free. Karen Miller, a historian at LaGuardia Community College, started the project to help occupy her 12-year-old son. \"What I found is that the things that were most helpful for me were the things that were synchronous because the asynchronous stuff required a lot of my attention and support.\" On Homeschool Co-op 2020, you can learn about the solar system, DNA or poetry, usually from practitioners in the field. But the most popular session — led by Miller's partner, Emily Drabinski, five mornings a week — is Cat Chat.\u003c/p>\n\u003cp>\u003cstrong>5. Take education outdoors.\u003c/strong>\u003c/p>\n\u003cp>Evidence suggests that coronavirus transmission is much less common outdoors.\u003c/p>\n\u003cp>A forest kindergarten is generally a group of eight to 10 children between the ages of 2 and 6 who spend the majority of their time outside. \"We always trot out this phrase:, There's no such thing as bad weather, only bad clothing,\" says Kimberly Worthington, president of the American Forest Kindergarten Association.\u003c/p>\n\u003cp>Worthington says there are currently about 60 forest kindergartens all over the country, most having formed since the early 2000s, based on a Northern European model. But interest in the idea is way up during the pandemic, says Worthington. \"This pandemic has us all separated and in our homes. And just walking outdoors and getting a little bit of nature is so beneficial,\" she says. Plus, it's safer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Lainy Morse is an essential worker who has been out of work since the middle of March.\u003c/p>\n\u003cp>She teaches preschool and ordinarily provides a vital service for working parents.\u003c/p>\n\u003cp>\"Without us, moms [mostly] can't go back to work,\" Morse says.\u003c/p>\n\u003cp>The Portland, Ore., school where she works is temporarily closed but may reopen as an emergency child care center. Morse dreads the idea of going back to a classroom filled with 2-year-olds who don't understand hand-washing, let alone social distancing.\u003c/p>\n\u003cp>\"They always have snotty faces,\" Morse says kindly, noting that many of her students also spend time with elderly grandparents. \"It just feels like an epicenter for spreading disease. And it feels really scary to go back to that.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Morse has considered working temporarily as a nanny, where at least she could limit her exposure to a single family.\u003c/p>\n\u003cp>For now, she's staying home, grateful for the extra $600 a week in unemployment insurance that the federal government is offering during the pandemic.\u003c/p>\n\u003cp>\"Without that, our family would not be making it right now,\" she says.\u003c/p>\n\u003cp>Because preschool teachers are \"chronically underpaid,\" Morse says, unemployment benefits add up to about $500 a month more than she made when she was working.\u003c/p>\n\u003cp>\"That's two weeks of groceries,\" she says. And that complicates the idea of going back to work in close quarters with small children.\u003c/p>\n\u003cp>\"Part of your job as a preschool teacher is love and affection,\" Morse says. \"It's hard to think about going back to work in this pandemic and getting paid less than we are right now when we're safe and at home and in quarantine.\"\u003c/p>\n\u003cp>Morse and her husband — an elementary school teacher — have put off making mortgage payments for the last couple of months, banking the money in case she loses her jobless benefits.\u003c/p>\n\u003cp>\"It's just such an uncertain time,\" says Morse, who has a master's degree in early childhood education. \"Child care is something that everyone always needs, so it felt like a really secure occupation, until recently.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/series/842991031/faces-of-the-coronavirus-recession\">\u003cem>\u003cstrong>Read more stories in Faces of the Coronavirus Recession.\u003c/strong>\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Teacher+Ponders+Risk+Of+Returning+To+Work+While+Being+Paid+Less+Than+Unemployment&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Morse has considered working temporarily as a nanny, where at least she could limit her exposure to a single family.\u003c/p>\n\u003cp>For now, she's staying home, grateful for the extra $600 a week in unemployment insurance that the federal government is offering during the pandemic.\u003c/p>\n\u003cp>\"Without that, our family would not be making it right now,\" she says.\u003c/p>\n\u003cp>Because preschool teachers are \"chronically underpaid,\" Morse says, unemployment benefits add up to about $500 a month more than she made when she was working.\u003c/p>\n\u003cp>\"That's two weeks of groceries,\" she says. And that complicates the idea of going back to work in close quarters with small children.\u003c/p>\n\u003cp>\"Part of your job as a preschool teacher is love and affection,\" Morse says. \"It's hard to think about going back to work in this pandemic and getting paid less than we are right now when we're safe and at home and in quarantine.\"\u003c/p>\n\u003cp>Morse and her husband — an elementary school teacher — have put off making mortgage payments for the last couple of months, banking the money in case she loses her jobless benefits.\u003c/p>\n\u003cp>\"It's just such an uncertain time,\" says Morse, who has a master's degree in early childhood education. \"Child care is something that everyone always needs, so it felt like a really secure occupation, until recently.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/series/842991031/faces-of-the-coronavirus-recession\">\u003cem>\u003cstrong>Read more stories in Faces of the Coronavirus Recession.\u003c/strong>\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Teacher+Ponders+Risk+Of+Returning+To+Work+While+Being+Paid+Less+Than+Unemployment&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Elementary Teachers are Marking the End of School Amid Grief for Lost Time with Students",
"title": "How Elementary Teachers are Marking the End of School Amid Grief for Lost Time with Students",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">For LaNesha Tabb, the arc of the school year is a bit like a joke being played on kindergarten teachers: “You work all year long to get these kids awesome. By April and May, you're like, ‘Yes!’ And then they leave and you get a whole new batch of brand new babies that need your help.” This year, the punch line came early for Tabb, who teaches near Indianapolis, Indiana. With school closed since March because of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">COVID-19 pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, her class missed out on what she called the “golden months” of teaching — when all the hard work pays off and student growth becomes visible. “That is so hard to not have been able to witness this particular group of children get to that threshold,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The disappointment is not exclusive to kindergarten teachers. Across grades levels, educators \u003c/span>\u003ca href=\"https://medium.com/@ursulawolfe/what-i-mean-when-i-say-i-am-a-teacher-grieving-the-remainder-of-this-school-year-178254be8ae7\">\u003cspan style=\"font-weight: 400\">mourned\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the chance to see both individuals and their classes as a whole mature and cohere this spring. “Grief is real right now, and a lot of people are losing a lot of really valuable and important things and jobs. A lot of people have died. But that doesn't make it any less sad when you lose something that you've looked forward to,” said Colby Sharp, who teaches in Parma, Michigan. In addition to processing those feelings for themselves, teachers faced the task of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">validating students’ emotions from afar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In April, Sharp made a video, “\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=_D_aXu0atcw\">\u003cspan style=\"font-weight: 400\">Dear Fifth Graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” from inside his classroom. In it, he told his students that he was heartbroken that they would miss out on reading books together, sharing jokes-of-the-day and participating in year-end traditions, such as field day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The end of fifth grade is really special. And it's not fair. And it really stinks. And I think that's OK,” Sharp said. “I've tried to convey that message to [my students] that it's OK to be upset and sad. And it's also OK to be kind of happy, like just encouraging them to feel what their heart tells them to feel.” Heading into summer, kids’ feelings varied. Quinn Losse, a fifth-grader in Nevada, was bummed about not getting to do a \u003c/span>\u003ca href=\"https://www.daytondailynews.com/news/local/brookville-teachers-continue-annual-clap-out-for-students/qwvjHOqiIfIeiHiwDC3uSL/\">\u003cspan style=\"font-weight: 400\">“clap-out,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which teachers and younger students line the hallways to high five the fifth-graders as they leave school for the last time. Raheem Langa, a fifth-grader in North Carolina, said he was sad that \u003c/span>\u003ca href=\"https://www.usatoday.com/story/sports/2020/05/20/coronavirus-when-safe-youth-sports-return-play/5206202002/\">\u003cspan style=\"font-weight: 400\">spring soccer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and his graduation ceremony were both canceled. But Kara Pham, a sixth-grader in Pennsylvania, didn’t mind missing the pomp and circumstance of a commencement. “Too many people,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56106\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049.png\" alt=\"\" width=\"1100\" height=\"825\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049.png 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-1020x765.png 1020w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent weeks, many elementary schools organized car parades, created slideshows and distributed class T-shirts or other mementos \u003c/span>\u003ca href=\"https://www.thelily.com/car-parades-goody-bags-heartfelt-messages-teachers-are-doing-their-best-to-mark-the-end-of-an-unusual-year/\">\u003cspan style=\"font-weight: 400\">to celebrate the end of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the eldest students in particular. For Keifer Froom, a fifth-grader in North Carolina, knowing his school would hold a car parade offset the sadness of a canceled graduation. “I felt like we were still getting something,” he said.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even for younger grades, distance learning disrupted traditional goodbyes. Teachers' plans for creating closure varied by circumstances. Tabb, the kindergarten teacher, said she kept her final virtual class pretty normal at the request of parents whose kids were already upset by the upheaval of the pandemic. For teachers looking to add something special to their final class meeting, Angela Watson, host of the “Truth for Teachers” podcast, compiled ideas for \u003c/span>\u003ca href=\"https://thecornerstoneforteachers.com/truth-for-teachers-podcast/ending-the-school-year-in-a-virtual-classroom/\">\u003cspan style=\"font-weight: 400\">ways to end the school year virtually\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, including making time capsules, holding a video talent show, and organizing an end-of-year toast.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56109\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052.png\" alt=\"\" width=\"1100\" height=\"618\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052.png 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-800x449.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-768x431.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-1020x573.png 1020w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Memphis, Tennessee, teacher Melissa Collins, decided that a virtual celebration wouldn’t cut it. Each year in May Collins assigns her second-graders to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\">\u003cspan style=\"font-weight: 400\">write a future plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for themselves. She usually holds a classroom ceremony during which students read their plans while wearing Collins’ graduation cap and doctoral hood. This year, the teacher invited her students to a physically distanced ceremony on her front lawn. All of the children and parents wore masks and stayed at least six feet apart. A pediatrician who had been a guest speaker during distance learning attended to help students remember the importance of physical distancing. Instead of letting students don her own cap, Collins bought mortar boards for each student and decorated them with the message “Oh! The places you’ll go!” A friend who is a photographer took photos, and other friends donated treats.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The event not only brought sweetness to the close of an unusual year, it also instilled a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53256/how-to-develop-a-greater-sense-of-motivation-in-students\">\u003cspan style=\"font-weight: 400\">mindset of aiming high\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Though Collins refers to her students as her “babies,” she's already picturing them as adults. When writing their future plans, she asks the second-graders to include their goal, the steps it will take to get there and a motivational quote. She also asks parents to sign the plans as a way to prompt families to start having those conversations early. Among this year’s class, students wrote future plans to become a scientist, a football player, a police officer, a professional singer and more. In her plan, D’Miya Dasher wrote that she would graduate in the top 10% of her high school class, attend university and land an internship before working for the FBI to process fingerprints and DNA analysis. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All but two families from Collins’ class attended the ceremony at the end of May. Some wore their Sunday best and others sported college-branded apparel. In photos, children held their framed future plans, while Collins stood at a distance with a sign that said “you matter.” Afterward, parents sent emails thanking her for creating such a special day, according to Collins. For her, the effort was an extension of the necessary creativity that COVID-19 brought. “When (my students) remember what I did for them, they’ll know that they matter and that their future is going to be bright, regardless of what happened this year,” she said.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For LaNesha Tabb, the arc of the school year is a bit like a joke being played on kindergarten teachers: “You work all year long to get these kids awesome. By April and May, you're like, ‘Yes!’ And then they leave and you get a whole new batch of brand new babies that need your help.” This year, the punch line came early for Tabb, who teaches near Indianapolis, Indiana. With school closed since March because of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">COVID-19 pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, her class missed out on what she called the “golden months” of teaching — when all the hard work pays off and student growth becomes visible. “That is so hard to not have been able to witness this particular group of children get to that threshold,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The disappointment is not exclusive to kindergarten teachers. Across grades levels, educators \u003c/span>\u003ca href=\"https://medium.com/@ursulawolfe/what-i-mean-when-i-say-i-am-a-teacher-grieving-the-remainder-of-this-school-year-178254be8ae7\">\u003cspan style=\"font-weight: 400\">mourned\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the chance to see both individuals and their classes as a whole mature and cohere this spring. “Grief is real right now, and a lot of people are losing a lot of really valuable and important things and jobs. A lot of people have died. But that doesn't make it any less sad when you lose something that you've looked forward to,” said Colby Sharp, who teaches in Parma, Michigan. In addition to processing those feelings for themselves, teachers faced the task of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">validating students’ emotions from afar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In April, Sharp made a video, “\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=_D_aXu0atcw\">\u003cspan style=\"font-weight: 400\">Dear Fifth Graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” from inside his classroom. In it, he told his students that he was heartbroken that they would miss out on reading books together, sharing jokes-of-the-day and participating in year-end traditions, such as field day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The end of fifth grade is really special. And it's not fair. And it really stinks. And I think that's OK,” Sharp said. “I've tried to convey that message to [my students] that it's OK to be upset and sad. And it's also OK to be kind of happy, like just encouraging them to feel what their heart tells them to feel.” Heading into summer, kids’ feelings varied. Quinn Losse, a fifth-grader in Nevada, was bummed about not getting to do a \u003c/span>\u003ca href=\"https://www.daytondailynews.com/news/local/brookville-teachers-continue-annual-clap-out-for-students/qwvjHOqiIfIeiHiwDC3uSL/\">\u003cspan style=\"font-weight: 400\">“clap-out,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which teachers and younger students line the hallways to high five the fifth-graders as they leave school for the last time. Raheem Langa, a fifth-grader in North Carolina, said he was sad that \u003c/span>\u003ca href=\"https://www.usatoday.com/story/sports/2020/05/20/coronavirus-when-safe-youth-sports-return-play/5206202002/\">\u003cspan style=\"font-weight: 400\">spring soccer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and his graduation ceremony were both canceled. But Kara Pham, a sixth-grader in Pennsylvania, didn’t mind missing the pomp and circumstance of a commencement. “Too many people,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56106\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049.png\" alt=\"\" width=\"1100\" height=\"825\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049.png 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2049-1020x765.png 1020w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent weeks, many elementary schools organized car parades, created slideshows and distributed class T-shirts or other mementos \u003c/span>\u003ca href=\"https://www.thelily.com/car-parades-goody-bags-heartfelt-messages-teachers-are-doing-their-best-to-mark-the-end-of-an-unusual-year/\">\u003cspan style=\"font-weight: 400\">to celebrate the end of the year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the eldest students in particular. For Keifer Froom, a fifth-grader in North Carolina, knowing his school would hold a car parade offset the sadness of a canceled graduation. “I felt like we were still getting something,” he said.\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\">Even for younger grades, distance learning disrupted traditional goodbyes. Teachers' plans for creating closure varied by circumstances. Tabb, the kindergarten teacher, said she kept her final virtual class pretty normal at the request of parents whose kids were already upset by the upheaval of the pandemic. For teachers looking to add something special to their final class meeting, Angela Watson, host of the “Truth for Teachers” podcast, compiled ideas for \u003c/span>\u003ca href=\"https://thecornerstoneforteachers.com/truth-for-teachers-podcast/ending-the-school-year-in-a-virtual-classroom/\">\u003cspan style=\"font-weight: 400\">ways to end the school year virtually\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, including making time capsules, holding a video talent show, and organizing an end-of-year toast.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56109\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052.png\" alt=\"\" width=\"1100\" height=\"618\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052.png 1100w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-800x449.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-768x431.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/IMG-2052-1020x573.png 1020w\" sizes=\"(max-width: 1100px) 100vw, 1100px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Memphis, Tennessee, teacher Melissa Collins, decided that a virtual celebration wouldn’t cut it. Each year in May Collins assigns her second-graders to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\">\u003cspan style=\"font-weight: 400\">write a future plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for themselves. She usually holds a classroom ceremony during which students read their plans while wearing Collins’ graduation cap and doctoral hood. This year, the teacher invited her students to a physically distanced ceremony on her front lawn. All of the children and parents wore masks and stayed at least six feet apart. A pediatrician who had been a guest speaker during distance learning attended to help students remember the importance of physical distancing. Instead of letting students don her own cap, Collins bought mortar boards for each student and decorated them with the message “Oh! The places you’ll go!” A friend who is a photographer took photos, and other friends donated treats.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The event not only brought sweetness to the close of an unusual year, it also instilled a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53256/how-to-develop-a-greater-sense-of-motivation-in-students\">\u003cspan style=\"font-weight: 400\">mindset of aiming high\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Though Collins refers to her students as her “babies,” she's already picturing them as adults. When writing their future plans, she asks the second-graders to include their goal, the steps it will take to get there and a motivational quote. She also asks parents to sign the plans as a way to prompt families to start having those conversations early. Among this year’s class, students wrote future plans to become a scientist, a football player, a police officer, a professional singer and more. In her plan, D’Miya Dasher wrote that she would graduate in the top 10% of her high school class, attend university and land an internship before working for the FBI to process fingerprints and DNA analysis. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All but two families from Collins’ class attended the ceremony at the end of May. Some wore their Sunday best and others sported college-branded apparel. In photos, children held their framed future plans, while Collins stood at a distance with a sign that said “you matter.” Afterward, parents sent emails thanking her for creating such a special day, according to Collins. For her, the effort was an extension of the necessary creativity that COVID-19 brought. “When (my students) remember what I did for them, they’ll know that they matter and that their future is going to be bright, regardless of what happened this year,” she said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Reflections On A Lost Senior Year With Hope For The Future",
"title": "Reflections On A Lost Senior Year With Hope For The Future",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Emma Cockrum was in her second week of quarantine when her father discovered an old bike behind their house.\u003c/p>\n\u003cp>And that bicycle turned out to be a gift: With school closed at East Ascension High School in Gonzales, La., bike riding for Emma became a way of coping with the loss of the rest of her senior year.\u003c/p>\n\u003cp>\"I would say the first two to three weeks we were out of school, I was not the most fun person to be around. I was a ticking time bomb,\" says the 18-year-old, who's headed to Northwestern State University in the fall. \"One minute, I would be fine and dandy, and then the next minute, I would be crying.\"\u003c/p>\n\u003cp>As she pedaled through her neighborhood each day, those bike rides forced her to stop and take in the world around her — and they became the inspiration behind these words in her valedictorian speech:\u003c/p>\n\u003cp>\"I got to see life happening. I saw families spending time together, like children playing basketball on their driveways, or fathers teaching their own kids to ride bikes. When we stop to observe our surroundings, we are oftentimes provided with new perspectives on our situations.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The coronavirus pandemic has caused many high school graduations to be replaced with virtual, drive-in and other alternative ceremonies. And so, the tradition of valedictorians and salutatorians addressing their classmates at this huge moment in their young lives is a little different this year.\u003c/p>\n\u003cp>NPR spoke with a few student leaders about their speeches and how a not-so-typical senior year inspired their words for the class of 2020.\u003c/p>\n\u003cp>\u003cstrong>Emma Cockrum\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, East Ascension High School, Gonzales, La.\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_56090\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56090\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ekask_emma1_slide-7584324b5ce89e49956b080c0b56fd98c3893eb0-e1591804757432.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">East Ascension High School Valedictorian Emma Cockrum with her dog Hercules in front of her old play house at her home in Prairieville, La. \u003ccite>(Emily Kask for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Aside from her bike rides, Cockrum was also inspired by a few words from Sol Rexius, a pastor at The Salt Company Church of Ames in Iowa. She says Rexius uses the analogy of a dump truck full of dirt being emptied all over their senior year. Here's how she put it in her address to her classmates:\u003c/p>\n\u003cblockquote>\u003cp>This may sound harsh, but it's not untrue to how some of us feel. It is easy to feel buried by our circumstances. However, he [the pastor] goes on to paint a picture of a farmer planting a seed. Did the farmer bury the seed? Well, yes, but he also planted it. Instead of feeling buried by our situation, we must realize that the pain and heartache that has been piled upon us is not meant to bury, but to plant us in a way that will allow us to grow and prosper into who we are meant to be. As you stop and take in the circumstances around you, will you allow yourself to be buried or to be planted?\u003c/p>\u003c/blockquote>\n\u003cblockquote>\u003cp>As we move on from this place and embark on the next big journey of life, whether that's college, the workforce or something else, life will at some point begin to feel like it's going too fast. My bike rides have taught me a new way to handle these times because they allow me to exercise and be among the beauty of nature, which are things that cause me to slow down. When life becomes too much like a race for you, it may not be riding a bike. It may be playing an instrument, sport, creating art or something else entirely. I encourage you to find that one thing that allows you to unwind and refocus when life seems too much to handle.\u003c/p>\n\u003cp>Now, I'd like to take you on a bike ride with me as we share this experience together in our faces, something that is both exciting and terrifying: freedom. We sit atop our bikes of life as high school graduates and now have the freedom to choose who we are and where we will go.\u003cstrong> \u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Ryan Chua\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Salutatorian, Paducah Tilghman High School, Paducah, Ky.\u003c/strong>\u003c/p>\n\u003cp>Chua says he wanted to make his speech something that would provide some happiness to people, even if only be for a little while. Before offering some advice, he began his speech with a personal take on the famous line from \u003cem>Forrest Gump\u003c/em>: \"Life is like a box of chocolates.\"\u003c/p>\n\u003cp>\"Life is like a fistful of Sour Patch Kids,\" Chua says in his speech, recorded on video from his home in Paducah. \"Right now things are sour, but eventually they will turn sweet.\"\u003c/p>\n\u003cblockquote>\u003cp>The sharing of knowledge is just as important as receiving it because, without sharing, knowledge has no value. The first piece of advice I want to share is to always try new things and challenge yourself, even if you think it's a bad idea in the process. Always attempt to answer questions and solve problems. Find new ways to do the same tasks. Wear all white to black out. Take that ridiculously difficult course load. Buy that oversized $30 pack of UNO that is literally impossible to shuffle just so you can say you own it. Just spend responsibly, kids. All in all, just make life spicy. Make life something you want to reminisce on.\u003c/p>\n\u003cp>The second lesson is simple. Just be nice to people. Trust sows the seeds of freedom, and a little respect truly does go a long way. It could even solve a few of the world's problems. You never know when you'll need to fall back on someone, so build strong connections early and maintain them.\u003c/p>\n\u003cp>Lastly, the phrase \"I don't know\" is powerful. By admitting ignorance, you are asking to learn. Inevitably, I know I will come upon a hard stop, and I hope that when I do, I'll remind myself to pause and ask for a hand of enlightenment, so that I might come back from that hard experience knowing more than when I started. Life rarely hands you a golden opportunity, so make one. Just as the tornado creates a path in the wake of its destruction, this class of 2020 will, too, create their own, hopefully without the whole destruction part.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Kimani Ross \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, Lake City High School, Lake City, S.C.\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_56094\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-56094\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-2_custom-dbb6796bb8f8087ddd64487ed02b4d553ca7a662-s700-c85.jpg\" alt=\"\" width=\"700\" height=\"466\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-2_custom-dbb6796bb8f8087ddd64487ed02b4d553ca7a662-s700-c85.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-2_custom-dbb6796bb8f8087ddd64487ed02b4d553ca7a662-s700-c85-160x107.jpg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Valedictorian Kimani Ross leads the Lake City High School parade through downtown Lake City, SC. \u003ccite>(Taylor Adams/SCNow)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ross says she wanted to remind her class that they can get through any obstacle. She recalls the adversities they've gone through together — like the death of a beloved coach — and the people that doubted her.\u003c/p>\n\u003cp>Ross says she'll attend North Carolina A&T State University in the fall, where she plans to study nursing.\u003c/p>\n\u003cblockquote>\u003cp>Many people didn't, and probably still don't believe that I have worked hard enough to be where I am now. I've had people tell me that I don't deserve to be where I am now, and that really made me contemplate, \"Do I really deserve this? Should I just give up and let them win?\" But look at where I am now. I'm glad that I didn't stop. I'm glad that I didn't let them get to me.\u003c/p>\n\u003cp>I'm especially glad that I earned this position so that all of the other little girls around Lake City and surrounding areas can look and say that they want to be just like me. I want those little girls to know that they can do it if no one else believes in them, I will always believe in them. Classmates, when we're out in the real world, don't get discouraged about the obstacles that will approach you.\u003c/p>\n\u003cp>As Michelle Obama once said, you should never view your challenges as a disadvantage. Instead, it is important for you to understand that your experience facing and overcoming adversity is actually one of your biggest advantages.\u003c/p>\u003c/blockquote>\n\u003cfigure id=\"attachment_56092\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56092\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-1_slide-052be9982f89e2ec5f3815f4bb8965303c3d085e-e1591804864533.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Valedictorian Kimani Ross and her family at the Lake City graduation in Lake City, SC. \u003ccite>(Taylor Adams/SCNow)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Lindley Andrew\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Salutatorian, Jordan-Matthews High School, Siler City, N.C. \u003c/strong>\u003c/p>\n\u003cp>Andrew says her mind flooded with high school memories as she tried to write her speech. This inspired her to get her fellow seniors involved. With the help of her class, she strung together a timeline of national events and local victories.\u003c/p>\n\u003cp>\"Sometimes it's the small, seemingly pointless experiences that leave the most lasting and impactful memories,\" she says.\u003c/p>\n\u003cblockquote>\u003cp>Some of us lost our senior sports seasons, our chances to be captains and team leaders. Some lost our final chances to compete for clubs that we've given our all to for the last four years. Some of us lost our final opportunities to perform or display our art, and all of us lost the chance to have all of the fun and closure that we were promised would come in the last three months of our senior year.\u003c/p>\n\u003cp>Losing the last third of our senior year to a virus was not what we had planned, but it's definitely an experience that will affect our lives forever and a memory that we will never, ever forget. We are made up of our experiences and memories. All of the things that we have been through up to this point make us who we are, and the best part is, we're not done yet. We'll continue to experience things and make memories every day that mold us here and there and to who we truly are and who we are meant to become.\u003c/p>\n\u003cp>What kind of experiences will you create for yourself? What kind of memories will you make? When things don't go quite as planned, like our senior year, how you handle the disappointments and challenges that you face will determine the experience that you have and the memory you walk away with.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Favio Gonzalez\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, Central Valley High School, Ceres, Calif. \u003c/strong>\u003c/p>\n\u003cp>Gonzalez says there were many other events besides the pandemic that helped his class develop their character. In his speech, he highlights the election of President Donald Trump and the prevalence of school shootings. Despite what was happening in the world, he says his class never victimized themselves.\u003c/p>\n\u003cp>Gonzalez will be attending the University of California, Riverside, where he plans to study biology.\u003c/p>\n\u003cblockquote>\u003cp>The real test came our senior year with the current pandemic. Although society has developed a higher level of understanding, comprehension and acceptance in years prior, self-victimization has become a common occurrence and is a major impediment in achieving our goals. We expect others to find the solutions to our problems and to provide excessive help, since we truly are powerless in stopping the external factors that impact us constantly, whether it'd be natural disasters, terrorism or disease.\u003c/p>\n\u003cp>Yet, what many people don't realize is that the impact these unfortunate events have on our lives can be nullified by the effort we place in improving our condition. Learning this from past experiences, our class did not victimize itself. Studying and mastering new material is difficult enough with the help of our amazing teachers, with the added responsibilities of helping more at the house, working an essential job and other challenges that come with being at home, it seemed impossible to keep up with schoolwork. We had to face a multitude of barriers with our unrelenting will to succeed. Standing here today, despite all of the setbacks and obstacles, because of our drive, our perseverance, our willpower to endure is stronger than any deterrent.\u003c/p>\n\u003cp>Now, as we step into adulthood and start to reach our goals, there will be harder challenges to overcome. But our willpower has been proven irrevocable. Never forget classmates, that as long as you use your unrelenting well, you're an unstoppable force.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Barrie Barto \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, South High School, Denver\u003c/strong>\u003c/p>\n\u003cp>Barto says when her school closed, she tried ignoring some of the emotions she was processing. \"I realized that you need to take the time to acknowledge what we have lost and celebrate how we have grown and how this is going to change us as a class,\" she says.\u003c/p>\n\u003cp>This inspired her to write the speech she felt that \u003cem>she \u003c/em>needed to hear.\u003c/p>\n\u003cblockquote>\u003cp>To be honest with everyone, when I sat down to write this speech, I really wanted to avoid talking about everything we miss as a class. It would be way easier to reminisce about when the homecoming bonfire was in the back parking lot. But when people told me they were sorry that my whole senior year was turned upside down, I shrugged it off and said it's not a big deal. It's a hard thing to talk about, and not talking about it seems less painful. But it is a big deal. We missed senior prom and graduation and our barbecue and awards. I would even go back for one more class meeting in the auditorium just to sit in South for one more Thursday. This pandemic was not the defining event for our class. Don't let it be. We had monumental events occur every year we were at South. We have supported our teachers when they rallied for themselves. They've supported us when walking into school was harder than it was any other day. We supported each other through the pains of block day, and air conditioning only working in the winter time, but also shifts in friendships and hard times with family. South brought us all together to teach us something about ourselves that we didn't know before.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Haylie Cortez\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, Bartlett High School, Anchorage, Alaska\u003c/strong>\u003c/p>\n\u003cp>Cortez says she feels lucky to still be able to give a message and was inspired by what has been helping her cope.\u003c/p>\n\u003cp>\"One of the things that pushes me through everything is knowing that things will go on and stuff will change,\" she says. \"I just want to remind everyone that the future is still there and it's still coming to us.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Cortez plans on attending the University of Alaska Fairbanks in the fall, where she wants to study civil engineering.\u003c/p>\n\u003cblockquote>\u003cp>We all deserve to celebrate and be proud of ourselves. It's upsetting that we won't have a traditional graduation ceremony and sadly, we cannot control the circumstances that we face today.\u003c/p>\n\u003cp>What we can do is choose how we respond to it as we take these next steps in life. It can be hard to imagine what life could look like as time progresses. The only certainty we have is that time goes on and the future will arrive. We can use the pandemic as an excuse for why we can't move on in life, or we can use it as a motivator to find our purpose. Whether we plan to go to college, trade school, the military or straight into the workforce, there is no denying that society will gain something worthwhile. The situation we are living through shows how valuable everyone in society is. The world is finally realizing the importance of the jobs of janitors, cashiers, teachers, politicians, first responders and more. Whatever we plan on doing after we graduate, it will impact society.\u003c/p>\n\u003cp>I invite everyone to look to who you can't thank, and take your time to do so, although the door for high school has abruptly shut for us. I would like to remind everyone that another has opened and we can do with it what we want.\u003c/p>\u003c/blockquote>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Reflections+On+A+Lost+Senior+Year+With+Hope+For+The+Future+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Emma Cockrum was in her second week of quarantine when her father discovered an old bike behind their house.\u003c/p>\n\u003cp>And that bicycle turned out to be a gift: With school closed at East Ascension High School in Gonzales, La., bike riding for Emma became a way of coping with the loss of the rest of her senior year.\u003c/p>\n\u003cp>\"I would say the first two to three weeks we were out of school, I was not the most fun person to be around. I was a ticking time bomb,\" says the 18-year-old, who's headed to Northwestern State University in the fall. \"One minute, I would be fine and dandy, and then the next minute, I would be crying.\"\u003c/p>\n\u003cp>As she pedaled through her neighborhood each day, those bike rides forced her to stop and take in the world around her — and they became the inspiration behind these words in her valedictorian speech:\u003c/p>\n\u003cp>\"I got to see life happening. I saw families spending time together, like children playing basketball on their driveways, or fathers teaching their own kids to ride bikes. When we stop to observe our surroundings, we are oftentimes provided with new perspectives on our situations.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The coronavirus pandemic has caused many high school graduations to be replaced with virtual, drive-in and other alternative ceremonies. And so, the tradition of valedictorians and salutatorians addressing their classmates at this huge moment in their young lives is a little different this year.\u003c/p>\n\u003cp>NPR spoke with a few student leaders about their speeches and how a not-so-typical senior year inspired their words for the class of 2020.\u003c/p>\n\u003cp>\u003cstrong>Emma Cockrum\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, East Ascension High School, Gonzales, La.\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_56090\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56090\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ekask_emma1_slide-7584324b5ce89e49956b080c0b56fd98c3893eb0-e1591804757432.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">East Ascension High School Valedictorian Emma Cockrum with her dog Hercules in front of her old play house at her home in Prairieville, La. \u003ccite>(Emily Kask for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Aside from her bike rides, Cockrum was also inspired by a few words from Sol Rexius, a pastor at The Salt Company Church of Ames in Iowa. She says Rexius uses the analogy of a dump truck full of dirt being emptied all over their senior year. Here's how she put it in her address to her classmates:\u003c/p>\n\u003cblockquote>\u003cp>This may sound harsh, but it's not untrue to how some of us feel. It is easy to feel buried by our circumstances. However, he [the pastor] goes on to paint a picture of a farmer planting a seed. Did the farmer bury the seed? Well, yes, but he also planted it. Instead of feeling buried by our situation, we must realize that the pain and heartache that has been piled upon us is not meant to bury, but to plant us in a way that will allow us to grow and prosper into who we are meant to be. As you stop and take in the circumstances around you, will you allow yourself to be buried or to be planted?\u003c/p>\u003c/blockquote>\n\u003cblockquote>\u003cp>As we move on from this place and embark on the next big journey of life, whether that's college, the workforce or something else, life will at some point begin to feel like it's going too fast. My bike rides have taught me a new way to handle these times because they allow me to exercise and be among the beauty of nature, which are things that cause me to slow down. When life becomes too much like a race for you, it may not be riding a bike. It may be playing an instrument, sport, creating art or something else entirely. I encourage you to find that one thing that allows you to unwind and refocus when life seems too much to handle.\u003c/p>\n\u003cp>Now, I'd like to take you on a bike ride with me as we share this experience together in our faces, something that is both exciting and terrifying: freedom. We sit atop our bikes of life as high school graduates and now have the freedom to choose who we are and where we will go.\u003cstrong> \u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Ryan Chua\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Salutatorian, Paducah Tilghman High School, Paducah, Ky.\u003c/strong>\u003c/p>\n\u003cp>Chua says he wanted to make his speech something that would provide some happiness to people, even if only be for a little while. Before offering some advice, he began his speech with a personal take on the famous line from \u003cem>Forrest Gump\u003c/em>: \"Life is like a box of chocolates.\"\u003c/p>\n\u003cp>\"Life is like a fistful of Sour Patch Kids,\" Chua says in his speech, recorded on video from his home in Paducah. \"Right now things are sour, but eventually they will turn sweet.\"\u003c/p>\n\u003cblockquote>\u003cp>The sharing of knowledge is just as important as receiving it because, without sharing, knowledge has no value. The first piece of advice I want to share is to always try new things and challenge yourself, even if you think it's a bad idea in the process. Always attempt to answer questions and solve problems. Find new ways to do the same tasks. Wear all white to black out. Take that ridiculously difficult course load. Buy that oversized $30 pack of UNO that is literally impossible to shuffle just so you can say you own it. Just spend responsibly, kids. All in all, just make life spicy. Make life something you want to reminisce on.\u003c/p>\n\u003cp>The second lesson is simple. Just be nice to people. Trust sows the seeds of freedom, and a little respect truly does go a long way. It could even solve a few of the world's problems. You never know when you'll need to fall back on someone, so build strong connections early and maintain them.\u003c/p>\n\u003cp>Lastly, the phrase \"I don't know\" is powerful. By admitting ignorance, you are asking to learn. Inevitably, I know I will come upon a hard stop, and I hope that when I do, I'll remind myself to pause and ask for a hand of enlightenment, so that I might come back from that hard experience knowing more than when I started. Life rarely hands you a golden opportunity, so make one. Just as the tornado creates a path in the wake of its destruction, this class of 2020 will, too, create their own, hopefully without the whole destruction part.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Kimani Ross \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, Lake City High School, Lake City, S.C.\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_56094\" class=\"wp-caption alignnone\" style=\"max-width: 700px\">\u003cimg class=\"size-full wp-image-56094\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-2_custom-dbb6796bb8f8087ddd64487ed02b4d553ca7a662-s700-c85.jpg\" alt=\"\" width=\"700\" height=\"466\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-2_custom-dbb6796bb8f8087ddd64487ed02b4d553ca7a662-s700-c85.jpg 700w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-2_custom-dbb6796bb8f8087ddd64487ed02b4d553ca7a662-s700-c85-160x107.jpg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003cfigcaption class=\"wp-caption-text\">Valedictorian Kimani Ross leads the Lake City High School parade through downtown Lake City, SC. \u003ccite>(Taylor Adams/SCNow)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ross says she wanted to remind her class that they can get through any obstacle. She recalls the adversities they've gone through together — like the death of a beloved coach — and the people that doubted her.\u003c/p>\n\u003cp>Ross says she'll attend North Carolina A&T State University in the fall, where she plans to study nursing.\u003c/p>\n\u003cblockquote>\u003cp>Many people didn't, and probably still don't believe that I have worked hard enough to be where I am now. I've had people tell me that I don't deserve to be where I am now, and that really made me contemplate, \"Do I really deserve this? Should I just give up and let them win?\" But look at where I am now. I'm glad that I didn't stop. I'm glad that I didn't let them get to me.\u003c/p>\n\u003cp>I'm especially glad that I earned this position so that all of the other little girls around Lake City and surrounding areas can look and say that they want to be just like me. I want those little girls to know that they can do it if no one else believes in them, I will always believe in them. Classmates, when we're out in the real world, don't get discouraged about the obstacles that will approach you.\u003c/p>\n\u003cp>As Michelle Obama once said, you should never view your challenges as a disadvantage. Instead, it is important for you to understand that your experience facing and overcoming adversity is actually one of your biggest advantages.\u003c/p>\u003c/blockquote>\n\u003cfigure id=\"attachment_56092\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56092\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/tadams_kimaniross-1_slide-052be9982f89e2ec5f3815f4bb8965303c3d085e-e1591804864533.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Valedictorian Kimani Ross and her family at the Lake City graduation in Lake City, SC. \u003ccite>(Taylor Adams/SCNow)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Lindley Andrew\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Salutatorian, Jordan-Matthews High School, Siler City, N.C. \u003c/strong>\u003c/p>\n\u003cp>Andrew says her mind flooded with high school memories as she tried to write her speech. This inspired her to get her fellow seniors involved. With the help of her class, she strung together a timeline of national events and local victories.\u003c/p>\n\u003cp>\"Sometimes it's the small, seemingly pointless experiences that leave the most lasting and impactful memories,\" she says.\u003c/p>\n\u003cblockquote>\u003cp>Some of us lost our senior sports seasons, our chances to be captains and team leaders. Some lost our final chances to compete for clubs that we've given our all to for the last four years. Some of us lost our final opportunities to perform or display our art, and all of us lost the chance to have all of the fun and closure that we were promised would come in the last three months of our senior year.\u003c/p>\n\u003cp>Losing the last third of our senior year to a virus was not what we had planned, but it's definitely an experience that will affect our lives forever and a memory that we will never, ever forget. We are made up of our experiences and memories. All of the things that we have been through up to this point make us who we are, and the best part is, we're not done yet. We'll continue to experience things and make memories every day that mold us here and there and to who we truly are and who we are meant to become.\u003c/p>\n\u003cp>What kind of experiences will you create for yourself? What kind of memories will you make? When things don't go quite as planned, like our senior year, how you handle the disappointments and challenges that you face will determine the experience that you have and the memory you walk away with.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Favio Gonzalez\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, Central Valley High School, Ceres, Calif. \u003c/strong>\u003c/p>\n\u003cp>Gonzalez says there were many other events besides the pandemic that helped his class develop their character. In his speech, he highlights the election of President Donald Trump and the prevalence of school shootings. Despite what was happening in the world, he says his class never victimized themselves.\u003c/p>\n\u003cp>Gonzalez will be attending the University of California, Riverside, where he plans to study biology.\u003c/p>\n\u003cblockquote>\u003cp>The real test came our senior year with the current pandemic. Although society has developed a higher level of understanding, comprehension and acceptance in years prior, self-victimization has become a common occurrence and is a major impediment in achieving our goals. We expect others to find the solutions to our problems and to provide excessive help, since we truly are powerless in stopping the external factors that impact us constantly, whether it'd be natural disasters, terrorism or disease.\u003c/p>\n\u003cp>Yet, what many people don't realize is that the impact these unfortunate events have on our lives can be nullified by the effort we place in improving our condition. Learning this from past experiences, our class did not victimize itself. Studying and mastering new material is difficult enough with the help of our amazing teachers, with the added responsibilities of helping more at the house, working an essential job and other challenges that come with being at home, it seemed impossible to keep up with schoolwork. We had to face a multitude of barriers with our unrelenting will to succeed. Standing here today, despite all of the setbacks and obstacles, because of our drive, our perseverance, our willpower to endure is stronger than any deterrent.\u003c/p>\n\u003cp>Now, as we step into adulthood and start to reach our goals, there will be harder challenges to overcome. But our willpower has been proven irrevocable. Never forget classmates, that as long as you use your unrelenting well, you're an unstoppable force.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Barrie Barto \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, South High School, Denver\u003c/strong>\u003c/p>\n\u003cp>Barto says when her school closed, she tried ignoring some of the emotions she was processing. \"I realized that you need to take the time to acknowledge what we have lost and celebrate how we have grown and how this is going to change us as a class,\" she says.\u003c/p>\n\u003cp>This inspired her to write the speech she felt that \u003cem>she \u003c/em>needed to hear.\u003c/p>\n\u003cblockquote>\u003cp>To be honest with everyone, when I sat down to write this speech, I really wanted to avoid talking about everything we miss as a class. It would be way easier to reminisce about when the homecoming bonfire was in the back parking lot. But when people told me they were sorry that my whole senior year was turned upside down, I shrugged it off and said it's not a big deal. It's a hard thing to talk about, and not talking about it seems less painful. But it is a big deal. We missed senior prom and graduation and our barbecue and awards. I would even go back for one more class meeting in the auditorium just to sit in South for one more Thursday. This pandemic was not the defining event for our class. Don't let it be. We had monumental events occur every year we were at South. We have supported our teachers when they rallied for themselves. They've supported us when walking into school was harder than it was any other day. We supported each other through the pains of block day, and air conditioning only working in the winter time, but also shifts in friendships and hard times with family. South brought us all together to teach us something about ourselves that we didn't know before.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Haylie Cortez\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Valedictorian, Bartlett High School, Anchorage, Alaska\u003c/strong>\u003c/p>\n\u003cp>Cortez says she feels lucky to still be able to give a message and was inspired by what has been helping her cope.\u003c/p>\n\u003cp>\"One of the things that pushes me through everything is knowing that things will go on and stuff will change,\" she says. \"I just want to remind everyone that the future is still there and it's still coming to us.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Cortez plans on attending the University of Alaska Fairbanks in the fall, where she wants to study civil engineering.\u003c/p>\n\u003cblockquote>\u003cp>We all deserve to celebrate and be proud of ourselves. It's upsetting that we won't have a traditional graduation ceremony and sadly, we cannot control the circumstances that we face today.\u003c/p>\n\u003cp>What we can do is choose how we respond to it as we take these next steps in life. It can be hard to imagine what life could look like as time progresses. The only certainty we have is that time goes on and the future will arrive. We can use the pandemic as an excuse for why we can't move on in life, or we can use it as a motivator to find our purpose. Whether we plan to go to college, trade school, the military or straight into the workforce, there is no denying that society will gain something worthwhile. The situation we are living through shows how valuable everyone in society is. The world is finally realizing the importance of the jobs of janitors, cashiers, teachers, politicians, first responders and more. Whatever we plan on doing after we graduate, it will impact society.\u003c/p>\n\u003cp>I invite everyone to look to who you can't thank, and take your time to do so, although the door for high school has abruptly shut for us. I would like to remind everyone that another has opened and we can do with it what we want.\u003c/p>\u003c/blockquote>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Reflections+On+A+Lost+Senior+Year+With+Hope+For+The+Future+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Teachers Want Emergency Distance Learning Improved",
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"content": "\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>Teachers from across the country reflect on their experiences teaching during the \u003ca href=\"https://www.kqed.org/mindshift/tag/covid-19\">COVID-19\u003c/a> outbreak. In this post, seven teachers describe the emotional experience of recent months and share some of the successes and challenges of emergency distance learning. Quotes have been edited for length and clarity.\u003c/i>\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"wp-image-56077 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249.png\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249.png 1918w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-768x768.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-1020x1020.png 1020w\" sizes=\"(max-width: 200px) 100vw, 200px\">José Vilson\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Middle school math teacher\u003cbr>\n\u003c/span>Harold O. Levy School \u003c/em>\u003c/p>\n\u003cp>\u003cem>Inwood/Washington Heights, New York City\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan: \u003c/strong>\u003cspan style=\"font-weight: 400\">Online assignments and 5-10 minute prerecorded video lessons created by Vilson, live video meetings with subgroups of students 8-12 times per week, office hours eight times per week\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>On teaching in one of the country’s \u003c/b>\u003ca href=\"https://www.npr.org/sections/health-shots/2020/03/16/816707182/map-tracking-the-spread-of-the-coronavirus-in-the-u-s\">\u003cb>coronavirus epicenters\u003c/b>\u003c/a>\u003cb>: \u003c/b>\u003cspan style=\"font-weight: 400\">“The whole first two months and change, we were hearing about 10 sirens a day. And obviously New York City is a very special place in that respect because of the density of the population, surely. But it can really rack on the brain in a way when you have so many sirens going off and so many things happening around you and the (few) degrees of separation between you and someone who's passed away. ... For me, living in Harlem, which is not too different from Washington Heights, that's kept me closer to the kids than they can imagine. Even though I can't see them every day, I know … what they're going through. I have students whose parents have passed away, whose family members have passed away, whose families also many of them are essential workers. And that's a lot. It's a lot of things going on right now. So we're just trying to manage it day to day.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>How administrative support helped: \u003c/b>\u003cspan style=\"font-weight: 400\">Vilson said his administrators checked in on teacher and student mental health and adjusted plans as needed. “I've been very appreciative of that,” he said. “And it's actually made me want to work harder, to be honest. Like, you mean that you actually care about my wellbeing? OK, great. So I can start when I need to start and I'll work as long as I need to to make up for whatever time I look like I'm missing or whatever. It's that human touch that really had been missing for me for a really long time. This year I finally was able to get it, and that was important.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“I think I'm finally going to take a well earned nap. I haven't been faithful to naps. I'll probably do some bingeing of TV. I'm not a big binger but I can see the value in that. … My family and I are probably going to invest in daily walks. And, you know, we do have parks nearby and they're gonna have some open streets that would be good for us to have. But generally speaking, we understand that staying in is a project that we all have to do together in order to get rid of this virus. So in so far as staying in, we're going to do the majority of that specifically because of this virus. But if you told me, ‘Oh, y'all can go outside now and go to these places,’ oh we'll go ahead and do that. But only when it's safe to do so. And not a minute before.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: “\u003c/b>\u003cspan style=\"font-weight: 400\">I would say about 80 percent of the job is pretty much in rhythm. I'm doing what I can. The assignments are coming together nicely. The scope of sequence of what I would be teaching is coming together pretty well. ... But then the other 20 percent is really about transforming the things (like) live instruction, which I think there's \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">different expectations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> around that depending on who you ask. But we never got a clear explanation as to what that's supposed to look like from any angle, whether it's parents, students, teachers. So without that conversation, it becomes really hard to navigate what the expectation is for everybody.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would just try to be able to map out what videos I'd want to put out there, what content I'd want to teach, what would constitute a big class meeting versus a subgroup meeting. ... I think that's what I would do differently. Obviously, you know, the situation didn't help. We didn't even get a break in the middle of all this. But as it turns out, this is what the job required, right?”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would say, academically, if you were inclined to think about students as human beings who \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/failure\">\u003cspan style=\"font-weight: 400\">deserved chances and grace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, then this transition isn't as difficult. I respect the conversation about high expectations, not as much about rigor, but high expectations. ... But we are in a situation where our system has not been equipped and has never been equipped to give kids equitable access to the things that we need to fully teach them. And so this period has only exacerbated that. … So I think that's been a big takeaway for me is that I'm blessed that I already had an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-centered-learning\">\u003cspan style=\"font-weight: 400\">orientation around centering children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because it made this transition, not easy in terms of the relationships — I miss kids daily — but I guess the technical parts, like\u003c/span> \u003cspan style=\"font-weight: 400\">what assignments I'm going to give, what am I going to do to facilitate learning, that stuff has been relatively simple.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56070\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605.jpeg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605.jpeg 801w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605-160x160.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605-800x800.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605-768x768.jpeg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">Coral Zayas\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Bilingual grade 5 science teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">T.A. Brown Elementary School\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Austin, Texas\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan: \u003c/strong>\u003cspan style=\"font-weight: 400\">Paper packets or online lessons equivalent to 22.5 minutes of work per day with review content only, 2-3 optional live classes per week, grades for completion\u003c/span>\u003c/p>\n\u003cp>\u003cb>On the emotional toll of educational inequities: \u003c/b>\u003cspan style=\"font-weight: 400\">With one week remaining in the school year, many of Zayas’ students still did not have devices or internet access to participate in live classes. Seeing the \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/05/13/enormous-variation-among-state-online-learning-programs.html\">\u003cspan style=\"font-weight: 400\">gap between her district and what was happening elsewhere\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was tough. “It was so hard to watch others get (high quality education) — the same people who always have access to these things,” she said. “I love getting to create creative lessons with technology, but I can connect far more with students who are not mine than my own students. And that is the hardest part because they're my students and I want my students to be able to still see their teacher ... So it has taken a toll. There have been plenty of nights without a lot of sleep.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>How her network helped: \u003c/b>\u003cspan style=\"font-weight: 400\">As a \u003c/span>\u003ca href=\"https://teachplus.org/programs/meet-our-teachers/coral-zayas\">\u003cspan style=\"font-weight: 400\">Teach Plus Ready to Lead Fellow\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Zayas volunteered to facilitate a teacher support group during the pandemic. The group met twice weekly to discuss instructional strategies and \u003c/span>\u003ca href=\"http://www.ascd.org/ascd-express/vol15/num13/5-strategies-for-teacher-self-care.aspx\">\u003cspan style=\"font-weight: 400\">self-care\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “That has been crucial for me, because a lot of times I feel that those who are not teachers do not really understand everything that we do on a daily basis. But teachers do,” she said. “So we’re very honest and we talk about what went well that week (and) what we are still working on. I may be the facilitator of that group, but I have learned just as much from the other teachers as I hope that they have learned from me.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">Zayas also finished a graduate program while teaching remotely this spring. “I'm hoping to not be working 60-hour weeks in a few weeks and to take some more time for me and focus more on self care,” she said. Her teacher support group plans to start reading \"\u003c/span>\u003ca href=\"https://www.onwardthebook.com/start-here/\">\u003cspan style=\"font-weight: 400\">Onward\u003c/span>\u003c/a>\"\u003cspan style=\"font-weight: 400\"> by Elena Aguilar, which focuses on educators’ emotional resilience. “We focus on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">social-emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students, but I don't think that we focused nearly enough on that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55708/when-a-childs-emotions-spike-how-can-a-parent-find-their-best-self\">\u003cspan style=\"font-weight: 400\">SEL for adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Zayas said. “And I'm really excited about getting to do something that I enjoy as a hobby, reading, that I never give myself enough time to do.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">“I really have appreciated and enjoyed the live lessons, whether they've been actual lessons or we've done ‘Fun Friday.’ So it's a whole game hour. All we do is review something we've done throughout that throughout the year, but in game format. They love it. I have more kids that come to that because they get to see each other and they get to play with each other.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would have started live classes sooner because we had a lot more kids coming and engaged with the material once we started doing live lessons. ... But at the same time, it wasn't something I could do because my kids don't have computers. … I would hope that if we're in this situation again or as we prepare for potential other shutdowns or anything else that might occur in the next year, that (district leaders are) a lot more prepared than they were now. Because I don't think it's acceptable that we're one week from school (ending) and we still have kids who never received (devices).”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“At K-12 especially (we were) not ready for anything like this. My biggest takeaway is that I hope that others recognize that we have to be ready for whatever can come at us. And that also means that you need to be supporting not just your students, but your teachers and your employees. Because if this is gonna work, then everybody needs to be OK. Everybody needs to be taken care of emotionally, not just the students and their families, but also all the employees involved.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56074\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430.png\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430.png 1857w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-768x768.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-1020x1020.png 1020w\" sizes=\"(max-width: 200px) 100vw, 200px\">Colby Sharp\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Grade 5 language arts and social studies teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Parma Elementary School\u003cbr>\nParma, Michigan\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan:\u003c/strong>\u003cspan style=\"font-weight: 400\"> Two reading assignments and two writing assignments per week, optional social studies activities, prerecorded video lessons created by Sharp, three live classes per week, no grades for the fourth quarter\u003c/span>\u003c/p>\n\u003cp>\u003cb>On parenting and teaching remotely:\u003c/b>\u003cspan style=\"font-weight: 400\"> “It's pretty crazy. My wife is also a teacher. She's a high school chemistry teacher. And we have five children. Four of them are in school, and one is three. So it's pretty intense. I'd say we have between 30 and 40 Zooms between the two teachers and four kids a week that we're organizing and managing ... So that's been tricky. Today during the Zoom with my students, my 3-year-old was sitting at the table and singing the Power Rangers theme song the entire time. The (students) really enjoy that stuff when the kids drop by or the cats drop by and stop by. It's tricky.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“The beginning of summer is so often an opportunity to spend a little bit of time with your family after running here and there and doing everything. But I've been spending all of my time with my family, so that will be an interesting transition. I plan on getting right to work. I have a stack of professional development books I want to read.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning:\u003c/b>\u003cspan style=\"font-weight: 400\"> Allowing students to unmute their mics and kids chat without an agenda at the start and end of classes was valuable, Sharp said. “I think that's magical to just give kids that time. (Normally) I like to have a bit of a soft start to my school day where kids come in and kind of work on whatever it is they want to work on. Some are drawing. Some are writing. Some are chit-chatting. Some are reading magazines. Just that part, letting them hang out, I think has worked pretty well. Just \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55729/how-will-social-isolation-during-covid-19-affect-our-kids\">\u003cspan style=\"font-weight: 400\">letting them be 10\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” Sharp also said recording his own video lessons rather than relying on pre-existing materials was important. “Kids come to school for a lot of reasons and a big reason is for the teachers. We can't be content with other people just showing videos or why do kids even need to come back to school? So I'm trying to give them me as much as possible.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I think just better practice. Right now I'm so focused on making sure kids are OK that I hope that I can do a better job of making sure that they're still learning the things that they need to learn. ... I really struggled with read-aloud, not having the kids there. So I think I'll talk to some of my teacher friends who have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">\u003cspan style=\"font-weight: 400\">found a lot of success with reading aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> over distance learning. I've just abandoned it. One of the best parts of our days just wasn't working, so I'm trying to figure that out.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeway: \u003c/b>\u003cspan style=\"font-weight: 400\">“My biggest takeaway is that my kids have amazing caregivers. Nobody signed up for this, but everybody stepped up.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56072\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525.jpg 832w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525-768x768.jpg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">LaNesha Tabb\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Kindergarten teacher\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003cspan style=\"font-weight: 400\">Early Learning Center at Mary Castle Elementary School\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\"> Lawrence Township, Indiana\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan:\u003c/strong>\u003cspan style=\"font-weight: 400\"> Lessons shared via \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, emphasis on regular communication with parents, 1-2 virtual classes per week, fourth quarter grades could not be lower than before closures\u003c/span>\u003c/p>\n\u003cp>\u003cb>On the emotional ups and downs during coronavirus closures: \u003c/b>\u003cspan style=\"font-weight: 400\">“It was a rollercoaster,” Tabb said. “Probably about the first two weeks, I was just very scared, very anxious. I kept thinking I was going to see the National Guard roll down the street any minute, and it was freaking me out. I had to really talk to myself and calm myself down.” She eventually loosened up on the schedules she initially created for her family and found a groove with teaching. As summer approached, though, \u003c/span>\u003ca href=\"http://blogs.edweek.org/edweek/campaign-k-12/2020/05/CDC-guidance-reopening-schools-masks-cafeterias-desks.html\">\u003cspan style=\"font-weight: 400\">uncertainty about the fall\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> brought anxiety creeping back. “It's the highs and lows. I'm dealing one day at a time,” Tabb said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">When the pandemic caused them to cancel their 10-year anniversary trip, Tabb and her husband redirected the funds to landscape their backyard. That’s where she intended to be after packing up her school supplies. “I just really plan on making summer feel like summer, because while we've been at home, it's still like you have that mental, ‘I should be doing something, I should be doing something’ feeling,” she said. “So it'll be nice once summer hits, I plan on letting all that go away like it normally does. And just spend a lot of time in that new garden.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">Tabb said that the Seesaw app made it easy to communicate with both parents and kindergarteners. “So they're doing an assignment, they can click a record button and I can listen to them while they're doing the assignments. … I've gotten videos of them reading their sight words or counting to 100 or whatever the assignment was.” Even so, she struggled with the idea of teaching when not all of her students could access learning through technology. “That has been very difficult for me to reconcile, especially when I see all of the amazing things on social media that teachers are doing. I'm thinking, ‘that's so great, but is everybody able to access that? And what is the consequence of that if they can't?’ And that's very bothersome to me.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">Tabb said the remote learning that occurred this spring “was our best stab at doing something literally overnight,” but as school leaders have started to discuss \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55790/what-it-might-look-like-to-safely-reopen-schools\">\u003cspan style=\"font-weight: 400\">staggered schedules\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55878/a-few-schools-reopen-but-remote-learning-could-go-on-for-years-in-u-s\">\u003cspan style=\"font-weight: 400\">other changes for the fall\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she worried about how those plans could affect teacher safety and mental health. “I would hate to see teachers just say, ‘I can't do this. How am I supposed to teach in person but then also manage an entire class online?’ So right now, I'm just being patient and waiting to see what these plans actually look like. And we'll have to just go from there.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“If we didn't think teachers were important before, and need to be supported and need legislation in place that makes sense and funding and things like that, that is my biggest takeaway because all of the sudden the world was able to see, ‘Oh my gosh, without school and teachers, look how many things that affects,’ right? ... And then, you know, just the power of, I don't know, we just took everything for granted. When in our lifetime have we ever had to be like, ‘No, we can't go to school,’ you know? It's difficult.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56073\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243.jpg 965w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243-768x768.jpg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">Larry Ferlazzo\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">High school English, social studies and International Baccalaureate teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Luther Burbank High School\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Sacramento, California\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>:\u003c/strong> Daily 15-30 minute live video classes with English language learners, asynchronous assignments leading up to live project presentations with IB students in small groups\u003c/span>\u003c/p>\n\u003cp>\u003cb>On the energy required for remote teaching:\u003c/b>\u003cspan style=\"font-weight: 400\"> “Good online teaching takes a lot of energy,” Ferlazzo said. “And one of the things that is concerning to me is if we get into a hybrid situation where we have seven students a day in our classes, if you only get one shot at our students each week, it is going to take an incredible amount of energy from teachers because you got one shot with students and you want to be on.” Ferlazzo said two things gave him an advantage for maintaining his energy this spring. First, he anticipated the school closures and spent the week prior in the computer lab preparing students. Second, his own children are grown, so it’s only him and his wife at home. In contrast, he described a recent video call during which another teacher’s child decided to hose his brother off inside the house. “She sort of just put her head in her hands,” Ferlazzo said. “So many teachers are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55544/coronavirus-triple-duty-working-parenting-and-teaching-from-home\">\u003cspan style=\"font-weight: 400\">having to homeschool their kids and teach their students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I just don't know how they're doing it.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“Try to figure out what I'm gonna do next year, as well as take a little bit of a break. My colleague and I have to write a second edition of one of our books, so that's gonna be one of the things we do over the summer. And, as plans progress about \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/05/a_superintendents_thoughts_on_re-opening_schools_in_the_fall.html\">\u003cspan style=\"font-weight: 400\">what the fall looks like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, we've got to start preparing for whatever it may bring. It's one thing to do distance learning when most of the school year is done and you have relationships with all the students. I don't know what that's going to look like in September if we're still doing this and I've got 115 brand new students that I'm meeting online for the first time.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">Ferlazzo anticipated California’s school closures a week ahead of time and planned accordingly. He took both his IB students and his English language learners to the computer lab daily to get familiar with the technology he expected to use. That preparation allowed him to continue instruction without delay when schools did close. “Fortunately, I think what I've done has gone pretty well. It's been a combination of planning and luck. I don't know what percentage of either one,” he said. “It also helped that I use a fair amount and technology in my instruction. Not an extraordinary amount, but enough that this wasn't new.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would have preferred to be able to spend more time with the English language learner newcomers because those are the students — That's one of the vulnerable populations that's going to take the biggest hit from missing these last few months of school. I think most students are going to be fine, right. But \u003c/span>\u003ca href=\"https://hechingerreport.org/teachers-use-high-and-low-tech-means-to-reach-english-language-learners-during-coronavirus-crisis/\">\u003cspan style=\"font-weight: 400\">ELLs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55737/educators-get-creative-to-serve-students-with-disabilities\">\u003cspan style=\"font-weight: 400\">special ed students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and students who face \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55783/homeless-families-face-high-hurdles-home-schooling-their-kids\">\u003cspan style=\"font-weight: 400\">other academic challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they're going to take a hit. So I hope that next year, whatever we do, that we look beyond equality and focus on equity so we can provide extra support to the students who need it the most.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: “\u003c/b>\u003cspan style=\"font-weight: 400\">Without a doubt, the biggest takeaway is that ed tech is not the future. In my EdWeek \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/\">\u003cspan style=\"font-weight: 400\">Classroom Q&A\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> column I've just finished \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/05/students_thoughts_about_online_learning.html\">\u003cspan style=\"font-weight: 400\">a four-part series\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> sharing commentary from students around the country about their experience, and students are just saying, ‘We want to be in a classroom.’ … Admittedly, the online classes are very mixed, I'm sure, and these classes are not ideal online examples of online learning, but no matter what it is, it is not going to replace the caring, the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">social-emotional growth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the academic needs that students are only gonna be able to get from being in the classroom with a teacher.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56076\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629.png\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629.png 1641w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-768x768.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-1020x1020.png 1020w\" sizes=\"(max-width: 200px) 100vw, 200px\">Elizabeth Raff\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Grade 5 Language Arts\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003cspan style=\"font-weight: 400\">Pequea Elementary School\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003cspan style=\"font-weight: 400\">Willow Street, Pennsylvania\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Distance learning plan:\u003c/strong> \u003c/span>\u003cspan style=\"font-weight: 400\">Asynchronous online or paper assignments, weekly virtual meetings for learning games and connection, narrative feedback instead of letter grades\u003c/span>\u003c/p>\n\u003cp>\u003cb>On finding a rhythm and looking for positives: \u003c/b>\u003cspan style=\"font-weight: 400\">“The first couple of weeks and also the transition then into distance learning were some of the hardest ones. A lot of the unknowns or just not knowing how it was actually going to happen gave me a lot of anxiety. But I do feel like I was able to get into a rhythm. And I think rhythm is so important,” Raff said. She and her husband, who is also an educator, kept track of their virtual meetings on a shared white board and tag-teamed watching their son in between. They also made sure to get outdoors to keep their spirits up. “Even though there are moments when I complain about having to have a toddler at home, and I sometimes wish I could just chill and relax, I do feel like I will look back on this time with fond memories that I wouldn't have been able to be with him.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">Raff will be taking courses toward principal certification this summer, as well as boning up on sixth-grade math since she will be teaching a self-contained classroom in the fall. Beyond that, she said, “I'll probably still chase a toddler around. It's weird, I do feel like I'm kind of in summer mode because I'm at home. And it's a weird dynamic. I really feel like it won't feel too different.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">“I feel really lucky for the leadership that I have at Penn Manor. I've heard teachers who are pulling their hair out trying to do live lessons throughout the day and teachers that are having to give hard grades on things, and I feel really blessed that I feel like my district was able to \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1Zw_M9M6KWtcu9GXCCAGDiGqJWRaj9UNcqk7T0CvXZ-k/edit\">\u003cspan style=\"font-weight: 400\">look at it very thoughtfully\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and understand the circumstance and the context of what we're dealing with. … And I do feel like we finally started to get into a routine once we got into the distance learning … in terms of assignments and Google Hangouts, and we would do a weekly check-in. And so my students expected the same thing each week and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">that kind of normalcy was really important\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">Raff said that if she went back in time she would try to deepen relationships among her classes sooner. “Typically, March is when you get to that sweet spot of the school year. ... I would have tried to get that groove going a little bit earlier, because we're just trying to hold on to threads right now.” And if she’d known schools would close for the remainder of the year, she said, “I would have hugged all my students as they left because I won't see them again in the same kind of capacity, especially because they're sixth-graders and moving on to middle school.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“No matter how many cool tech tools you have and how much you can integrate, thoughtfully, technology into dynamic lessons online, that kind of stuff, there's just nothing like the presence of being in person with a group of kids and that learning that takes place there,” Raff said. The experience of the past few months also highlighted the needs of the most vulnerable students, she said. “You could hook up someone's Internet, you can get them the laptop that they need, but if their home life isn't stable, if they don't have the support that they have at home, we are doing a disservice to our students expecting that everybody's on the same playing field in terms of their assignments and the support that they have to get those things done. And so that's been kind of eye opening for me because we think that education is a great equalizer … But when it's forced outside of the classroom it really reminds me that there are still a lot of inequities that need to be matched even back in the classroom, too.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56071\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Juan-Gonzalez-Jr-e1591685125197.jpeg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Juan-Gonzalez-Jr-e1591685125197.jpeg 462w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Juan-Gonzalez-Jr-e1591685125197-160x160.jpeg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">Juan Gonzalez Jr.\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Grade 3 teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Lobit Elementary School\u003cbr>\nDickinson, Texas\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan:\u003c/strong>\u003cspan style=\"font-weight: 400\"> at least one graded assignment per subject per week, 2-3 prerecorded lessons by Gonzalez per week, emphasis on review content, 3-4 office hours per day, one live meeting per week for learning games and connection\u003c/span>\u003c/p>\n\u003cp>\u003cb>On worrying about students who are not connected: \u003c/b>\u003cspan style=\"font-weight: 400\">Prior to COVID-19, Gonzalez did not use technology too much in his classes. Adapting to that in the midst of a pandemic was “a lot,” he said, but he approached it with optimism. Once his school decided to continue grading despite disparities in technology and other aspects of students’ home environment, his emotional state took a dive. “That's when it got really hard, and I started missing the everyday things,” Gonzalez said. “For me, it felt like teaching in the classroom but if five of my kids had to listen from the hallway. And to get over it, people would tell me, ‘Well, you know, focus on the kids who are there, who do have access.’ But I couldn't just focus on them and not think about those who weren’t getting the same.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“I keep thinking that — about what I’ll do once I'm no longer just leaving my computer open and checking my phone constantly and my emails. To be funny, just to be silly, I feel like I just wanna grab all technology and throw it out the window,” said Gonzalez. Typically he travels to professional development and teacher networking events during the summer, but those are all canceled. Since he’s \u003c/span>\u003ca href=\"https://www.aasa.org/SchoolAdministratorArticle.aspx?id=14482\">\u003cspan style=\"font-weight: 400\">looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with his current students, he will use the time to design lessons for fourth grade. “I will hopefully not have to be on the Zoom for a while and then just kind of slowly and ease myself back into prepping for the following year,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">“Learning the digital world, like technology applications and things of that sort, I think it's good that I know those things now. … I think student relationships, parent relationships, those got stronger. But as far as academics, in elementary school where it's such a social time in their life and learning and exploring — to be doing it on a computer, it's just not it.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">Establishing a routine amid the pandemic and a new work reality was hard, Gonzalez said. \u003c/span>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">I would be better about scheduling myself. I found myself doing my lessons late into the night.” He also said that could have given himself more grace. “There was this enormous amount of guilt that I kept holding on to. And I think if you speak to any teachers, they'll tell you the same. I don't know why we do that to ourselves. Because we want our students, no matter who they are, to be successful. We want to be a part of that. And so it was just so hard to not feel powerless in that sense. I think that guilt also held me back from doing my best with what I had.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: “\u003c/b>\u003cspan style=\"font-weight: 400\">Because (teaching) was ripped away from me, I realized how much I really love it. So I'm just excited to get back to that because I miss it so much. And that's just the positive side, but also the not-so-shiny-and-happy side is, with everything that COVID has brought to us, we have unveiled the inequity that exists within schools. And so I hope that we don’t go back and we are the same. I hope that we are more understanding of students and their families and what students are also bringing to schools and going through. Hopefully that discussion stays around. … Those hard discussions sometimes are easier to move away from. So I think for me, I will always be now speaking up on it more because I don't ever want to feel that again of teaching and not being fair to all of our students.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>Teachers from across the country reflect on their experiences teaching during the \u003ca href=\"https://www.kqed.org/mindshift/tag/covid-19\">COVID-19\u003c/a> outbreak. In this post, seven teachers describe the emotional experience of recent months and share some of the successes and challenges of emergency distance learning. Quotes have been edited for length and clarity.\u003c/i>\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"wp-image-56077 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249.png\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249.png 1918w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-768x768.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Jose-Vilson-e1591684336249-1020x1020.png 1020w\" sizes=\"(max-width: 200px) 100vw, 200px\">José Vilson\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Middle school math teacher\u003cbr>\n\u003c/span>Harold O. Levy School \u003c/em>\u003c/p>\n\u003cp>\u003cem>Inwood/Washington Heights, New York City\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan: \u003c/strong>\u003cspan style=\"font-weight: 400\">Online assignments and 5-10 minute prerecorded video lessons created by Vilson, live video meetings with subgroups of students 8-12 times per week, office hours eight times per week\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>On teaching in one of the country’s \u003c/b>\u003ca href=\"https://www.npr.org/sections/health-shots/2020/03/16/816707182/map-tracking-the-spread-of-the-coronavirus-in-the-u-s\">\u003cb>coronavirus epicenters\u003c/b>\u003c/a>\u003cb>: \u003c/b>\u003cspan style=\"font-weight: 400\">“The whole first two months and change, we were hearing about 10 sirens a day. And obviously New York City is a very special place in that respect because of the density of the population, surely. But it can really rack on the brain in a way when you have so many sirens going off and so many things happening around you and the (few) degrees of separation between you and someone who's passed away. ... For me, living in Harlem, which is not too different from Washington Heights, that's kept me closer to the kids than they can imagine. Even though I can't see them every day, I know … what they're going through. I have students whose parents have passed away, whose family members have passed away, whose families also many of them are essential workers. And that's a lot. It's a lot of things going on right now. So we're just trying to manage it day to day.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>How administrative support helped: \u003c/b>\u003cspan style=\"font-weight: 400\">Vilson said his administrators checked in on teacher and student mental health and adjusted plans as needed. “I've been very appreciative of that,” he said. “And it's actually made me want to work harder, to be honest. Like, you mean that you actually care about my wellbeing? OK, great. So I can start when I need to start and I'll work as long as I need to to make up for whatever time I look like I'm missing or whatever. It's that human touch that really had been missing for me for a really long time. This year I finally was able to get it, and that was important.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“I think I'm finally going to take a well earned nap. I haven't been faithful to naps. I'll probably do some bingeing of TV. I'm not a big binger but I can see the value in that. … My family and I are probably going to invest in daily walks. And, you know, we do have parks nearby and they're gonna have some open streets that would be good for us to have. But generally speaking, we understand that staying in is a project that we all have to do together in order to get rid of this virus. So in so far as staying in, we're going to do the majority of that specifically because of this virus. But if you told me, ‘Oh, y'all can go outside now and go to these places,’ oh we'll go ahead and do that. But only when it's safe to do so. And not a minute before.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: “\u003c/b>\u003cspan style=\"font-weight: 400\">I would say about 80 percent of the job is pretty much in rhythm. I'm doing what I can. The assignments are coming together nicely. The scope of sequence of what I would be teaching is coming together pretty well. ... But then the other 20 percent is really about transforming the things (like) live instruction, which I think there's \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">different expectations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> around that depending on who you ask. But we never got a clear explanation as to what that's supposed to look like from any angle, whether it's parents, students, teachers. So without that conversation, it becomes really hard to navigate what the expectation is for everybody.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would just try to be able to map out what videos I'd want to put out there, what content I'd want to teach, what would constitute a big class meeting versus a subgroup meeting. ... I think that's what I would do differently. Obviously, you know, the situation didn't help. We didn't even get a break in the middle of all this. But as it turns out, this is what the job required, right?”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would say, academically, if you were inclined to think about students as human beings who \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/failure\">\u003cspan style=\"font-weight: 400\">deserved chances and grace\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, then this transition isn't as difficult. I respect the conversation about high expectations, not as much about rigor, but high expectations. ... But we are in a situation where our system has not been equipped and has never been equipped to give kids equitable access to the things that we need to fully teach them. And so this period has only exacerbated that. … So I think that's been a big takeaway for me is that I'm blessed that I already had an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-centered-learning\">\u003cspan style=\"font-weight: 400\">orientation around centering children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because it made this transition, not easy in terms of the relationships — I miss kids daily — but I guess the technical parts, like\u003c/span> \u003cspan style=\"font-weight: 400\">what assignments I'm going to give, what am I going to do to facilitate learning, that stuff has been relatively simple.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56070\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605.jpeg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605.jpeg 801w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605-160x160.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605-800x800.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Coral-Zayas-e1591684524605-768x768.jpeg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">Coral Zayas\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Bilingual grade 5 science teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">T.A. Brown Elementary School\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Austin, Texas\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan: \u003c/strong>\u003cspan style=\"font-weight: 400\">Paper packets or online lessons equivalent to 22.5 minutes of work per day with review content only, 2-3 optional live classes per week, grades for completion\u003c/span>\u003c/p>\n\u003cp>\u003cb>On the emotional toll of educational inequities: \u003c/b>\u003cspan style=\"font-weight: 400\">With one week remaining in the school year, many of Zayas’ students still did not have devices or internet access to participate in live classes. Seeing the \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/05/13/enormous-variation-among-state-online-learning-programs.html\">\u003cspan style=\"font-weight: 400\">gap between her district and what was happening elsewhere\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was tough. “It was so hard to watch others get (high quality education) — the same people who always have access to these things,” she said. “I love getting to create creative lessons with technology, but I can connect far more with students who are not mine than my own students. And that is the hardest part because they're my students and I want my students to be able to still see their teacher ... So it has taken a toll. There have been plenty of nights without a lot of sleep.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>How her network helped: \u003c/b>\u003cspan style=\"font-weight: 400\">As a \u003c/span>\u003ca href=\"https://teachplus.org/programs/meet-our-teachers/coral-zayas\">\u003cspan style=\"font-weight: 400\">Teach Plus Ready to Lead Fellow\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Zayas volunteered to facilitate a teacher support group during the pandemic. The group met twice weekly to discuss instructional strategies and \u003c/span>\u003ca href=\"http://www.ascd.org/ascd-express/vol15/num13/5-strategies-for-teacher-self-care.aspx\">\u003cspan style=\"font-weight: 400\">self-care\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “That has been crucial for me, because a lot of times I feel that those who are not teachers do not really understand everything that we do on a daily basis. But teachers do,” she said. “So we’re very honest and we talk about what went well that week (and) what we are still working on. I may be the facilitator of that group, but I have learned just as much from the other teachers as I hope that they have learned from me.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">Zayas also finished a graduate program while teaching remotely this spring. “I'm hoping to not be working 60-hour weeks in a few weeks and to take some more time for me and focus more on self care,” she said. Her teacher support group plans to start reading \"\u003c/span>\u003ca href=\"https://www.onwardthebook.com/start-here/\">\u003cspan style=\"font-weight: 400\">Onward\u003c/span>\u003c/a>\"\u003cspan style=\"font-weight: 400\"> by Elena Aguilar, which focuses on educators’ emotional resilience. “We focus on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">social-emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for students, but I don't think that we focused nearly enough on that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55708/when-a-childs-emotions-spike-how-can-a-parent-find-their-best-self\">\u003cspan style=\"font-weight: 400\">SEL for adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Zayas said. “And I'm really excited about getting to do something that I enjoy as a hobby, reading, that I never give myself enough time to do.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">“I really have appreciated and enjoyed the live lessons, whether they've been actual lessons or we've done ‘Fun Friday.’ So it's a whole game hour. All we do is review something we've done throughout that throughout the year, but in game format. They love it. I have more kids that come to that because they get to see each other and they get to play with each other.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would have started live classes sooner because we had a lot more kids coming and engaged with the material once we started doing live lessons. ... But at the same time, it wasn't something I could do because my kids don't have computers. … I would hope that if we're in this situation again or as we prepare for potential other shutdowns or anything else that might occur in the next year, that (district leaders are) a lot more prepared than they were now. Because I don't think it's acceptable that we're one week from school (ending) and we still have kids who never received (devices).”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“At K-12 especially (we were) not ready for anything like this. My biggest takeaway is that I hope that others recognize that we have to be ready for whatever can come at us. And that also means that you need to be supporting not just your students, but your teachers and your employees. Because if this is gonna work, then everybody needs to be OK. Everybody needs to be taken care of emotionally, not just the students and their families, but also all the employees involved.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56074\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430.png\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430.png 1857w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-768x768.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Colby-Sharp-e1591684629430-1020x1020.png 1020w\" sizes=\"(max-width: 200px) 100vw, 200px\">Colby Sharp\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Grade 5 language arts and social studies teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Parma Elementary School\u003cbr>\nParma, Michigan\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan:\u003c/strong>\u003cspan style=\"font-weight: 400\"> Two reading assignments and two writing assignments per week, optional social studies activities, prerecorded video lessons created by Sharp, three live classes per week, no grades for the fourth quarter\u003c/span>\u003c/p>\n\u003cp>\u003cb>On parenting and teaching remotely:\u003c/b>\u003cspan style=\"font-weight: 400\"> “It's pretty crazy. My wife is also a teacher. She's a high school chemistry teacher. And we have five children. Four of them are in school, and one is three. So it's pretty intense. I'd say we have between 30 and 40 Zooms between the two teachers and four kids a week that we're organizing and managing ... So that's been tricky. Today during the Zoom with my students, my 3-year-old was sitting at the table and singing the Power Rangers theme song the entire time. The (students) really enjoy that stuff when the kids drop by or the cats drop by and stop by. It's tricky.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“The beginning of summer is so often an opportunity to spend a little bit of time with your family after running here and there and doing everything. But I've been spending all of my time with my family, so that will be an interesting transition. I plan on getting right to work. I have a stack of professional development books I want to read.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning:\u003c/b>\u003cspan style=\"font-weight: 400\"> Allowing students to unmute their mics and kids chat without an agenda at the start and end of classes was valuable, Sharp said. “I think that's magical to just give kids that time. (Normally) I like to have a bit of a soft start to my school day where kids come in and kind of work on whatever it is they want to work on. Some are drawing. Some are writing. Some are chit-chatting. Some are reading magazines. Just that part, letting them hang out, I think has worked pretty well. Just \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55729/how-will-social-isolation-during-covid-19-affect-our-kids\">\u003cspan style=\"font-weight: 400\">letting them be 10\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” Sharp also said recording his own video lessons rather than relying on pre-existing materials was important. “Kids come to school for a lot of reasons and a big reason is for the teachers. We can't be content with other people just showing videos or why do kids even need to come back to school? So I'm trying to give them me as much as possible.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I think just better practice. Right now I'm so focused on making sure kids are OK that I hope that I can do a better job of making sure that they're still learning the things that they need to learn. ... I really struggled with read-aloud, not having the kids there. So I think I'll talk to some of my teacher friends who have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">\u003cspan style=\"font-weight: 400\">found a lot of success with reading aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> over distance learning. I've just abandoned it. One of the best parts of our days just wasn't working, so I'm trying to figure that out.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeway: \u003c/b>\u003cspan style=\"font-weight: 400\">“My biggest takeaway is that my kids have amazing caregivers. Nobody signed up for this, but everybody stepped up.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56072\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525.jpg 832w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/LaNesha-Tabb-e1591684714525-768x768.jpg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">LaNesha Tabb\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Kindergarten teacher\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003cspan style=\"font-weight: 400\">Early Learning Center at Mary Castle Elementary School\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\"> Lawrence Township, Indiana\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan:\u003c/strong>\u003cspan style=\"font-weight: 400\"> Lessons shared via \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, emphasis on regular communication with parents, 1-2 virtual classes per week, fourth quarter grades could not be lower than before closures\u003c/span>\u003c/p>\n\u003cp>\u003cb>On the emotional ups and downs during coronavirus closures: \u003c/b>\u003cspan style=\"font-weight: 400\">“It was a rollercoaster,” Tabb said. “Probably about the first two weeks, I was just very scared, very anxious. I kept thinking I was going to see the National Guard roll down the street any minute, and it was freaking me out. I had to really talk to myself and calm myself down.” She eventually loosened up on the schedules she initially created for her family and found a groove with teaching. As summer approached, though, \u003c/span>\u003ca href=\"http://blogs.edweek.org/edweek/campaign-k-12/2020/05/CDC-guidance-reopening-schools-masks-cafeterias-desks.html\">\u003cspan style=\"font-weight: 400\">uncertainty about the fall\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> brought anxiety creeping back. “It's the highs and lows. I'm dealing one day at a time,” Tabb said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">When the pandemic caused them to cancel their 10-year anniversary trip, Tabb and her husband redirected the funds to landscape their backyard. That’s where she intended to be after packing up her school supplies. “I just really plan on making summer feel like summer, because while we've been at home, it's still like you have that mental, ‘I should be doing something, I should be doing something’ feeling,” she said. “So it'll be nice once summer hits, I plan on letting all that go away like it normally does. And just spend a lot of time in that new garden.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">Tabb said that the Seesaw app made it easy to communicate with both parents and kindergarteners. “So they're doing an assignment, they can click a record button and I can listen to them while they're doing the assignments. … I've gotten videos of them reading their sight words or counting to 100 or whatever the assignment was.” Even so, she struggled with the idea of teaching when not all of her students could access learning through technology. “That has been very difficult for me to reconcile, especially when I see all of the amazing things on social media that teachers are doing. I'm thinking, ‘that's so great, but is everybody able to access that? And what is the consequence of that if they can't?’ And that's very bothersome to me.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">Tabb said the remote learning that occurred this spring “was our best stab at doing something literally overnight,” but as school leaders have started to discuss \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55790/what-it-might-look-like-to-safely-reopen-schools\">\u003cspan style=\"font-weight: 400\">staggered schedules\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55878/a-few-schools-reopen-but-remote-learning-could-go-on-for-years-in-u-s\">\u003cspan style=\"font-weight: 400\">other changes for the fall\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she worried about how those plans could affect teacher safety and mental health. “I would hate to see teachers just say, ‘I can't do this. How am I supposed to teach in person but then also manage an entire class online?’ So right now, I'm just being patient and waiting to see what these plans actually look like. And we'll have to just go from there.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“If we didn't think teachers were important before, and need to be supported and need legislation in place that makes sense and funding and things like that, that is my biggest takeaway because all of the sudden the world was able to see, ‘Oh my gosh, without school and teachers, look how many things that affects,’ right? ... And then, you know, just the power of, I don't know, we just took everything for granted. When in our lifetime have we ever had to be like, ‘No, we can't go to school,’ you know? It's difficult.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56073\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243.jpg 965w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Larry-Ferlazzo-e1591684803243-768x768.jpg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">Larry Ferlazzo\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">High school English, social studies and International Baccalaureate teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Luther Burbank High School\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Sacramento, California\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan\u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>:\u003c/strong> Daily 15-30 minute live video classes with English language learners, asynchronous assignments leading up to live project presentations with IB students in small groups\u003c/span>\u003c/p>\n\u003cp>\u003cb>On the energy required for remote teaching:\u003c/b>\u003cspan style=\"font-weight: 400\"> “Good online teaching takes a lot of energy,” Ferlazzo said. “And one of the things that is concerning to me is if we get into a hybrid situation where we have seven students a day in our classes, if you only get one shot at our students each week, it is going to take an incredible amount of energy from teachers because you got one shot with students and you want to be on.” Ferlazzo said two things gave him an advantage for maintaining his energy this spring. First, he anticipated the school closures and spent the week prior in the computer lab preparing students. Second, his own children are grown, so it’s only him and his wife at home. In contrast, he described a recent video call during which another teacher’s child decided to hose his brother off inside the house. “She sort of just put her head in her hands,” Ferlazzo said. “So many teachers are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55544/coronavirus-triple-duty-working-parenting-and-teaching-from-home\">\u003cspan style=\"font-weight: 400\">having to homeschool their kids and teach their students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I just don't know how they're doing it.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“Try to figure out what I'm gonna do next year, as well as take a little bit of a break. My colleague and I have to write a second edition of one of our books, so that's gonna be one of the things we do over the summer. And, as plans progress about \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/05/a_superintendents_thoughts_on_re-opening_schools_in_the_fall.html\">\u003cspan style=\"font-weight: 400\">what the fall looks like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, we've got to start preparing for whatever it may bring. It's one thing to do distance learning when most of the school year is done and you have relationships with all the students. I don't know what that's going to look like in September if we're still doing this and I've got 115 brand new students that I'm meeting online for the first time.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">Ferlazzo anticipated California’s school closures a week ahead of time and planned accordingly. He took both his IB students and his English language learners to the computer lab daily to get familiar with the technology he expected to use. That preparation allowed him to continue instruction without delay when schools did close. “Fortunately, I think what I've done has gone pretty well. It's been a combination of planning and luck. I don't know what percentage of either one,” he said. “It also helped that I use a fair amount and technology in my instruction. Not an extraordinary amount, but enough that this wasn't new.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">“I would have preferred to be able to spend more time with the English language learner newcomers because those are the students — That's one of the vulnerable populations that's going to take the biggest hit from missing these last few months of school. I think most students are going to be fine, right. But \u003c/span>\u003ca href=\"https://hechingerreport.org/teachers-use-high-and-low-tech-means-to-reach-english-language-learners-during-coronavirus-crisis/\">\u003cspan style=\"font-weight: 400\">ELLs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55737/educators-get-creative-to-serve-students-with-disabilities\">\u003cspan style=\"font-weight: 400\">special ed students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and students who face \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55783/homeless-families-face-high-hurdles-home-schooling-their-kids\">\u003cspan style=\"font-weight: 400\">other academic challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they're going to take a hit. So I hope that next year, whatever we do, that we look beyond equality and focus on equity so we can provide extra support to the students who need it the most.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: “\u003c/b>\u003cspan style=\"font-weight: 400\">Without a doubt, the biggest takeaway is that ed tech is not the future. In my EdWeek \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/\">\u003cspan style=\"font-weight: 400\">Classroom Q&A\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> column I've just finished \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/05/students_thoughts_about_online_learning.html\">\u003cspan style=\"font-weight: 400\">a four-part series\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> sharing commentary from students around the country about their experience, and students are just saying, ‘We want to be in a classroom.’ … Admittedly, the online classes are very mixed, I'm sure, and these classes are not ideal online examples of online learning, but no matter what it is, it is not going to replace the caring, the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">social-emotional growth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the academic needs that students are only gonna be able to get from being in the classroom with a teacher.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56076\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629.png\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629.png 1641w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-768x768.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Elizabeth-Raff-e1591684965629-1020x1020.png 1020w\" sizes=\"(max-width: 200px) 100vw, 200px\">Elizabeth Raff\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Grade 5 Language Arts\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003cspan style=\"font-weight: 400\">Pequea Elementary School\u003cbr>\n\u003c/span>\u003c/em>\u003cem>\u003cspan style=\"font-weight: 400\">Willow Street, Pennsylvania\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Distance learning plan:\u003c/strong> \u003c/span>\u003cspan style=\"font-weight: 400\">Asynchronous online or paper assignments, weekly virtual meetings for learning games and connection, narrative feedback instead of letter grades\u003c/span>\u003c/p>\n\u003cp>\u003cb>On finding a rhythm and looking for positives: \u003c/b>\u003cspan style=\"font-weight: 400\">“The first couple of weeks and also the transition then into distance learning were some of the hardest ones. A lot of the unknowns or just not knowing how it was actually going to happen gave me a lot of anxiety. But I do feel like I was able to get into a rhythm. And I think rhythm is so important,” Raff said. She and her husband, who is also an educator, kept track of their virtual meetings on a shared white board and tag-teamed watching their son in between. They also made sure to get outdoors to keep their spirits up. “Even though there are moments when I complain about having to have a toddler at home, and I sometimes wish I could just chill and relax, I do feel like I will look back on this time with fond memories that I wouldn't have been able to be with him.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">Raff will be taking courses toward principal certification this summer, as well as boning up on sixth-grade math since she will be teaching a self-contained classroom in the fall. Beyond that, she said, “I'll probably still chase a toddler around. It's weird, I do feel like I'm kind of in summer mode because I'm at home. And it's a weird dynamic. I really feel like it won't feel too different.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">“I feel really lucky for the leadership that I have at Penn Manor. I've heard teachers who are pulling their hair out trying to do live lessons throughout the day and teachers that are having to give hard grades on things, and I feel really blessed that I feel like my district was able to \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1Zw_M9M6KWtcu9GXCCAGDiGqJWRaj9UNcqk7T0CvXZ-k/edit\">\u003cspan style=\"font-weight: 400\">look at it very thoughtfully\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and understand the circumstance and the context of what we're dealing with. … And I do feel like we finally started to get into a routine once we got into the distance learning … in terms of assignments and Google Hangouts, and we would do a weekly check-in. And so my students expected the same thing each week and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">that kind of normalcy was really important\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What she would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">Raff said that if she went back in time she would try to deepen relationships among her classes sooner. “Typically, March is when you get to that sweet spot of the school year. ... I would have tried to get that groove going a little bit earlier, because we're just trying to hold on to threads right now.” And if she’d known schools would close for the remainder of the year, she said, “I would have hugged all my students as they left because I won't see them again in the same kind of capacity, especially because they're sixth-graders and moving on to middle school.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: \u003c/b>\u003cspan style=\"font-weight: 400\">“No matter how many cool tech tools you have and how much you can integrate, thoughtfully, technology into dynamic lessons online, that kind of stuff, there's just nothing like the presence of being in person with a group of kids and that learning that takes place there,” Raff said. The experience of the past few months also highlighted the needs of the most vulnerable students, she said. “You could hook up someone's Internet, you can get them the laptop that they need, but if their home life isn't stable, if they don't have the support that they have at home, we are doing a disservice to our students expecting that everybody's on the same playing field in terms of their assignments and the support that they have to get those things done. And so that's been kind of eye opening for me because we think that education is a great equalizer … But when it's forced outside of the classroom it really reminds me that there are still a lot of inequities that need to be matched even back in the classroom, too.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>\u003cimg class=\"alignleft wp-image-56071\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Juan-Gonzalez-Jr-e1591685125197.jpeg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/Juan-Gonzalez-Jr-e1591685125197.jpeg 462w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/Juan-Gonzalez-Jr-e1591685125197-160x160.jpeg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">Juan Gonzalez Jr.\u003c/b>\u003c/h2>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Grade 3 teacher\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Lobit Elementary School\u003cbr>\nDickinson, Texas\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Distance learning plan:\u003c/strong>\u003cspan style=\"font-weight: 400\"> at least one graded assignment per subject per week, 2-3 prerecorded lessons by Gonzalez per week, emphasis on review content, 3-4 office hours per day, one live meeting per week for learning games and connection\u003c/span>\u003c/p>\n\u003cp>\u003cb>On worrying about students who are not connected: \u003c/b>\u003cspan style=\"font-weight: 400\">Prior to COVID-19, Gonzalez did not use technology too much in his classes. Adapting to that in the midst of a pandemic was “a lot,” he said, but he approached it with optimism. Once his school decided to continue grading despite disparities in technology and other aspects of students’ home environment, his emotional state took a dive. “That's when it got really hard, and I started missing the everyday things,” Gonzalez said. “For me, it felt like teaching in the classroom but if five of my kids had to listen from the hallway. And to get over it, people would tell me, ‘Well, you know, focus on the kids who are there, who do have access.’ But I couldn't just focus on them and not think about those who weren’t getting the same.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he’ll do when school ends: \u003c/b>\u003cspan style=\"font-weight: 400\">“I keep thinking that — about what I’ll do once I'm no longer just leaving my computer open and checking my phone constantly and my emails. To be funny, just to be silly, I feel like I just wanna grab all technology and throw it out the window,” said Gonzalez. Typically he travels to professional development and teacher networking events during the summer, but those are all canceled. Since he’s \u003c/span>\u003ca href=\"https://www.aasa.org/SchoolAdministratorArticle.aspx?id=14482\">\u003cspan style=\"font-weight: 400\">looping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with his current students, he will use the time to design lessons for fourth grade. “I will hopefully not have to be on the Zoom for a while and then just kind of slowly and ease myself back into prepping for the following year,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>What went well during distance learning: \u003c/b>\u003cspan style=\"font-weight: 400\">“Learning the digital world, like technology applications and things of that sort, I think it's good that I know those things now. … I think student relationships, parent relationships, those got stronger. But as far as academics, in elementary school where it's such a social time in their life and learning and exploring — to be doing it on a computer, it's just not it.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>What he would do differently: \u003c/b>\u003cspan style=\"font-weight: 400\">Establishing a routine amid the pandemic and a new work reality was hard, Gonzalez said. \u003c/span>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">I would be better about scheduling myself. I found myself doing my lessons late into the night.” He also said that could have given himself more grace. “There was this enormous amount of guilt that I kept holding on to. And I think if you speak to any teachers, they'll tell you the same. I don't know why we do that to ourselves. Because we want our students, no matter who they are, to be successful. We want to be a part of that. And so it was just so hard to not feel powerless in that sense. I think that guilt also held me back from doing my best with what I had.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Biggest takeaway: “\u003c/b>\u003cspan style=\"font-weight: 400\">Because (teaching) was ripped away from me, I realized how much I really love it. So I'm just excited to get back to that because I miss it so much. And that's just the positive side, but also the not-so-shiny-and-happy side is, with everything that COVID has brought to us, we have unveiled the inequity that exists within schools. And so I hope that we don’t go back and we are the same. I hope that we are more understanding of students and their families and what students are also bringing to schools and going through. Hopefully that discussion stays around. … Those hard discussions sometimes are easier to move away from. So I think for me, I will always be now speaking up on it more because I don't ever want to feel that again of teaching and not being fair to all of our students.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Protests against the violent deaths of George Floyd, Breonna Taylor, Ahmaud Arbery and others are emboldening and expanding the movement to fight racism. But to make progress, many of us may need to adjust our thinking — and our actions. We talked to several African American and Hispanic psychologists and leaders for strategies to fight racism.\u003c/p>\n\u003cp>You know that old adage: \"Don't talk about race and politics at the dinner table. Well, we've got to get out of that,\" says \u003ca href=\"https://medicine.umich.edu/dept/psychiatry/polly-gipson-phd\">Polly Gipson, \u003c/a>a clinical psychologist and associate professor of psychiatry at Michigan Medicine, University of Michigan.\u003c/p>\n\u003cp>And while many African Americans have \u003ca href=\"https://www.npr.org/sections/codeswitch/2014/09/05/345891814/whats-your-take-on-nprthetalk\">\u003cem>the talk\u003c/em>\u003c/a> with their kids about how to avoid altercations with the police or what to say if they are stopped, it's important for \u003ca href=\"https://podcasts.apple.com/us/podcast/how-white-parents-can-talk-to-their-kids-about-race/id1454009140?i=1000476760260\">white parents t\u003c/a>o talk to their kids about racism too.\u003c/p>\n\u003cp>\"Yes. It's uncomfortable,\" Gipson says. \"But we can't avoid things that are uncomfortable — because this is part of the problem of why we're not as far along as we should be,\" in eliminating racial injustices. And the more people who join the conversation, the better.\u003c/p>\n\u003cp>\"A lot of people of color are tired. We're tired of being the unseen and misunderstood,\" says \u003ca href=\"https://www.feinberg.northwestern.edu/faculty-profiles/az/profile.html?xid=22859\">Inger E Burnett-Zeigler,\u003c/a> a psychologist and associate professor at the Feinberg School of Medicine at Northwestern University. She'd like to see more voices at the table.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I think it's important for everyone, regardless of race, to ask, 'What is my role in this system?' \" she says. Ask yourself, 'Have I been a passive bystander, and how can I change that?'\u003c/p>\n\u003cp>\"Perhaps it's simply speaking up in situations where you may have been disinclined to speak up before,\" Burnett-Zeigler says.\u003c/p>\n\u003cp>These tragic events of recent weeks can also create an opportunity, because people are fired up. Given all the anger and frustration, experts say there are strategies to channel these emotions into action.\u003c/p>\n\u003cp>\u003cstrong>1. Listen To People Closest To You, And To People Of Other Races\u003c/strong>\u003c/p>\n\u003cp>Whether it's your work colleagues, teammates, your children or extended family, one way to change hearts and minds is to listen. When we stop talking and start listening, we validate others' feelings and emotions. And, we may find opportunities to educate.\u003c/p>\n\u003cp>For instance, \"People will say, my kids don't see color, and kind of wear that as a badge of honor,\" says psychologist Gipson. But if a white person says this to a black person, it can be offensive. And, though it may be well-intended, the idea that people are colorblind is false.\u003c/p>\n\u003cp>\"All kids, even infants, discern differences in race,\" Gipson says. \"It also invalidates people of color who have a 'lived experience' that is not like their white counterparts,\" she explains. People don't want important parts of their identity to be erased, they want to be recognized and respected for the entirety of their person.\u003c/p>\n\u003cp>\u003cstrong>2. Use Your Voice In Your Community And Work Place\u003c/strong>\u003c/p>\n\u003cp>We don't all have the audience that \u003ca href=\"https://www.npr.org/2020/06/02/867288987/sports-figures-add-their-voices-to-those-of-angry-protesters\">sports figures\u003c/a> have when they speak out against racism, but we all have a voice.\u003c/p>\n\u003cp>For instance, millions of people \u003ca href=\"https://act.colorofchange.org/sign/justiceforfloyd_george_floyd_minneapolis\">signed a petition\u003c/a> posted by \u003ca href=\"https://colorofchange.org/\">Color of Change\u003c/a>, one of the nation's leading racial justice organizations, demanding charges against the officers involved in the death of George Floyd.\u003c/p>\n\u003cp>At the local level, identify a policy that disproportionately affects people of color. Pick an issue in your community — whether it's access to healthy food, school boundaries, or bail reform.\u003c/p>\n\u003cp>Rian Finney, 17, grew up hearing gunshots from his bedroom window, and he witnessed the aftermath of the unrest following the death of \u003ca href=\"https://www.npr.org/2020/06/03/868565590/from-freddie-gray-to-george-floyd-wes-moore-says-its-time-to-change-the-systems\">Freddie Gray\u003c/a> in Baltimore in 2015.\u003c/p>\n\u003cp>\"If I don't speak up and do something, who will?\" Finney asks.\u003c/p>\n\u003cp>He's now involved with several youth organizations, including \u003ca href=\"https://www.facebook.com/GKMC2018/\">GoodKids MadCity\u003c/a> and \u003ca href=\"https://baltimoreceasefire.com/\">Baltimore Ceasefire\u003c/a>, which recruits\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScRqxzkFvgzdWh7hPxqxpeCPJdqPU9QDvkmlXuo0tpUXaqoBw/viewform\"> youth ambassadors\u003c/a> to help raise awareness of gun violence. It has always been young people who push the civil rights movement forward, Finney points out.\u003c/p>\n\u003cp>And for adults, \"look at your specific position and reflect on what power you might have to shift change to promote diversity and equity,\" \u003ca href=\"https://www.feinberg.northwestern.edu/faculty-profiles/az/profile.html?xid=22859\">Burnett-Zeigler\u003c/a> says. If you're a manager, have you promoted or hired people of color? If you're a teacher, have you incorporated messages of racial diversity and civil rights into your curriculum?\u003c/p>\n\u003cp>\u003cstrong>3. Give Your Time\u003c/strong>\u003c/p>\n\u003cp>If you've thought about signing up to be a tutor or mentor, now's the time to do it.\u003c/p>\n\u003cp>\"Tutoring is a great example, mentoring is a great example,\" Burnett-Zeigler says. \"These are ways you can use your personal influence in private ways for good.\"\u003c/p>\n\u003cp>If you're looking for a way to get started, check out the many national civil rights organizations \u003cstrong>--\u003c/strong> or find a local, grass-roots group, says \u003ca href=\"https://www.unidosus.org/about-us/president-and-ceo/\">Janet Murguia,\u003c/a> president and CEO of\u003ca href=\"https://www.unidosus.org/\"> UnidosUS,\u003c/a> a group that aims to empower Latinos to make change.\u003c/p>\n\u003cp>\"We've partnered with organizations like \u003ca href=\"https://colorofchange.org/\">Color of Change\u003c/a>, \u003ca href=\"https://nul.org/\">National Urban League\u003c/a>, \u003ca href=\"https://blacklivesmatter.com/\">Black Lives Matter\u003c/a> and \u003ca href=\"https://www.raceforward.org/\">Race Forward\u003c/a>, [which] are all doing incredible work in this space,\" Murguia says.\u003c/p>\n\u003cp>For instance, Race Forward offers interactive racial justice \u003ca href=\"https://www.raceforward.org/trainings\">training courses\u003c/a> and classes. And she points to the race and healing collaborative supported by the Kellogg Foundation, which sponsors an annual \u003ca href=\"https://healourcommunities.org/\">National Day of Racial Healing\u003c/a> event.\u003c/p>\n\u003cp>\u003cstrong>4. Speak Up By Using Your Creative Talents\u003c/strong>\u003c/p>\n\u003cp>\"There are so many ways young people can use their talent and gifts,\" says \u003ca href=\"https://medicine.umich.edu/dept/psychiatry/polly-gipson-phd\">Gipson\u003c/a>. On social media, we see examples of artists, from painters to jewelry makers, selling their wares and giving proceeds to an organization pushing for change.\u003c/p>\n\u003cp>\"I love that idea,\" says \u003ca href=\"https://health.uconn.edu/health-disparities/wizdom-powell-ph-d/\">Wizdom Powell\u003c/a>, a psychologist and associate professor who directs the Health Disparities Institute at the University of Connecticut.\u003c/p>\n\u003cp>\"The idea here is to leverage your gifts and leverage your privilege, because we all have some of that,\" Powell says. She points to an \u003ca href=\"https://health.uconn.edu/health-disparities/2018-visualizing-health-equity-contest-winners-gallery/\">art competition\u003c/a> that her institute organizes around visualizing health disparities. Art can play a role in healing and activism for health equity and social justice, she says.\u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-56065 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/next-in-line-andre-rochester_custom-b6d75f4771b468361c165aa632a2afe9c943c1f6.jpg\" alt=\"\" width=\"200\" height=\"133\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/next-in-line-andre-rochester_custom-b6d75f4771b468361c165aa632a2afe9c943c1f6.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/next-in-line-andre-rochester_custom-b6d75f4771b468361c165aa632a2afe9c943c1f6-160x106.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/p>\n\u003cp>\"The arts have long been a vital and important way to process emotions, especially difficult ones, into something tangible,\" says \u003ca href=\"https://artandhealing.org/unloneliness-with-jeremy-nobel/\">Jeremy Nobel\u003c/a>, a physician who founded the \u003ca href=\"https://artandhealing.org/\">Foundation for Art and Healing\u003c/a>. \"Expressive artifacts that make sense of the moment, bear witness and catalyze change.\"\u003c/p>\n\u003cp>In times of distress, people can use art to access and communicate difficult thoughts and feelings, especially ones that are hard to talk about,\" Nobel says. \"[Art] offers a unique and powerful way to speak up, be heard, and be witnessed.\"\u003c/p>\n\u003cp>\u003cstrong>5. Self-Care Is Important\u003c/strong>\u003c/p>\n\u003cp>For people who are reeling from the recent spate of deaths and racial trauma, it can feel overwhelming, says \u003ca href=\"https://profiles.howard.edu/profile/46356/gishawn-mance\">GiShawn Mance\u003c/a>, a psychologist at Howard University. She says, she feels it personally.\u003c/p>\n\u003cp>She leads healing circles, which can help people connect and grieve. She also facilitates \u003ca href=\"https://oscr.umich.edu/article/restorative-justice-circles\">restorative justice circles\u003c/a> — which aim to bring people who are trying to settle a conflict together.\u003c/p>\n\u003cp>But Mance says, in recent days she's needed to take some time for herself. \"It's been hard to concentrate on work,\" she says. In addition to the national unrest and the COVID-19 epidemic, which has hit communities of color the hardest, she is pregnant and a close friend recently died. \"It's a lot, and there have been tears,\" she says.\u003c/p>\n\u003cp>This is a traumatic and stressful time especially for African Americans and people of color. \"People put a lot of pressure on themselves to \u003cem>act\u003c/em> or do something in \u003cem>this\u003c/em> moment,\" Mance says. So, her advice is this: \"The fight for equity and justice is an ongoing effort; thus, do not put pressure on yourself to act or do something in \u003cem>this \u003c/em>moment.\" And she says, \"I'm particularly talking to people of color and black people who are experiencing this.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"It is difficult to help others when you are not OK,\" she says. So, though self-care strategies will vary, take care of yourself and your mental health first, she says. Then \"you can move forward in action to help others.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Beyond+Protests%3A+5+More+Ways+To+Channel+Anger+Into+Action+To+Fight+Racism&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Protests against the violent deaths of George Floyd, Breonna Taylor, Ahmaud Arbery and others are emboldening and expanding the movement to fight racism. But to make progress, many of us may need to adjust our thinking — and our actions. We talked to several African American and Hispanic psychologists and leaders for strategies to fight racism.\u003c/p>\n\u003cp>You know that old adage: \"Don't talk about race and politics at the dinner table. Well, we've got to get out of that,\" says \u003ca href=\"https://medicine.umich.edu/dept/psychiatry/polly-gipson-phd\">Polly Gipson, \u003c/a>a clinical psychologist and associate professor of psychiatry at Michigan Medicine, University of Michigan.\u003c/p>\n\u003cp>And while many African Americans have \u003ca href=\"https://www.npr.org/sections/codeswitch/2014/09/05/345891814/whats-your-take-on-nprthetalk\">\u003cem>the talk\u003c/em>\u003c/a> with their kids about how to avoid altercations with the police or what to say if they are stopped, it's important for \u003ca href=\"https://podcasts.apple.com/us/podcast/how-white-parents-can-talk-to-their-kids-about-race/id1454009140?i=1000476760260\">white parents t\u003c/a>o talk to their kids about racism too.\u003c/p>\n\u003cp>\"Yes. It's uncomfortable,\" Gipson says. \"But we can't avoid things that are uncomfortable — because this is part of the problem of why we're not as far along as we should be,\" in eliminating racial injustices. And the more people who join the conversation, the better.\u003c/p>\n\u003cp>\"A lot of people of color are tired. We're tired of being the unseen and misunderstood,\" says \u003ca href=\"https://www.feinberg.northwestern.edu/faculty-profiles/az/profile.html?xid=22859\">Inger E Burnett-Zeigler,\u003c/a> a psychologist and associate professor at the Feinberg School of Medicine at Northwestern University. She'd like to see more voices at the table.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I think it's important for everyone, regardless of race, to ask, 'What is my role in this system?' \" she says. Ask yourself, 'Have I been a passive bystander, and how can I change that?'\u003c/p>\n\u003cp>\"Perhaps it's simply speaking up in situations where you may have been disinclined to speak up before,\" Burnett-Zeigler says.\u003c/p>\n\u003cp>These tragic events of recent weeks can also create an opportunity, because people are fired up. Given all the anger and frustration, experts say there are strategies to channel these emotions into action.\u003c/p>\n\u003cp>\u003cstrong>1. Listen To People Closest To You, And To People Of Other Races\u003c/strong>\u003c/p>\n\u003cp>Whether it's your work colleagues, teammates, your children or extended family, one way to change hearts and minds is to listen. When we stop talking and start listening, we validate others' feelings and emotions. And, we may find opportunities to educate.\u003c/p>\n\u003cp>For instance, \"People will say, my kids don't see color, and kind of wear that as a badge of honor,\" says psychologist Gipson. But if a white person says this to a black person, it can be offensive. And, though it may be well-intended, the idea that people are colorblind is false.\u003c/p>\n\u003cp>\"All kids, even infants, discern differences in race,\" Gipson says. \"It also invalidates people of color who have a 'lived experience' that is not like their white counterparts,\" she explains. People don't want important parts of their identity to be erased, they want to be recognized and respected for the entirety of their person.\u003c/p>\n\u003cp>\u003cstrong>2. Use Your Voice In Your Community And Work Place\u003c/strong>\u003c/p>\n\u003cp>We don't all have the audience that \u003ca href=\"https://www.npr.org/2020/06/02/867288987/sports-figures-add-their-voices-to-those-of-angry-protesters\">sports figures\u003c/a> have when they speak out against racism, but we all have a voice.\u003c/p>\n\u003cp>For instance, millions of people \u003ca href=\"https://act.colorofchange.org/sign/justiceforfloyd_george_floyd_minneapolis\">signed a petition\u003c/a> posted by \u003ca href=\"https://colorofchange.org/\">Color of Change\u003c/a>, one of the nation's leading racial justice organizations, demanding charges against the officers involved in the death of George Floyd.\u003c/p>\n\u003cp>At the local level, identify a policy that disproportionately affects people of color. Pick an issue in your community — whether it's access to healthy food, school boundaries, or bail reform.\u003c/p>\n\u003cp>Rian Finney, 17, grew up hearing gunshots from his bedroom window, and he witnessed the aftermath of the unrest following the death of \u003ca href=\"https://www.npr.org/2020/06/03/868565590/from-freddie-gray-to-george-floyd-wes-moore-says-its-time-to-change-the-systems\">Freddie Gray\u003c/a> in Baltimore in 2015.\u003c/p>\n\u003cp>\"If I don't speak up and do something, who will?\" Finney asks.\u003c/p>\n\u003cp>He's now involved with several youth organizations, including \u003ca href=\"https://www.facebook.com/GKMC2018/\">GoodKids MadCity\u003c/a> and \u003ca href=\"https://baltimoreceasefire.com/\">Baltimore Ceasefire\u003c/a>, which recruits\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScRqxzkFvgzdWh7hPxqxpeCPJdqPU9QDvkmlXuo0tpUXaqoBw/viewform\"> youth ambassadors\u003c/a> to help raise awareness of gun violence. It has always been young people who push the civil rights movement forward, Finney points out.\u003c/p>\n\u003cp>And for adults, \"look at your specific position and reflect on what power you might have to shift change to promote diversity and equity,\" \u003ca href=\"https://www.feinberg.northwestern.edu/faculty-profiles/az/profile.html?xid=22859\">Burnett-Zeigler\u003c/a> says. If you're a manager, have you promoted or hired people of color? If you're a teacher, have you incorporated messages of racial diversity and civil rights into your curriculum?\u003c/p>\n\u003cp>\u003cstrong>3. Give Your Time\u003c/strong>\u003c/p>\n\u003cp>If you've thought about signing up to be a tutor or mentor, now's the time to do it.\u003c/p>\n\u003cp>\"Tutoring is a great example, mentoring is a great example,\" Burnett-Zeigler says. \"These are ways you can use your personal influence in private ways for good.\"\u003c/p>\n\u003cp>If you're looking for a way to get started, check out the many national civil rights organizations \u003cstrong>--\u003c/strong> or find a local, grass-roots group, says \u003ca href=\"https://www.unidosus.org/about-us/president-and-ceo/\">Janet Murguia,\u003c/a> president and CEO of\u003ca href=\"https://www.unidosus.org/\"> UnidosUS,\u003c/a> a group that aims to empower Latinos to make change.\u003c/p>\n\u003cp>\"We've partnered with organizations like \u003ca href=\"https://colorofchange.org/\">Color of Change\u003c/a>, \u003ca href=\"https://nul.org/\">National Urban League\u003c/a>, \u003ca href=\"https://blacklivesmatter.com/\">Black Lives Matter\u003c/a> and \u003ca href=\"https://www.raceforward.org/\">Race Forward\u003c/a>, [which] are all doing incredible work in this space,\" Murguia says.\u003c/p>\n\u003cp>For instance, Race Forward offers interactive racial justice \u003ca href=\"https://www.raceforward.org/trainings\">training courses\u003c/a> and classes. And she points to the race and healing collaborative supported by the Kellogg Foundation, which sponsors an annual \u003ca href=\"https://healourcommunities.org/\">National Day of Racial Healing\u003c/a> event.\u003c/p>\n\u003cp>\u003cstrong>4. Speak Up By Using Your Creative Talents\u003c/strong>\u003c/p>\n\u003cp>\"There are so many ways young people can use their talent and gifts,\" says \u003ca href=\"https://medicine.umich.edu/dept/psychiatry/polly-gipson-phd\">Gipson\u003c/a>. On social media, we see examples of artists, from painters to jewelry makers, selling their wares and giving proceeds to an organization pushing for change.\u003c/p>\n\u003cp>\"I love that idea,\" says \u003ca href=\"https://health.uconn.edu/health-disparities/wizdom-powell-ph-d/\">Wizdom Powell\u003c/a>, a psychologist and associate professor who directs the Health Disparities Institute at the University of Connecticut.\u003c/p>\n\u003cp>\"The idea here is to leverage your gifts and leverage your privilege, because we all have some of that,\" Powell says. She points to an \u003ca href=\"https://health.uconn.edu/health-disparities/2018-visualizing-health-equity-contest-winners-gallery/\">art competition\u003c/a> that her institute organizes around visualizing health disparities. Art can play a role in healing and activism for health equity and social justice, she says.\u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-56065 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/next-in-line-andre-rochester_custom-b6d75f4771b468361c165aa632a2afe9c943c1f6.jpg\" alt=\"\" width=\"200\" height=\"133\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/next-in-line-andre-rochester_custom-b6d75f4771b468361c165aa632a2afe9c943c1f6.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/next-in-line-andre-rochester_custom-b6d75f4771b468361c165aa632a2afe9c943c1f6-160x106.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/p>\n\u003cp>\"The arts have long been a vital and important way to process emotions, especially difficult ones, into something tangible,\" says \u003ca href=\"https://artandhealing.org/unloneliness-with-jeremy-nobel/\">Jeremy Nobel\u003c/a>, a physician who founded the \u003ca href=\"https://artandhealing.org/\">Foundation for Art and Healing\u003c/a>. \"Expressive artifacts that make sense of the moment, bear witness and catalyze change.\"\u003c/p>\n\u003cp>In times of distress, people can use art to access and communicate difficult thoughts and feelings, especially ones that are hard to talk about,\" Nobel says. \"[Art] offers a unique and powerful way to speak up, be heard, and be witnessed.\"\u003c/p>\n\u003cp>\u003cstrong>5. Self-Care Is Important\u003c/strong>\u003c/p>\n\u003cp>For people who are reeling from the recent spate of deaths and racial trauma, it can feel overwhelming, says \u003ca href=\"https://profiles.howard.edu/profile/46356/gishawn-mance\">GiShawn Mance\u003c/a>, a psychologist at Howard University. She says, she feels it personally.\u003c/p>\n\u003cp>She leads healing circles, which can help people connect and grieve. She also facilitates \u003ca href=\"https://oscr.umich.edu/article/restorative-justice-circles\">restorative justice circles\u003c/a> — which aim to bring people who are trying to settle a conflict together.\u003c/p>\n\u003cp>But Mance says, in recent days she's needed to take some time for herself. \"It's been hard to concentrate on work,\" she says. In addition to the national unrest and the COVID-19 epidemic, which has hit communities of color the hardest, she is pregnant and a close friend recently died. \"It's a lot, and there have been tears,\" she says.\u003c/p>\n\u003cp>This is a traumatic and stressful time especially for African Americans and people of color. \"People put a lot of pressure on themselves to \u003cem>act\u003c/em> or do something in \u003cem>this\u003c/em> moment,\" Mance says. So, her advice is this: \"The fight for equity and justice is an ongoing effort; thus, do not put pressure on yourself to act or do something in \u003cem>this \u003c/em>moment.\" And she says, \"I'm particularly talking to people of color and black people who are experiencing this.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp class=\"c-page-title\">\u003cem>\u003ca href=\"https://ny.chalkbeat.org/2020/6/2/21278658/george-floyd-nyc-schools-protest\">Here’s how NYC students and teachers are making sense of George Floyd’s killing\u003c/a> was originally published by Chalkbeat, a nonprofit news organization covering public education. Sign up for their newsletters \u003c/em>\u003ca href=\"http://ckbe.at/newsletters\">\u003cem>here.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003ctime>Jun 2, 8:03pm EDT\u003c/time>\u003c/p>\n\u003cp>Remote learning has been tough on 16-year-old Tai Muñoz. The freshman at Brooklyn’s Sunset Park High School, who strongly prefers hands-on instruction and is struggling with depression, has been mostly out of contact with school staff.\u003c/p>\n\u003cp>But after George Floyd was \u003ca href=\"https://www.nytimes.com/article/george-floyd-autopsy-michael-baden.html\">killed in Minneapolis police custody\u003c/a>, Tai felt compelled to reach out to a trusted teacher.\u003c/p>\n\u003cp>“Hello, I know this is very out of the blue, but it needs to be said. If possible, can you please shed light on the recent death of George Floyd?” Tai wrote in an email to Abbey Kornhauser, their advisor and social studies teacher.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many students and educators across the five boroughs were already dealing with the trauma of illness ravaging their communities and the isolation of being \u003ca href=\"https://ny.chalkbeat.org/2020/4/17/21230495/grades-attendance-devices-what-you-need-to-know-about-remote-learning-in-nyc\">forced out of school buildings\u003c/a> due to the coronavirus pandemic.\u003c/p>\n\u003cp>Now, while apart from their school communities, they’re trying to make sense of Floyd’s death and other recent \u003ca href=\"https://www.nytimes.com/article/breonna-taylor-police.html\">police killings\u003c/a> of black people that have sparked protests and an 8 p.m. curfew in New York City through June 7. New York City’s \u003ca href=\"https://gothamist.com/news/protesters-march-during-nycs-first-curfew-decades-looting-continues-despite-police-increase\">protests\u003c/a> have largely been peaceful but have also resulted in some violent clashes between police and protestors, hundreds of arrests, and incidents of looting.\u003c/p>\n\u003cp>Students and educators alike are struggling with how to reckon with what’s happening and have important, but difficult conversations about race and violence.\u003c/p>\n\u003cp>Not only is it a challenge to have these conversations remotely, but it’s difficult to process what’s happening on the city streets as some students, as well as educators, are unable to participate in the protests because of fears of possible health risks. Others who are protesting remain isolated from support systems at their schools.\u003c/p>\n\u003cp>Here are stories from educators and students about how they’re trying to meet this moment.\u003c/p>\n\u003ch3>\u003cstrong>‘Don’t give us just a worksheet’\u003c/strong>\u003c/h3>\n\u003cp>Kornhauser was still processing the recent news and unrest when she received the request from Tai, which came as a surprise after a prolonged silence from the student. She had planned to create lessons about the recent unrest but Tai’s email sped things up, she said.\u003c/p>\n\u003cp>It was “kind of overwhelming” to find a way in, “especially as a white educator. You don’t want to be someone posting traumatizing videos of black and brown people being killed, so it’s a fine line,” she said.\u003c/p>\n\u003cp>Since last Thursday, Kornhauser has asked students in her advisory period to talk about what they’ve seen, what they’ve heard, and what questions they have. Some students said they’ve seen many images of looting, while others have talked about concerns about police harassing protesters.\u003c/p>\n\u003cfigure>\u003cimg class=\"alignright\" src=\"https://cdn.vox-cdn.com/uploads/chorus_asset/file/20015406/abbey_kornhauser.jpg\">\u003cfigcaption>Abbey Kornhauser, social studies teacher at Sunset Park High School\u003c/figcaption>\u003c/figure>\n\u003cp>“What I want to do is [provide] the definition of what is looting, what is a riot [and] poke some holes in some of our mainstream understandings of protest,” Kornhauser said.\u003c/p>\n\u003cp>“I want to offer a counter-narrative to a lot of the images of the demonization of protestors, particularly black and brown protestors.”\u003c/p>\n\u003cp>Tai, who is Puerto Rican and uses they/their pronouns, said they are passionate about civil rights issues and the Black Lives Matter movement. Some of Tai’s awareness comes from stories their father told of growing up in New York City and being searched by police officers on the street. They wanted to attend protests, but their parents believe it’s too dangerous for safety and public health reasons amid the coronavirus. That’s why Tai turned to Kornhauser.\u003c/p>\n\u003cp>“I want people to see what is happening,” Tai said in an interview. “I want people to understand it. I want to be very much in the loop of what’s happening, and I feel like if a lot of young people start talking about it, then our new generation can help more than all the people before us.”\u003c/p>\n\u003cfigure>\u003cimg class=\"alignright\" src=\"https://cdn.vox-cdn.com/uploads/chorus_asset/file/20015409/Image_from_iOS.jpg\">Courtesy of Tai Muñoz\u003cfigcaption>Sunset Park High School student Tai Muñoz\u003c/figcaption>\u003c/figure>\n\u003cp>Kornhauser wants to share a list of resources her colleagues created giving students an overview of what’s happening and describes “actions they can take from home,” such as how to support student advocacy groups or advocacy campaigns, but is waiting for approval from her school administration.\u003c/p>\n\u003cp>Tai is craving even more, including more details about topics they believe teachers would think are too sensitive, such as unwarranted police violence toward protestors.\u003c/p>\n\u003cp>“I want to see actual talks, not just prompts or ‘How do you feel about this?’ Don’t give us just a worksheet,” Tai said. “I want to see everyone’s ideas, what they think of this. I just want to build a community since [for] a lot of us, our parents don’t let us out, but we can be an online presence.”\u003c/p>\n\u003ch3>\u003cstrong>Activism as artistic expression\u003c/strong>\u003c/h3>\n\u003cp>In the aftermath of Floyd’s killing, La’Toya Beecham’s South Bronx high school didn’t miss a beat. Officials at Health, Education, and Research Occupations High School immediately sent an email encouraging students to reach out if they needed to talk, encouraged smaller advisory groups to have discussions, and held a virtual town hall that was open to families.\u003c/p>\n\u003cp>“It was just everybody debriefing as a school,” the 16-year-old said about the town hall. “It was nice to have that place to talk; no one was really judging you.”\u003c/p>\n\u003cp>Some students asked about how to safely participate in protests or whether it is responsible to participate if a student’s parents are undocumented. Beecham shared a spoken word piece that touched on themes of police violence, race, and colonialism.\u003c/p>\n\u003cfigure>\u003cimg class=\"alignright\" src=\"https://cdn.vox-cdn.com/uploads/chorus_asset/file/20015401/Screen_Shot_2020_06_02_at_6.56.11_PM.png\" alt=\"\" width=\"686\" height=\"912\">Courtesy of La’Toya Beecham\u003cfigcaption>La’Toya Beecham\u003c/figcaption>\u003c/figure>\n\u003cp>She noted some school staffers have encouraged artistic expression as a form of activism, especially among students who are undocumented or have relatives who are and might face more serious consequences of being tangled up with law enforcement. Beecham has not felt safe going to the protests given the police response, though she hopes to attend one later this month with her uncle and brother.\u003c/p>\n\u003cp>Beecham said schools should use this moment to place a greater emphasis on the history of oppression of black people, ranging from Jim Crow laws to Colin Kaepernick. And she is taking her own advice: When a school counselor recently asked if she wanted to read and discuss \u003cem>The New Jim Crow\u003c/em>, a book about mass incarceration, Beecham jumped at the chance.\u003c/p>\n\u003cp>“I feel like if you’re educated there’s nothing that can stop you because there’s nothing more threatening than an educated black person,” she said.\u003c/p>\n\u003ch3>\u003cstrong>Calls for more counselors instead of school safety agents\u003c/strong>\u003c/h3>\n\u003cp>As Elisha Martin watched the video of a Minneapolis police officer kneeling on Floyd’s neck, the 15-year-old immediately began thinking about how anyone who looks like him is constantly under threat of police violence.\u003c/p>\n\u003cp>“It feels like I could die at any time for just walking in the street or looking suspicious because I’m young and I’m black,” said the sophomore at Transit Tech Career and Technical Education High School in Brooklyn where teachers and counselors have been offering to talk to students about everything that’s happening.\u003c/p>\n\u003cp>Under normal circumstances, Martin might have joined protests in New York City as he did last year to call for the firing of the New York police officer who \u003ca href=\"https://www.nytimes.com/2019/08/19/nyregion/daniel-pantaleo-fired.html\">choked Eric Garner to death\u003c/a>. But fears over the coronavirus have left him more comfortable participating in activism on social media.\u003c/p>\n\u003cfigure>\u003cimg class=\"alignright\" src=\"https://cdn.vox-cdn.com/uploads/chorus_asset/file/20015402/FullSizeRender_copy.jpg\">Courtesy of Elisha Martin\u003cfigcaption>Elisha Martin (center) protests the police killing of Eric Garner in 2019.\u003c/figcaption>\u003c/figure>\n\u003cp>Martin said he sees parallels between the concerns of protestors, who have called out racist policing in communities of color, with the way his own school is policed. In New York City, school security is operated by the police department, and school safety agents have the power to make arrests or issue summonses. Martin must pass through a metal detector every day when he arrives at school.\u003c/p>\n\u003cp>“We’ve been talking about putting a stop to putting more police presence in schools,” said Martin. “I have like 10 police officers in my school, and it’s a lot. And we don’t have as many guidance counselors, or as many therapists.”\u003c/p>\n\u003ch3>\u003cstrong>Watching students find their voices \u003c/strong>\u003c/h3>\n\u003cp>Teachers at Forsyth Satellite Academy, a transfer school serving overage and under credited students on the Lower East Side, have Instagram accounts for their advisory periods where they post questions or discussion prompts as another way to reach students during remote learning.\u003c/p>\n\u003cp>In the last week, as those accounts focused on recent protests, Floyd, and the Black Lives Matter movement, math teacher Kaitlin Ruggiero received a response from one student that was different from the others: “I think all lives matter,” the student wrote.\u003c/p>\n\u003cp>If they were in school together, that student’s classmates would probably have chimed in before Ruggiero, she said, to explain the “Black Lives Matter” movement. But confined to their homes, Ruggiero did what the student felt most comfortable with — she texted with him.\u003c/p>\n\u003cp>“It was a very tense 26 hours waiting for a response from him,” Ruggiero said. “He responded and said, ‘I understand your point. I think we don’t agree about this right now.’ So I offered to be there if he wanted to talk about it more with me.”\u003c/p>\n\u003cfigure>\u003cimg class=\"alignright\" src=\"https://cdn.vox-cdn.com/uploads/chorus_asset/file/20015412/kait_ruggiero.jpg\">Courtesy of Kaitlin Ruggiero\u003cfigcaption>Kaitlin Ruggiero, math teacher at Forsyth Satellite Academy\u003c/figcaption>\u003c/figure>\n\u003cp>That interaction underscores how difficult it can be to have conversations about race and police violence when students and teachers are not in the same room. In this case, Ruggiero said the student hasn’t lost interest — he is still viewing the Instagram account every day.\u003c/p>\n\u003cp>Another challenge for Ruggiero has been offering advice to students who are out protesting in the middle of a pandemic, most often to those who don’t feel comfortable talking to their parents. This weekend she received pictures from two students who attended protests. One described running home after things got “really scary.”\u003c/p>\n\u003cp>“They’re returning to spaces where I don’t think they always have a full chance to work through what their experience was,” Ruggiero said.\u003c/p>\n\u003cp>She tells students to be aware of their surroundings, leave when they feel unsafe, and to wear a mask.\u003c/p>\n\u003cp>“It’s kind of beautiful to watch some of these students find their voice and use their voice and that sort of thing, but it’s also scary because we’re in the middle of a pandemic,” she said. “So it’s like, ‘OK, I’m so proud of you. Please wear a mask.’”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many students and educators across the five boroughs were already dealing with the trauma of illness ravaging their communities and the isolation of being \u003ca href=\"https://ny.chalkbeat.org/2020/4/17/21230495/grades-attendance-devices-what-you-need-to-know-about-remote-learning-in-nyc\">forced out of school buildings\u003c/a> due to the coronavirus pandemic.\u003c/p>\n\u003cp>Now, while apart from their school communities, they’re trying to make sense of Floyd’s death and other recent \u003ca href=\"https://www.nytimes.com/article/breonna-taylor-police.html\">police killings\u003c/a> of black people that have sparked protests and an 8 p.m. curfew in New York City through June 7. New York City’s \u003ca href=\"https://gothamist.com/news/protesters-march-during-nycs-first-curfew-decades-looting-continues-despite-police-increase\">protests\u003c/a> have largely been peaceful but have also resulted in some violent clashes between police and protestors, hundreds of arrests, and incidents of looting.\u003c/p>\n\u003cp>Students and educators alike are struggling with how to reckon with what’s happening and have important, but difficult conversations about race and violence.\u003c/p>\n\u003cp>Not only is it a challenge to have these conversations remotely, but it’s difficult to process what’s happening on the city streets as some students, as well as educators, are unable to participate in the protests because of fears of possible health risks. Others who are protesting remain isolated from support systems at their schools.\u003c/p>\n\u003cp>Here are stories from educators and students about how they’re trying to meet this moment.\u003c/p>\n\u003ch3>\u003cstrong>‘Don’t give us just a worksheet’\u003c/strong>\u003c/h3>\n\u003cp>Kornhauser was still processing the recent news and unrest when she received the request from Tai, which came as a surprise after a prolonged silence from the student. She had planned to create lessons about the recent unrest but Tai’s email sped things up, she said.\u003c/p>\n\u003cp>It was “kind of overwhelming” to find a way in, “especially as a white educator. You don’t want to be someone posting traumatizing videos of black and brown people being killed, so it’s a fine line,” she said.\u003c/p>\n\u003cp>Since last Thursday, Kornhauser has asked students in her advisory period to talk about what they’ve seen, what they’ve heard, and what questions they have. Some students said they’ve seen many images of looting, while others have talked about concerns about police harassing protesters.\u003c/p>\n\u003cfigure>\u003cimg class=\"alignright\" src=\"https://cdn.vox-cdn.com/uploads/chorus_asset/file/20015406/abbey_kornhauser.jpg\">\u003cfigcaption>Abbey Kornhauser, social studies teacher at Sunset Park High School\u003c/figcaption>\u003c/figure>\n\u003cp>“What I want to do is [provide] the definition of what is looting, what is a riot [and] poke some holes in some of our mainstream understandings of protest,” Kornhauser said.\u003c/p>\n\u003cp>“I want to offer a counter-narrative to a lot of the images of the demonization of protestors, particularly black and brown protestors.”\u003c/p>\n\u003cp>Tai, who is Puerto Rican and uses they/their pronouns, said they are passionate about civil rights issues and the Black Lives Matter movement. Some of Tai’s awareness comes from stories their father told of growing up in New York City and being searched by police officers on the street. They wanted to attend protests, but their parents believe it’s too dangerous for safety and public health reasons amid the coronavirus. That’s why Tai turned to Kornhauser.\u003c/p>\n\u003cp>“I want people to see what is happening,” Tai said in an interview. “I want people to understand it. I want to be very much in the loop of what’s happening, and I feel like if a lot of young people start talking about it, then our new generation can help more than all the people before us.”\u003c/p>\n\u003cfigure>\u003cimg class=\"alignright\" src=\"https://cdn.vox-cdn.com/uploads/chorus_asset/file/20015409/Image_from_iOS.jpg\">Courtesy of Tai Muñoz\u003cfigcaption>Sunset Park High School student Tai Muñoz\u003c/figcaption>\u003c/figure>\n\u003cp>Kornhauser wants to share a list of resources her colleagues created giving students an overview of what’s happening and describes “actions they can take from home,” such as how to support student advocacy groups or advocacy campaigns, but is waiting for approval from her school administration.\u003c/p>\n\u003cp>Tai is craving even more, including more details about topics they believe teachers would think are too sensitive, such as unwarranted police violence toward protestors.\u003c/p>\n\u003cp>“I want to see actual talks, not just prompts or ‘How do you feel about this?’ Don’t give us just a worksheet,” Tai said. “I want to see everyone’s ideas, what they think of this. I just want to build a community since [for] a lot of us, our parents don’t let us out, but we can be an online presence.”\u003c/p>\n\u003ch3>\u003cstrong>Activism as artistic expression\u003c/strong>\u003c/h3>\n\u003cp>In the aftermath of Floyd’s killing, La’Toya Beecham’s South Bronx high school didn’t miss a beat. Officials at Health, Education, and Research Occupations High School immediately sent an email encouraging students to reach out if they needed to talk, encouraged smaller advisory groups to have discussions, and held a virtual town hall that was open to families.\u003c/p>\n\u003cp>“It was just everybody debriefing as a school,” the 16-year-old said about the town hall. “It was nice to have that place to talk; no one was really judging you.”\u003c/p>\n\u003cp>Some students asked about how to safely participate in protests or whether it is responsible to participate if a student’s parents are undocumented. Beecham shared a spoken word piece that touched on themes of police violence, race, and colonialism.\u003c/p>\n\u003cfigure>\u003cimg class=\"alignright\" src=\"https://cdn.vox-cdn.com/uploads/chorus_asset/file/20015401/Screen_Shot_2020_06_02_at_6.56.11_PM.png\" alt=\"\" width=\"686\" height=\"912\">Courtesy of La’Toya Beecham\u003cfigcaption>La’Toya Beecham\u003c/figcaption>\u003c/figure>\n\u003cp>She noted some school staffers have encouraged artistic expression as a form of activism, especially among students who are undocumented or have relatives who are and might face more serious consequences of being tangled up with law enforcement. Beecham has not felt safe going to the protests given the police response, though she hopes to attend one later this month with her uncle and brother.\u003c/p>\n\u003cp>Beecham said schools should use this moment to place a greater emphasis on the history of oppression of black people, ranging from Jim Crow laws to Colin Kaepernick. And she is taking her own advice: When a school counselor recently asked if she wanted to read and discuss \u003cem>The New Jim Crow\u003c/em>, a book about mass incarceration, Beecham jumped at the chance.\u003c/p>\n\u003cp>“I feel like if you’re educated there’s nothing that can stop you because there’s nothing more threatening than an educated black person,” she said.\u003c/p>\n\u003ch3>\u003cstrong>Calls for more counselors instead of school safety agents\u003c/strong>\u003c/h3>\n\u003cp>As Elisha Martin watched the video of a Minneapolis police officer kneeling on Floyd’s neck, the 15-year-old immediately began thinking about how anyone who looks like him is constantly under threat of police violence.\u003c/p>\n\u003cp>“It feels like I could die at any time for just walking in the street or looking suspicious because I’m young and I’m black,” said the sophomore at Transit Tech Career and Technical Education High School in Brooklyn where teachers and counselors have been offering to talk to students about everything that’s happening.\u003c/p>\n\u003cp>Under normal circumstances, Martin might have joined protests in New York City as he did last year to call for the firing of the New York police officer who \u003ca href=\"https://www.nytimes.com/2019/08/19/nyregion/daniel-pantaleo-fired.html\">choked Eric Garner to death\u003c/a>. But fears over the coronavirus have left him more comfortable participating in activism on social media.\u003c/p>\n\u003cfigure>\u003cimg class=\"alignright\" src=\"https://cdn.vox-cdn.com/uploads/chorus_asset/file/20015402/FullSizeRender_copy.jpg\">Courtesy of Elisha Martin\u003cfigcaption>Elisha Martin (center) protests the police killing of Eric Garner in 2019.\u003c/figcaption>\u003c/figure>\n\u003cp>Martin said he sees parallels between the concerns of protestors, who have called out racist policing in communities of color, with the way his own school is policed. In New York City, school security is operated by the police department, and school safety agents have the power to make arrests or issue summonses. Martin must pass through a metal detector every day when he arrives at school.\u003c/p>\n\u003cp>“We’ve been talking about putting a stop to putting more police presence in schools,” said Martin. “I have like 10 police officers in my school, and it’s a lot. And we don’t have as many guidance counselors, or as many therapists.”\u003c/p>\n\u003ch3>\u003cstrong>Watching students find their voices \u003c/strong>\u003c/h3>\n\u003cp>Teachers at Forsyth Satellite Academy, a transfer school serving overage and under credited students on the Lower East Side, have Instagram accounts for their advisory periods where they post questions or discussion prompts as another way to reach students during remote learning.\u003c/p>\n\u003cp>In the last week, as those accounts focused on recent protests, Floyd, and the Black Lives Matter movement, math teacher Kaitlin Ruggiero received a response from one student that was different from the others: “I think all lives matter,” the student wrote.\u003c/p>\n\u003cp>If they were in school together, that student’s classmates would probably have chimed in before Ruggiero, she said, to explain the “Black Lives Matter” movement. But confined to their homes, Ruggiero did what the student felt most comfortable with — she texted with him.\u003c/p>\n\u003cp>“It was a very tense 26 hours waiting for a response from him,” Ruggiero said. “He responded and said, ‘I understand your point. I think we don’t agree about this right now.’ So I offered to be there if he wanted to talk about it more with me.”\u003c/p>\n\u003cfigure>\u003cimg class=\"alignright\" src=\"https://cdn.vox-cdn.com/uploads/chorus_asset/file/20015412/kait_ruggiero.jpg\">Courtesy of Kaitlin Ruggiero\u003cfigcaption>Kaitlin Ruggiero, math teacher at Forsyth Satellite Academy\u003c/figcaption>\u003c/figure>\n\u003cp>That interaction underscores how difficult it can be to have conversations about race and police violence when students and teachers are not in the same room. In this case, Ruggiero said the student hasn’t lost interest — he is still viewing the Instagram account every day.\u003c/p>\n\u003cp>Another challenge for Ruggiero has been offering advice to students who are out protesting in the middle of a pandemic, most often to those who don’t feel comfortable talking to their parents. This weekend she received pictures from two students who attended protests. One described running home after things got “really scary.”\u003c/p>\n\u003cp>“They’re returning to spaces where I don’t think they always have a full chance to work through what their experience was,” Ruggiero said.\u003c/p>\n\u003cp>She tells students to be aware of their surroundings, leave when they feel unsafe, and to wear a mask.\u003c/p>\n\u003cp>“It’s kind of beautiful to watch some of these students find their voice and use their voice and that sort of thing, but it’s also scary because we’re in the middle of a pandemic,” she said. “So it’s like, ‘OK, I’m so proud of you. Please wear a mask.’”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When most of the nation’s schools closed in March due to COVID-19, educators turned to whatever methods they could to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">keep learning going\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — from online classes to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55743/phone-calls-become-crucial-tools-for-teachers-to-stay-in-touch-with-students\">\u003cspan style=\"font-weight: 400\">phone calls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to drive-by packet pick-ups. Still, many students were \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55701/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed\">\u003cspan style=\"font-weight: 400\">unreachable\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and as teachers \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/05/27/instruction-during-covid-19-less-learning-time-drives.html\">\u003cspan style=\"font-weight: 400\">navigated those challenges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they turned up the volume on \u003c/span>\u003ca href=\"https://www.vox.com/2020/4/9/21200159/coronavirus-school-digital-low-income-students-covid-new-york\">\u003cspan style=\"font-weight: 400\">discussion about educational inequities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much of focus has been on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55976/survey-shows-big-remote-learning-gaps-for-low-income-and-special-needs-children\">\u003cspan style=\"font-weight: 400\">computer and internet access\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but there’s more to equity than technology, according to \u003c/span>\u003ca href=\"https://triciaebarvia.org/\">\u003cspan style=\"font-weight: 400\">Tricia Ebarvia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a high school English teacher in Pennsylvania. “We have to think about the ways in which we are recreating the systems and structures that have resulted in racial inequities in in-person education, but now in an online environment. And actually exacerbating them,” Ebarvia said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ebarvia and Massachusetts-based literacy organizer \u003c/span>\u003ca href=\"https://drkimparker.org/\">\u003cspan style=\"font-weight: 400\">Kimberly N. Parker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are the cofounders of \u003c/span>\u003ca href=\"https://31daysibpoc.wordpress.com/\">\u003cspan style=\"font-weight: 400\">#31DaysIBPOC\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a blog series that spotlighted the voices of Indigenous, Black and people of color educators throughout May. Now in its \u003c/span>\u003ca href=\"https://www.slj.com/?detailStory=may-means-31DaysIBPOC-centering-indigenous-black-and-people-of-color-in-education\">\u003cspan style=\"font-weight: 400\">second year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the project, Ebarvia said, serves as “a beacon and a flashing light to people, to educators, who are willing to listen, to say, ‘You know what? Maybe there’s a different way to go about this. Maybe there’s wisdom in the experiences of IBPOC communities that we can learn from.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That kind of wisdom could be useful to government and school leaders as they figure out \u003c/span>\u003ca href=\"http://blogs.edweek.org/edweek/campaign-k-12/2020/05/cdc-reopening-schools-covid-video.html\">\u003cspan style=\"font-weight: 400\">what the fall semester will look like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While more than \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cge.asp\">\u003cspan style=\"font-weight: 400\">50 percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of public school students are of color, about \u003c/span>\u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=28\">\u003cspan style=\"font-weight: 400\">80 percent of public school teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are white. In many of the #31DaysIBPOC posts, the contributors point to ways that the education system has harmed both IBPOC students and teachers by \u003c/span>\u003ca href=\"https://www.multiculturalclassroomconsulting.com/2020/05/what-i-remember/\">\u003cspan style=\"font-weight: 400\">devaluing them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, demanding \u003c/span>\u003ca href=\"https://dawnquigley.com/dawn-quigley-31daysibpoc/\">\u003cspan style=\"font-weight: 400\">assimilation to white values\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://booktoss.blog/2020/05/09/2020-the-hold-my-beer-decade/\">\u003cspan style=\"font-weight: 400\">centering only white voices in professional development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">T\u003c/span>\u003cspan style=\"font-weight: 400\">he authors also do \u003c/span>\u003ca href=\"http://hemakhodai.com/Amma/\">\u003cspan style=\"font-weight: 400\">more\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than provide examples of everyday, structural racism. They rejoice in \u003c/span>\u003ca href=\"https://medium.com/@freeyourheart/we-all-we-got-teaching-as-an-emancipatory-and-healing-practice-631e23fbb316\">\u003cspan style=\"font-weight: 400\">being the teachers they needed as children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They draw strength from IBPOC \u003c/span>\u003ca href=\"https://drkimparker.org/2020/05/01/31daysibpoc-we-begin/\">\u003cspan style=\"font-weight: 400\">educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://www.lstringfellow.com/blog/31daysibpoc-the-emotional-toll-of-speaking-up\">\u003cspan style=\"font-weight: 400\">activists\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the past. They envision \u003c/span>\u003ca href=\"https://www.sonjacherrypaul.com/post/becoming-the-architects-of-school\">\u003cspan style=\"font-weight: 400\">working together for a better future\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When organizing the series, Ebarvia and Parker asked contributors to pick a date and left the choice of what to write about open. During a month when the \u003c/span>\u003ca href=\"https://www.cdc.gov/media/releases/2020/s0528-coronavirus-death-toll.html\">\u003cspan style=\"font-weight: 400\">U.S. coronavirus death toll passed 100,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, with \u003c/span>\u003ca href=\"https://www.washingtonpost.com/graphics/2020/investigations/coronavirus-race-data-map/\">\u003cspan style=\"font-weight: 400\">disproportionate impact\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Black and brown communities, and when the \u003c/span>\u003ca href=\"https://www.npr.org/2020/05/29/865261916/a-decade-of-watching-black-people-die\">\u003cspan style=\"font-weight: 400\">deaths\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.npr.org/2020/05/26/862230724/white-woman-who-called-police-on-black-bird-watcher-in-central-park-placed-on-le\">\u003cspan style=\"font-weight: 400\">harassment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Black men and women dominated non-COVID news, they said their project had to be able to hold both pain and joy. In a \u003c/span>\u003ca href=\"https://kinderbender.com/2020/05/02/31daysibpoc-an-open-letter-to-black-joy/\">\u003cspan style=\"font-weight: 400\">post addressed directly to Black joy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, second-grade teacher Aeriale N. Johnson pointed to how this duality has long been necessary for marginalized communities:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That a people could rail against\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">the horrors of chattel slavery\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">for centuries,\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">spend every moment since emancipation\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">fighting for our humanity\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">and have you remain,\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">unspeakable,\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">in our hearts\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">is nothing short of a miraculous\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">gift from the ancestors.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And it’s the joy that motivates the cofounders of #31DaysIBPOC. Parker said what she loves most about the posts, along with the retweets and comments they generate, is the chance to celebrate IBPOC educators. “We’ve always known they’re excellent,” she said. “It’s nice that other people can know that, too.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With that recognition, Parker and Ebarvia hope the series will challenge teachers to reflect and to adopt \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54999/how-ibram-x-kendis-definition-of-antiracism-applies-to-schools\">\u003cspan style=\"font-weight: 400\">anti-racist\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning\">\u003cspan style=\"font-weight: 400\">culturally responsive practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They also hope education leaders will ask families what they \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">need from education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the pandemic and how their assets can be leveraged to transform schools. “Especially at this time, I think that there is a need to recenter education on a ethos of community and collectivism and organizing around those principles that has not traditionally been the mode of operation of most American schools which function on individualism and competition,” said Ebarvia.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You have to show people what it could look like to be different,” said Parker. “[\u003ca href=\"https://31daysibpoc.wordpress.com/\">#31DaysIBPOC\u003c/a>] is what is created just by asking people. And so, more people can do this.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When most of the nation’s schools closed in March due to COVID-19, educators turned to whatever methods they could to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">keep learning going\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — from online classes to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55743/phone-calls-become-crucial-tools-for-teachers-to-stay-in-touch-with-students\">\u003cspan style=\"font-weight: 400\">phone calls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to drive-by packet pick-ups. 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And actually exacerbating them,” Ebarvia said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ebarvia and Massachusetts-based literacy organizer \u003c/span>\u003ca href=\"https://drkimparker.org/\">\u003cspan style=\"font-weight: 400\">Kimberly N. Parker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are the cofounders of \u003c/span>\u003ca href=\"https://31daysibpoc.wordpress.com/\">\u003cspan style=\"font-weight: 400\">#31DaysIBPOC\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a blog series that spotlighted the voices of Indigenous, Black and people of color educators throughout May. Now in its \u003c/span>\u003ca href=\"https://www.slj.com/?detailStory=may-means-31DaysIBPOC-centering-indigenous-black-and-people-of-color-in-education\">\u003cspan style=\"font-weight: 400\">second year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the project, Ebarvia said, serves as “a beacon and a flashing light to people, to educators, who are willing to listen, to say, ‘You know what? Maybe there’s a different way to go about this. Maybe there’s wisdom in the experiences of IBPOC communities that we can learn from.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That kind of wisdom could be useful to government and school leaders as they figure out \u003c/span>\u003ca href=\"http://blogs.edweek.org/edweek/campaign-k-12/2020/05/cdc-reopening-schools-covid-video.html\">\u003cspan style=\"font-weight: 400\">what the fall semester will look like\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While more than \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cge.asp\">\u003cspan style=\"font-weight: 400\">50 percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of public school students are of color, about \u003c/span>\u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=28\">\u003cspan style=\"font-weight: 400\">80 percent of public school teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are white. 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They envision \u003c/span>\u003ca href=\"https://www.sonjacherrypaul.com/post/becoming-the-architects-of-school\">\u003cspan style=\"font-weight: 400\">working together for a better future\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\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\">When organizing the series, Ebarvia and Parker asked contributors to pick a date and left the choice of what to write about open. During a month when the \u003c/span>\u003ca href=\"https://www.cdc.gov/media/releases/2020/s0528-coronavirus-death-toll.html\">\u003cspan style=\"font-weight: 400\">U.S. coronavirus death toll passed 100,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, with \u003c/span>\u003ca href=\"https://www.washingtonpost.com/graphics/2020/investigations/coronavirus-race-data-map/\">\u003cspan style=\"font-weight: 400\">disproportionate impact\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on Black and brown communities, and when the \u003c/span>\u003ca href=\"https://www.npr.org/2020/05/29/865261916/a-decade-of-watching-black-people-die\">\u003cspan style=\"font-weight: 400\">deaths\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.npr.org/2020/05/26/862230724/white-woman-who-called-police-on-black-bird-watcher-in-central-park-placed-on-le\">\u003cspan style=\"font-weight: 400\">harassment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Black men and women dominated non-COVID news, they said their project had to be able to hold both pain and joy. In a \u003c/span>\u003ca href=\"https://kinderbender.com/2020/05/02/31daysibpoc-an-open-letter-to-black-joy/\">\u003cspan style=\"font-weight: 400\">post addressed directly to Black joy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, second-grade teacher Aeriale N. Johnson pointed to how this duality has long been necessary for marginalized communities:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That a people could rail against\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">the horrors of chattel slavery\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">for centuries,\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">spend every moment since emancipation\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">fighting for our humanity\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">and have you remain,\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">unspeakable,\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">in our hearts\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">is nothing short of a miraculous\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">gift from the ancestors.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And it’s the joy that motivates the cofounders of #31DaysIBPOC. Parker said what she loves most about the posts, along with the retweets and comments they generate, is the chance to celebrate IBPOC educators. “We’ve always known they’re excellent,” she said. “It’s nice that other people can know that, too.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With that recognition, Parker and Ebarvia hope the series will challenge teachers to reflect and to adopt \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54999/how-ibram-x-kendis-definition-of-antiracism-applies-to-schools\">\u003cspan style=\"font-weight: 400\">anti-racist\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning\">\u003cspan style=\"font-weight: 400\">culturally responsive practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They also hope education leaders will ask families what they \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">need from education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the pandemic and how their assets can be leveraged to transform schools. “Especially at this time, I think that there is a need to recenter education on a ethos of community and collectivism and organizing around those principles that has not traditionally been the mode of operation of most American schools which function on individualism and competition,” said Ebarvia.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You have to show people what it could look like to be different,” said Parker. “[\u003ca href=\"https://31daysibpoc.wordpress.com/\">#31DaysIBPOC\u003c/a>] is what is created just by asking people. And so, more people can do this.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"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.",
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"order": 9
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"id": "fresh-air",
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"airtime": "SUN 7:30pm-8pm",
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"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. ",
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"order": 15
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"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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"order": 18
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"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",
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"source": "American Public Media"
},
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"masters-of-scale": {
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"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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},
"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",
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"meta": {
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"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
"id": "morning-edition",
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"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.",
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"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",
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"order": 11
},
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"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",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
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"order": 14
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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