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"content": "\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/has-video-killed-the-red-grading-pen/\">\u003cem>video grading\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/content/common-core-can-help-english-learners-california-new-study-says_17439/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>here\u003c/em>\u003c/a>\u003cem> for our newsletter.\u003c/em>\u003c/p>\n\u003cp>A decade ago, English teacher David Narter had a revelation. One of his students had asked for extra guidance on her writing. She and Narter, a teacher at the Leyden High Schools, outside Chicago, sat down to review an essay of hers that he’d marked up. Narter started by simply reading his comments aloud. To his surprise, that process made a big difference.\u003c/p>\n\u003cp>In an article for the \u003ca href=\"http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1073-jan2018/EJ1073essay.pdf\">\u003cem>English Journal\u003c/em>\u003c/a>, Narter recounts how the student found his feedback more encouraging when he expressed it orally. As his student explained to him, “When I see the writing all over the paper, it just sounds like you’re saying, ‘You’re a bad writer.’ But now I feel like I can actually write this.”\u003c/p>\n\u003cp>Feedback is a funny beast. We all need pointers on our performance, but giving and receiving feedback can be fraught with misunderstanding. Take red pens. Social psychologists and sociologists have found that, as opposed to blue ink, grading in crimson can lead to \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1002/ejsp.753\">more aggressive critique\u003c/a>. The recipients of these mark-ups, meanwhile, may see their teacher as \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0362331912000638\">less approachable\u003c/a>.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Fortunately, some simple, creative changes can help. Although Narter could not provide one-on-one counseling to every student, he has found a way to simulate such tête-à-têtes to reach a larger audience: by replacing written comments with personalized, five-minute video reviews of each assignment. The videos, he has found, allow him to provide useful, big-picture commentary. They also keep students feeling motivated rather than deflated — and the task takes Narter less time than writing out his notes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=e8svksXIU4A&t=6s\u003c/p>\n\u003cp>Narter is not alone. In the past few years, a handful of educators, working in different disciplines and various education levels, have made similar observations. Michael Phillips and Michael Henderson, education faculty at Monash University in Australia, have been experimenting with \u003ca href=\"https://ajet.org.au/index.php/AJET/article/view/1878\">video feedback for years\u003c/a>. They’ve created a \u003ca href=\"http://newmediaresearch.educ.monash.edu.au/lnm/technology-mediated-assessment-feedback/\">website with recommendations\u003c/a> for teachers who want to try it out themselves. To date, Phillips and Henderson have helped instructors use video feedback for classes from 20 to 700 students, across high schools and universities, in subjects as far ranging as philosophy and engineering.\u003c/p>\n\u003cp>Technology has limitations, of course. Teachers need to master their smart phone or computer’s basic recording techniques. Videos must be relatively brief (about five minutes or less) lest the files become unwieldy to share. But technological advances are making the task easier and easier. For example, screencasting apps, which create the video equivalent of a screengrab, now let teachers highlight specific passages in a student’s work as part of the film.\u003c/p>\n\u003cp>Overall, Phillips and Henderson, who previously taught in high schools, have been blown away by their pupils’ rave reviews. Students, without any solicitation, have been emailing them to praise the videos for their clarity and encouragement. “In our combined 25 years of experience,” Phillips says, “we never got responses like that.”\u003c/p>\n\u003cp>Cognitive scientists may be less surprised by the enthusiasm for video grading. Simply put, video carries more communication cues, such as tone of voice and facial expression, than a written message. Those clues make it easier for students to correctly interpret their teacher’s meaning.\u003c/p>\n\u003cp>Emotion, for example, is largely conveyed through nonverbal cues, as psychologist Albert Mehrabian (now an emeritus professor at the University of California, Los Angeles) revealed in \u003ca href=\"http://psycnet.apa.org/doiLanding?doi=10.1037/h0024532\">studies in the 1960s\u003c/a>. And Mehrabian believes the video format offers other advantages to both teacher and student. “Speaking and recording are bound to involve far greater freedom and less effort than composing a written comment,” he explained in an email to me.\u003c/p>\n\u003cp>Indeed, in the videos, teachers typically use a casual, conversational style, which students see as authentic and accessible. Phillips, for one, stresses that he never edits or performs any post-processing: “It’s not a Spielberg movie.”\u003c/p>\n\u003cp>Video may be rich with clues, but the written word is relatively sparse. As a result, we do a lot more mental work to interpret this latter form of communication. “We have this way of processing things in our brain where we actually attach information to a particular person, so we can imagine that person talking as we read their words,” says Monica Riordan, a cognitive scientist and assistant professor of psychology at Chatham University, in Pittsburgh.\u003c/p>\n\u003cp>The implication, then, is that the more we know about a speaker or writer, the better we’ll interpret his or her meaning. Riordan has studied text messages and email where, broadly, we struggle to communicate fully. In 2016, she found, for instance, that we tend to \u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/hcre.12093\">overestimate how well we share our feelings via email\u003c/a> — even among friends. Happily, the study also hinted that this confidence was slightly more warranted when people have known each other longer. (It also found that people were more likely to accurately interpret negative emotions than positive ones.)\u003c/p>\n\u003cp>If a student doesn’t know his teacher well, Riordan points out, it may be easier for him to misinterpret her feedback. What’s more, without cues like tone of voice or facial expression, a reader’s mood can easily color his interpretations. If a student is feeling anxious and distressed, it’s probable he’ll take corrections critically. (Thus, it’s easy to imagine why Narter’s student was so reassured by his spoken commentary.)\u003c/p>\n\u003cp>Of course, we receive even more cues when we communicate in-person. Mahdi Roghanizad, an assistant professor of management and organizational studies at Canada’s Western University, has demonstrated that we’re more persuasive when we \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S002210311630292X\">make requests face-to-face\u003c/a> than via email. He has also found that people are better at gauging a stranger’s potential generosity when chatting in person, \u003ca href=\"https://scholarspace.manoa.hawaii.edu/bitstream/10125/41244/1/paper0095.pdf\">rather than \u003c/a>in a video-to-video format (a la Skype). This in-person advantage disappears, however, when people wear mirrored sunglasses, obstructing eye contact.\u003c/p>\n\u003cp>Evolutionary psychology, he says, offers a possible explanation: “Our brain has evolved to communicate face-to-face, the more we go away from that specific channel, the less efficient we are.”\u003c/p>\n\u003cp>That logic might also explain why online-only courses, including much-vaunted MOOCs, \u003ca href=\"http://hechingerreport.org/moocs-keep-getting-bigger-but-do-they-work/\">struggle to retain students\u003c/a>. But could video technology enhance these courses by adding more human elements?\u003c/p>\n\u003cp>Another Chatham professor, Meigan Robb of the nursing department, is trying to find out. Robb teaches an online course to experienced, degree-holding nursing professionals. Yet, just like Narter, she’s found that many pupils take away far more from a brief video than a densely edited manuscript. “I was pouring my heart and soul into [written feedback],” she recalls. But the students, she says, “didn’t do anything I asked them to do.”\u003c/p>\n\u003cp>To remedy that, she now \u003ca href=\"http://blogs.chatham.edu/techfellows/2017/03/15/dr-meigan-robb-nursing/\">combines written edits, audio files and narrated presentations\u003c/a> to comment on her students’ work, both at the level of individual assignments and their overall progress in the course. Although it’s time-consuming, Robb believes the approach makes the class more engaging.\u003c/p>\n\u003cp>Back at Monash, Phillips reports that students in classes with video feedback seem to take greater responsibility for their work. “It’s the only time ever that I’ve had a student apologize for failing,” he says of a recent class in which he used video. He suspects the rich, individualized feedback helped the student form a more personal connection to the course. That may be a small fail for the student but a big win for video.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/has-video-killed-the-red-grading-pen/\">\u003cem>video grading\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/content/common-core-can-help-english-learners-california-new-study-says_17439/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>here\u003c/em>\u003c/a>\u003cem> for our newsletter.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/has-video-killed-the-red-grading-pen/\">\u003cem>video grading\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/content/common-core-can-help-english-learners-california-new-study-says_17439/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>here\u003c/em>\u003c/a>\u003cem> for our newsletter.\u003c/em>\u003c/p>\n\u003cp>A decade ago, English teacher David Narter had a revelation. One of his students had asked for extra guidance on her writing. She and Narter, a teacher at the Leyden High Schools, outside Chicago, sat down to review an essay of hers that he’d marked up. Narter started by simply reading his comments aloud. To his surprise, that process made a big difference.\u003c/p>\n\u003cp>In an article for the \u003ca href=\"http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1073-jan2018/EJ1073essay.pdf\">\u003cem>English Journal\u003c/em>\u003c/a>, Narter recounts how the student found his feedback more encouraging when he expressed it orally. As his student explained to him, “When I see the writing all over the paper, it just sounds like you’re saying, ‘You’re a bad writer.’ But now I feel like I can actually write this.”\u003c/p>\n\u003cp>Feedback is a funny beast. We all need pointers on our performance, but giving and receiving feedback can be fraught with misunderstanding. Take red pens. Social psychologists and sociologists have found that, as opposed to blue ink, grading in crimson can lead to \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1002/ejsp.753\">more aggressive critique\u003c/a>. The recipients of these mark-ups, meanwhile, may see their teacher as \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0362331912000638\">less approachable\u003c/a>.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Fortunately, some simple, creative changes can help. Although Narter could not provide one-on-one counseling to every student, he has found a way to simulate such tête-à-têtes to reach a larger audience: by replacing written comments with personalized, five-minute video reviews of each assignment. The videos, he has found, allow him to provide useful, big-picture commentary. They also keep students feeling motivated rather than deflated — and the task takes Narter less time than writing out his notes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/e8svksXIU4A'\n title='//www.youtube.com/embed/e8svksXIU4A'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Narter is not alone. In the past few years, a handful of educators, working in different disciplines and various education levels, have made similar observations. Michael Phillips and Michael Henderson, education faculty at Monash University in Australia, have been experimenting with \u003ca href=\"https://ajet.org.au/index.php/AJET/article/view/1878\">video feedback for years\u003c/a>. They’ve created a \u003ca href=\"http://newmediaresearch.educ.monash.edu.au/lnm/technology-mediated-assessment-feedback/\">website with recommendations\u003c/a> for teachers who want to try it out themselves. To date, Phillips and Henderson have helped instructors use video feedback for classes from 20 to 700 students, across high schools and universities, in subjects as far ranging as philosophy and engineering.\u003c/p>\n\u003cp>Technology has limitations, of course. Teachers need to master their smart phone or computer’s basic recording techniques. Videos must be relatively brief (about five minutes or less) lest the files become unwieldy to share. But technological advances are making the task easier and easier. For example, screencasting apps, which create the video equivalent of a screengrab, now let teachers highlight specific passages in a student’s work as part of the film.\u003c/p>\n\u003cp>Overall, Phillips and Henderson, who previously taught in high schools, have been blown away by their pupils’ rave reviews. Students, without any solicitation, have been emailing them to praise the videos for their clarity and encouragement. “In our combined 25 years of experience,” Phillips says, “we never got responses like that.”\u003c/p>\n\u003cp>Cognitive scientists may be less surprised by the enthusiasm for video grading. Simply put, video carries more communication cues, such as tone of voice and facial expression, than a written message. Those clues make it easier for students to correctly interpret their teacher’s meaning.\u003c/p>\n\u003cp>Emotion, for example, is largely conveyed through nonverbal cues, as psychologist Albert Mehrabian (now an emeritus professor at the University of California, Los Angeles) revealed in \u003ca href=\"http://psycnet.apa.org/doiLanding?doi=10.1037/h0024532\">studies in the 1960s\u003c/a>. And Mehrabian believes the video format offers other advantages to both teacher and student. “Speaking and recording are bound to involve far greater freedom and less effort than composing a written comment,” he explained in an email to me.\u003c/p>\n\u003cp>Indeed, in the videos, teachers typically use a casual, conversational style, which students see as authentic and accessible. Phillips, for one, stresses that he never edits or performs any post-processing: “It’s not a Spielberg movie.”\u003c/p>\n\u003cp>Video may be rich with clues, but the written word is relatively sparse. As a result, we do a lot more mental work to interpret this latter form of communication. “We have this way of processing things in our brain where we actually attach information to a particular person, so we can imagine that person talking as we read their words,” says Monica Riordan, a cognitive scientist and assistant professor of psychology at Chatham University, in Pittsburgh.\u003c/p>\n\u003cp>The implication, then, is that the more we know about a speaker or writer, the better we’ll interpret his or her meaning. Riordan has studied text messages and email where, broadly, we struggle to communicate fully. In 2016, she found, for instance, that we tend to \u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/hcre.12093\">overestimate how well we share our feelings via email\u003c/a> — even among friends. Happily, the study also hinted that this confidence was slightly more warranted when people have known each other longer. (It also found that people were more likely to accurately interpret negative emotions than positive ones.)\u003c/p>\n\u003cp>If a student doesn’t know his teacher well, Riordan points out, it may be easier for him to misinterpret her feedback. What’s more, without cues like tone of voice or facial expression, a reader’s mood can easily color his interpretations. If a student is feeling anxious and distressed, it’s probable he’ll take corrections critically. (Thus, it’s easy to imagine why Narter’s student was so reassured by his spoken commentary.)\u003c/p>\n\u003cp>Of course, we receive even more cues when we communicate in-person. Mahdi Roghanizad, an assistant professor of management and organizational studies at Canada’s Western University, has demonstrated that we’re more persuasive when we \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S002210311630292X\">make requests face-to-face\u003c/a> than via email. He has also found that people are better at gauging a stranger’s potential generosity when chatting in person, \u003ca href=\"https://scholarspace.manoa.hawaii.edu/bitstream/10125/41244/1/paper0095.pdf\">rather than \u003c/a>in a video-to-video format (a la Skype). This in-person advantage disappears, however, when people wear mirrored sunglasses, obstructing eye contact.\u003c/p>\n\u003cp>Evolutionary psychology, he says, offers a possible explanation: “Our brain has evolved to communicate face-to-face, the more we go away from that specific channel, the less efficient we are.”\u003c/p>\n\u003cp>That logic might also explain why online-only courses, including much-vaunted MOOCs, \u003ca href=\"http://hechingerreport.org/moocs-keep-getting-bigger-but-do-they-work/\">struggle to retain students\u003c/a>. But could video technology enhance these courses by adding more human elements?\u003c/p>\n\u003cp>Another Chatham professor, Meigan Robb of the nursing department, is trying to find out. Robb teaches an online course to experienced, degree-holding nursing professionals. Yet, just like Narter, she’s found that many pupils take away far more from a brief video than a densely edited manuscript. “I was pouring my heart and soul into [written feedback],” she recalls. But the students, she says, “didn’t do anything I asked them to do.”\u003c/p>\n\u003cp>To remedy that, she now \u003ca href=\"http://blogs.chatham.edu/techfellows/2017/03/15/dr-meigan-robb-nursing/\">combines written edits, audio files and narrated presentations\u003c/a> to comment on her students’ work, both at the level of individual assignments and their overall progress in the course. Although it’s time-consuming, Robb believes the approach makes the class more engaging.\u003c/p>\n\u003cp>Back at Monash, Phillips reports that students in classes with video feedback seem to take greater responsibility for their work. “It’s the only time ever that I’ve had a student apologize for failing,” he says of a recent class in which he used video. He suspects the rich, individualized feedback helped the student form a more personal connection to the course. That may be a small fail for the student but a big win for video.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/has-video-killed-the-red-grading-pen/\">\u003cem>video grading\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/content/common-core-can-help-english-learners-california-new-study-says_17439/hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>here\u003c/em>\u003c/a>\u003cem> for our newsletter.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Empowering Girls to Confront Conflict and Buck Perfection Helps Their Well-Being",
"title": "How Empowering Girls to Confront Conflict and Buck Perfection Helps Their Well-Being",
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"content": "\u003cp>Girls and boys have always grown up with cultural and societal stereotypes swirling around them. Despite the unparalleled access to opportunities that young women have today compared with the past, many are still absorbing strong messages about how they should look, act and be. For girls, many of the most powerful influences come from the media, but young girls could find relief among the real people in their lives. Social media has changed the game, requiring educators and parents to also change strategies to help girls navigate complicated waters.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Girls are focused on all these other people and they’ve lost track of themselves.'\u003ccite>Simone Marean, Co-Founder and CEO of Girls Leadership\u003c/cite>\u003c/aside>\n\u003cp>“There's nothing I talk about practicing with girls that doesn’t also apply to boys,” said Simone Marean, CEO of \u003ca href=\"https://girlsleadership.org/\" target=\"_blank\" rel=\"noopener\">Girls Leadership\u003c/a>, a nonprofit working to help girls find and raise their voices. Marean spoke at the \u003ca href=\"https://www.innovativelearningconference.org/ehome/index.php?eventid=190155&tabid=430590&\" target=\"_blank\" rel=\"noopener\">Innovative Learning Conference\u003c/a> hosted at The Nueva School in Hillsborough, California.\u003c/p>\n\u003cp>Marean is raising two sons, so she knows many of the skills her organization teaches are \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/25/why-its-imperative-to-teach-empathy-to-boys/\" target=\"_blank\" rel=\"noopener\">important for all humans\u003c/a>, but she also recognizes girls and boys are still socialized differently. “There are reasons why the expectations of girls make it particularly important that we practice this with girls,” she said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Q_QM83gMBCk?rel=0\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>A growing percentage of girls feel pressure to please everyone in their lives, according to a \u003ca href=\"https://static1.squarespace.com/static/597249b6d7bdcec54c7fdd10/t/59cec40132601ed2cee562bd/1506722842794/Girls%27+Index+Research+Brief+Final.pdf\" target=\"_blank\" rel=\"noopener\">nationwide survey\u003c/a> conducted by Ruling Our eXperiences (ROX). The college application process is more competitive than ever and the comparative culture on social media is always present. “The pressure is greater, but they’re also experiencing it more and more each day as the time on media increases,” Marean said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some studies show the \u003ca href=\"https://www.theatlantic.com/magazine/archive/2017/09/has-the-smartphone-destroyed-a-generation/534198/\" target=\"_blank\" rel=\"noopener\">rate of depression and anxiety increasing more rapidly among girls\u003c/a>, and social media culture has heightened the sense among many girls that they \u003ca href=\"https://ww2.kqed.org/mindshift/2018/01/22/how-to-find-balance-when-too-much-self-doubt-gets-in-the-way/\" target=\"_blank\" rel=\"noopener\">must be perfect\u003c/a>, presenting a pleasant, well-behaved, curated persona to the world.\u003c/p>\n\u003cp>“Girls are focused on all these other people and they’ve lost track of themselves,” Marean said. She sees the same patterns from early elementary school girls through high school. And while social media has the potential to amplify damaging messages about bodies, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/03/why-socializing-girls-to-be-perfect-could-be-the-worst-thing-for-them/\" target=\"_blank\" rel=\"noopener\">perfection\u003c/a> and beauty that have long existed, it would be too simple to ban digital devices. Marean points out when educators and parents act from a place of fear they \u003ca href=\"https://ww2.kqed.org/mindshift/2017/12/28/how-parents-can-help-kids-navigate-the-pressures-of-their-digital-lives/\" target=\"_blank\" rel=\"noopener\">tend to go to extremes\u003c/a>, alienating the girls they love in the process.\u003c/p>\n\u003cp>[contextly_sidebar id=\"oxfRg3sFJL3T8JDL1hNDZHy2iFoWu813\"]\u003c/p>\n\u003cp>Instead, she advocates for helping girls gain the skills to navigate these spaces with a different script. She says it’s crucial that adults start helping young girls to engage in productive conflict, \u003ca href=\"https://ww2.kqed.org/mindshift/2013/04/24/giving-good-praise-to-girls-what-messages-stick/\" target=\"_blank\" rel=\"noopener\">acknowledge and grow from mistakes\u003c/a>, develop emotional intelligence and take responsibility for the role they each play in social situations. While these are concerns for many parents, educators can also help girls develop skills to cope with these modern problems -- and doing so could help with academics, too.\u003c/p>\n\u003cp>“Relationships are integral and foundational to mental health and wellness,” Marean said. “When relationships are struggling there’s no way to take care of the next level of thinking.” Middle school teachers know this better than anyone -- when students are dealing with social drama, they have a lot less mental space for academics.\u003c/p>\n\u003cp>\u003cstrong>EMOTIONAL INTELLIGENCE\u003c/strong>\u003c/p>\n\u003cp>Girls can’t express how they feel effectively until they take time to notice and name their feelings. Marean says girls know they are supposed to feel happy, calm and confident, so they disrespect their other emotions. Many don’t even have the language to talk about more complicated, nuanced and less sunny feelings. But when girls name how they feel in a situation, they can recognize that it’s the situation, not them, that’s the problem. That opens up a wider range of options for how they handle that situation.\u003c/p>\n\u003cp>“When we do that we are giving them a foundation of agency,” Marean said. “It works like a GPS. When you know where you are, you know where you need to go.”\u003c/p>\n\u003cfigure id=\"attachment_50497\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-50497 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/GirlsLeadershipCropped-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-520x292.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Two girls participate in a Girls Leadership workshop. \u003ccite>(Courtesy Girls Leadership)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One way educators and parents can help girls to develop an emotional vocabulary and give permission to feel less than “perfect” feelings is with role modeling. When girls hear that the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/08/18/normalize-setbacks-by-asking-your-kids-for-advice-when-you-struggle/\" target=\"_blank\" rel=\"noopener\">important adults in their lives also feel\u003c/a> excluded or jealous or hurt, it normalizes those complex feelings. And, when a girl comes home talking about a difficult social experience, adults can help her \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/16/how-empathy-is-important-for-parents-and-teens-when-things-get-stressful/\" target=\"_blank\" rel=\"noopener\">build empathy\u003c/a> by asking how the other person might have felt in that interaction.\u003c/p>\n\u003cp>Educators at the \u003ca href=\"http://galsdenver.org/about-us/\" target=\"_blank\" rel=\"noopener\">Girls Athletic Leadership Schools (GALS)\u003c/a> in Denver are folding emotional intelligence into the core of their academic program. This all-girls public charter school is recognizing that the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/08/14/what-do-we-mean-when-we-say-social-and-emotional-skills/\" target=\"_blank\" rel=\"noopener\">broader social and emotional skill set \u003c/a>being discussed in many areas of education are most effective when contextualized to the lives of specific students groups. Gender is one layer of identity, but the messages girls receive about gender are situated within a broader context of race, class and cultural values.\u003c/p>\n\u003cp>“A big part of our program is girls being able to find their voice and say who they are,” said Lynnsey Gwaltney, the eighth-grade teacher of a class called \u003ca href=\"http://galsdenver.org/schools/gals-denver-middle-school/academics/gals-series/\" target=\"_blank\" rel=\"noopener\">GALS Series\u003c/a> that covers topics like nutrition, well-being, identity, healthy sexuality and knowing one’s boundaries, among other things. This course is given the same weight, and time, as academic classes at the school.\u003c/p>\n\u003cp>[contextly_sidebar id=\"imKuPkFNRf75MGaY6GcElRZqceAh1MLg\"]\u003c/p>\n\u003cp>At the start of the school year, teachers of GALS Series do a lot of relationship-building. They play icebreakers and run around together, do writing exercises and slowly build an environment where students feel comfortable talking about sensitive issues. They often practice role-playing conflict resolution -- a Girls Leadership staple -- and even ask students to bring real situations of conflict to the group for workshopping.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2017/12/28/how-parents-can-help-kids-navigate-the-pressures-of-their-digital-lives/\" target=\"_blank\" rel=\"noopener\">Social media \u003c/a>is a big part of the conversation throughout middle school. In sixth grade, students are often watching things they don’t really know how to handle. A good example is a trend toward parody videos meant to be funny, but that are actually quite nasty. Together the class talks about how those videos make them feel and some productive ways to handle the emotions elicited.\u003c/p>\n\u003cp>“The biggest thing we’ve done is have a place for students to talk about it and think about what choices they’re making on social media,” Gwaltney said. With her eighth-graders, comparison is a big problem. “That’s the best way to help them to feel they have power in it. They have choice in what they look at and what they put into the world.”\u003c/p>\n\u003cp>GALS Series teachers have also done a lot to help students find their voices when talking with adults. And, they’ve found that the curriculum they developed in-house has to spiral throughout middle school because the conflicts a sixth-grader encounters aren’t the same ones an eighth-grader experiences. It’s worth covering conflict resolution, emotion-naming and social media issues again in the new context.\u003c/p>\n\u003cp>“We support students in bringing it to the forefront and dealing with it in a healthy, productive way as opposed to it existing under the surface as this shady, passive thing,” said Maggie Dickman, the sixth-grade GALS Series teacher. “We deal with conflict.” Role-playing how to handle conflict, normalizing it and demonstrating the good that can come out of direct confrontation is really important for girls.\u003c/p>\n\u003cp>\u003cstrong>CONFLICT AS OPPORTUNITY FOR CHANGE\u003c/strong>\u003c/p>\n\u003cp>In over 15 years of working with girls of all ages, Simone Marean has found that many believe conflict is bad. Girls are often raised to be socially aware and connected, so friendships are extremely important to them.\u003c/p>\n\u003cp>“What we see in our girls is they lack a script to have direct conflict,” Marean said. “They literally don’t know the words. They also lack the permission; they feel like something is wrong with the friendship if they have conflict.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Girls are dealing with a lot of the same things, no matter where they live.'\u003ccite>Ife Bell, Cincinnati Public Schools Districtwide School Community Coordinator for After School\u003c/cite>\u003c/aside>\n\u003cp>Marean has found that girls from third grade through high school say the same thing about what it means to be a friend: like all the same things (or hate the same things), do everything together and never fight. That’s an unrealistic expectation for friendship and it doesn’t help equip girls for feelings of jealousy, anger or hurt that are regularly part of healthy relationships.\u003c/p>\n\u003cp>“Conflict is going to happen all the time,” Marean said. “Conflict is part of a normal, healthy, functional relationship. This is how we get things to change.” The challenge is helping girls to see it that way, to not be afraid of it. She cautions that if kids don’t learn how conflict can lead to positive change from the adults in their lives, they’ll learn about it from friends online. And online there’s no eye contact, no tone of voice, and things can get nasty.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/psN1DORYYV0?rel=0\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Role play is the only way to talk about the how of communication,” Marean said. When a girl comes home upset about something that happened at school, it’s a normal parental reaction to want to take away her pain and get angry on her behalf. But that doesn’t help her develop the skills to deal with the situation.\u003c/p>\n\u003cp>Instead, Marean suggests offering empathy and asking questions about what she wants to do next. At this stage, many younger girls aren’t good at immediately articulating the result they hope for; instead they often go straight for what they want to do. This is where an adult can help them think through how a gut reaction might play out. Role-playing the situation gives the girl a chance to try out the words and debriefing solidifies it.\u003c/p>\n\u003cp>“The number one fear I hear from parents around teaching their girls to have a voice is that what if she does it all and she doesn’t get what she needs? What if her voice is not heard?” Marean said. Her answer: that’s all right; her voice won’t always be heard. But the experience of expressing it can be empowering and it’s a first step.\u003c/p>\n\u003cp>Marean also points to the idea of “contribution” raised in Bruce Patton's book \u003ca href=\"https://www.penguinrandomhouse.com/books/331191/difficult-conversations-by-bruce-patton/9780143118442/\" target=\"_blank\" rel=\"noopener\">“Difficult Conversations.”\u003c/a> Both parties in a conflict contribute to it, so when mediating each person should come to the conversation aware of the ways he or she contributed to the situation. That helps remove some of the right or wrong feeling.\u003c/p>\n\u003cp>“Students often say to me, there are so many girls who need this and we want to take it to them,” said Ife Bell, coordinator of the \u003ca href=\"http://www.iamcps.org/2017/10/25/girls-to-women-molding-young-women-to-be-empowered-compassionate-agents-of-change/\" target=\"_blank\" rel=\"noopener\">Girls to Women\u003c/a> program in Cincinnati Public Schools. Bell works on many of these issues with small groups of girls at several schools across the district. The program she runs comes out of a recognition that outcomes for girls living in poverty are often \u003ca href=\"https://www.npr.org/sections/codeswitch/2015/02/13/384005652/study-black-girls-are-being-pushed-out-of-school\" target=\"_blank\" rel=\"noopener\">just as poor as they are for boys\u003c/a>. The district wanted to focus on helping to empower its young women.\u003c/p>\n\u003cp>[contextly_sidebar id=\"ozTX2lxLYMQZCSW7UPo21NlFYqNQqhcz\"]\u003c/p>\n\u003cp>Bell uses aspects of the Girls Leadership program in conjunction with another girls empowerment curriculum called \u003ca href=\"https://thesisteraccord.com/\" target=\"_blank\" rel=\"noopener\">Sister Accord\u003c/a>. Bell’s approach to her program is one that Girls Leadership has been pivoting to over the past year, in recognition that while a gendered approach to social and emotional skills is necessary in all contexts, how the curriculum plays out may be different in various communities.\u003c/p>\n\u003cp>The original Girls Leadership materials were designed with a white, middle-class lens. Some of it makes assumptions about people’s values and experiences. Marean says the organization is in the midst of a pivot to listen and learn from a diverse set of communities about how to make what they offer more effective in all contexts. Part of the shift revolves around recognizing the strengths different girls bring to any situation, and letting them lead the process of delving into specific experiences and scenarios they confront.\u003c/p>\n\u003cp>“Girls are dealing with a lot of the same things, no matter where they live,” Bell said, although she acknowledges young women growing up in poverty may have experiences they’d like to discuss in addition to the more universal ones. That’s why she works with student leaders in her groups to co-design the activities the Girls to Women facilitators use. In that process, Bell often looks at the scenarios offered by Girls Leadership, which can seem aimed at a white middle-class audience, and have students tweak them until they feel authentic.\u003c/p>\n\u003cp>For example, there’s a role-playing scenario where Jessica and Brittany are talking about spring break at basketball practice. Jessica says she’s going on vacation to Florida with Marybeth’s family, but Brittany has always spent vacations with Marybeth. That example didn’t feel very authentic to Bell or her students, so they changed the names and flipped the scenario in various ways to include a family with only one parent, or a girl who lives with her grandmother, or a girl who hasn’t ever been on vacation before. Sometimes Bell gives a group all the scenarios.\u003c/p>\n\u003cp>“I want them to see that addressing the conflict doesn’t use the same skills every time,” Bell said. She wants students to feel they have a variety of conflict resolution tools to rely on, no matter the situation.\u003c/p>\n\u003cp>One thing Bell wasn’t expecting was how powerful facilitating these conversations would be for herself and the other adult facilitators. Often the emotions, scenarios and strategies are ones adults can use, too, and perhaps never learned.\u003c/p>\n\u003cp>“One of the learnings is a lot of times when women don’t feel empowered to say what they really want to say, they just stop talking,” Bell said. She found an activity illuminating where she wrote down what someone said to her, and her response, along with what she really wanted to say. She began to reflect on how she could communicate more effectively about her emotions at work and in her personal life.\u003c/p>\n\u003cp>“We often speak our outside feelings instead of recognizing our inside feelings,” Bell said. For example, she might say, “I’m mad,” but the other person can’t do much with that. Underneath the feelings of anger are disappointment, fear, hurt or other emotions that can more effectively convey a possible next step to the other person.\u003c/p>\n\u003cp>Marean says Bell’s personal experience with the materials is common among the adults who bring their girls to Girls Leadership workshops. “We have to help the adults look at their own backgrounds and what were the gender expectations in their childhood, in their culture, in their socioeconomic background, because we’re not going to be able to help our girls if we can’t see it ourselves,” Marean said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Schools across the country are beginning to recognize that social and emotional skills are important to lifelong success in school and beyond, but how to effectively teach those skills in school and at home is more of an open question. Schools like GALS and programs like Girls to Women and Girls Leadership make the case that while the same conflict resolution, communication, emotional intelligence and empathy skills are needed by all kids, regardless of gender, the ways kids experience the world are still different. As much as we’d like to believe the world is an equal place, with the same opportunities for everyone, the fact remains that context matters.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Girls and boys have always grown up with cultural and societal stereotypes swirling around them. Despite the unparalleled access to opportunities that young women have today compared with the past, many are still absorbing strong messages about how they should look, act and be. For girls, many of the most powerful influences come from the media, but young girls could find relief among the real people in their lives. Social media has changed the game, requiring educators and parents to also change strategies to help girls navigate complicated waters.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Girls are focused on all these other people and they’ve lost track of themselves.'\u003ccite>Simone Marean, Co-Founder and CEO of Girls Leadership\u003c/cite>\u003c/aside>\n\u003cp>“There's nothing I talk about practicing with girls that doesn’t also apply to boys,” said Simone Marean, CEO of \u003ca href=\"https://girlsleadership.org/\" target=\"_blank\" rel=\"noopener\">Girls Leadership\u003c/a>, a nonprofit working to help girls find and raise their voices. Marean spoke at the \u003ca href=\"https://www.innovativelearningconference.org/ehome/index.php?eventid=190155&tabid=430590&\" target=\"_blank\" rel=\"noopener\">Innovative Learning Conference\u003c/a> hosted at The Nueva School in Hillsborough, California.\u003c/p>\n\u003cp>Marean is raising two sons, so she knows many of the skills her organization teaches are \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/25/why-its-imperative-to-teach-empathy-to-boys/\" target=\"_blank\" rel=\"noopener\">important for all humans\u003c/a>, but she also recognizes girls and boys are still socialized differently. “There are reasons why the expectations of girls make it particularly important that we practice this with girls,” she said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Q_QM83gMBCk?rel=0\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>A growing percentage of girls feel pressure to please everyone in their lives, according to a \u003ca href=\"https://static1.squarespace.com/static/597249b6d7bdcec54c7fdd10/t/59cec40132601ed2cee562bd/1506722842794/Girls%27+Index+Research+Brief+Final.pdf\" target=\"_blank\" rel=\"noopener\">nationwide survey\u003c/a> conducted by Ruling Our eXperiences (ROX). The college application process is more competitive than ever and the comparative culture on social media is always present. “The pressure is greater, but they’re also experiencing it more and more each day as the time on media increases,” Marean said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some studies show the \u003ca href=\"https://www.theatlantic.com/magazine/archive/2017/09/has-the-smartphone-destroyed-a-generation/534198/\" target=\"_blank\" rel=\"noopener\">rate of depression and anxiety increasing more rapidly among girls\u003c/a>, and social media culture has heightened the sense among many girls that they \u003ca href=\"https://ww2.kqed.org/mindshift/2018/01/22/how-to-find-balance-when-too-much-self-doubt-gets-in-the-way/\" target=\"_blank\" rel=\"noopener\">must be perfect\u003c/a>, presenting a pleasant, well-behaved, curated persona to the world.\u003c/p>\n\u003cp>“Girls are focused on all these other people and they’ve lost track of themselves,” Marean said. She sees the same patterns from early elementary school girls through high school. And while social media has the potential to amplify damaging messages about bodies, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/03/why-socializing-girls-to-be-perfect-could-be-the-worst-thing-for-them/\" target=\"_blank\" rel=\"noopener\">perfection\u003c/a> and beauty that have long existed, it would be too simple to ban digital devices. Marean points out when educators and parents act from a place of fear they \u003ca href=\"https://ww2.kqed.org/mindshift/2017/12/28/how-parents-can-help-kids-navigate-the-pressures-of-their-digital-lives/\" target=\"_blank\" rel=\"noopener\">tend to go to extremes\u003c/a>, alienating the girls they love in the process.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Instead, she advocates for helping girls gain the skills to navigate these spaces with a different script. She says it’s crucial that adults start helping young girls to engage in productive conflict, \u003ca href=\"https://ww2.kqed.org/mindshift/2013/04/24/giving-good-praise-to-girls-what-messages-stick/\" target=\"_blank\" rel=\"noopener\">acknowledge and grow from mistakes\u003c/a>, develop emotional intelligence and take responsibility for the role they each play in social situations. While these are concerns for many parents, educators can also help girls develop skills to cope with these modern problems -- and doing so could help with academics, too.\u003c/p>\n\u003cp>“Relationships are integral and foundational to mental health and wellness,” Marean said. “When relationships are struggling there’s no way to take care of the next level of thinking.” Middle school teachers know this better than anyone -- when students are dealing with social drama, they have a lot less mental space for academics.\u003c/p>\n\u003cp>\u003cstrong>EMOTIONAL INTELLIGENCE\u003c/strong>\u003c/p>\n\u003cp>Girls can’t express how they feel effectively until they take time to notice and name their feelings. Marean says girls know they are supposed to feel happy, calm and confident, so they disrespect their other emotions. Many don’t even have the language to talk about more complicated, nuanced and less sunny feelings. But when girls name how they feel in a situation, they can recognize that it’s the situation, not them, that’s the problem. That opens up a wider range of options for how they handle that situation.\u003c/p>\n\u003cp>“When we do that we are giving them a foundation of agency,” Marean said. “It works like a GPS. When you know where you are, you know where you need to go.”\u003c/p>\n\u003cfigure id=\"attachment_50497\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-50497 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/02/GirlsLeadershipCropped-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/02/GirlsLeadershipCropped-520x292.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Two girls participate in a Girls Leadership workshop. \u003ccite>(Courtesy Girls Leadership)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One way educators and parents can help girls to develop an emotional vocabulary and give permission to feel less than “perfect” feelings is with role modeling. When girls hear that the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/08/18/normalize-setbacks-by-asking-your-kids-for-advice-when-you-struggle/\" target=\"_blank\" rel=\"noopener\">important adults in their lives also feel\u003c/a> excluded or jealous or hurt, it normalizes those complex feelings. And, when a girl comes home talking about a difficult social experience, adults can help her \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/16/how-empathy-is-important-for-parents-and-teens-when-things-get-stressful/\" target=\"_blank\" rel=\"noopener\">build empathy\u003c/a> by asking how the other person might have felt in that interaction.\u003c/p>\n\u003cp>Educators at the \u003ca href=\"http://galsdenver.org/about-us/\" target=\"_blank\" rel=\"noopener\">Girls Athletic Leadership Schools (GALS)\u003c/a> in Denver are folding emotional intelligence into the core of their academic program. This all-girls public charter school is recognizing that the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/08/14/what-do-we-mean-when-we-say-social-and-emotional-skills/\" target=\"_blank\" rel=\"noopener\">broader social and emotional skill set \u003c/a>being discussed in many areas of education are most effective when contextualized to the lives of specific students groups. Gender is one layer of identity, but the messages girls receive about gender are situated within a broader context of race, class and cultural values.\u003c/p>\n\u003cp>“A big part of our program is girls being able to find their voice and say who they are,” said Lynnsey Gwaltney, the eighth-grade teacher of a class called \u003ca href=\"http://galsdenver.org/schools/gals-denver-middle-school/academics/gals-series/\" target=\"_blank\" rel=\"noopener\">GALS Series\u003c/a> that covers topics like nutrition, well-being, identity, healthy sexuality and knowing one’s boundaries, among other things. This course is given the same weight, and time, as academic classes at the school.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>At the start of the school year, teachers of GALS Series do a lot of relationship-building. They play icebreakers and run around together, do writing exercises and slowly build an environment where students feel comfortable talking about sensitive issues. They often practice role-playing conflict resolution -- a Girls Leadership staple -- and even ask students to bring real situations of conflict to the group for workshopping.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2017/12/28/how-parents-can-help-kids-navigate-the-pressures-of-their-digital-lives/\" target=\"_blank\" rel=\"noopener\">Social media \u003c/a>is a big part of the conversation throughout middle school. In sixth grade, students are often watching things they don’t really know how to handle. A good example is a trend toward parody videos meant to be funny, but that are actually quite nasty. Together the class talks about how those videos make them feel and some productive ways to handle the emotions elicited.\u003c/p>\n\u003cp>“The biggest thing we’ve done is have a place for students to talk about it and think about what choices they’re making on social media,” Gwaltney said. With her eighth-graders, comparison is a big problem. “That’s the best way to help them to feel they have power in it. They have choice in what they look at and what they put into the world.”\u003c/p>\n\u003cp>GALS Series teachers have also done a lot to help students find their voices when talking with adults. And, they’ve found that the curriculum they developed in-house has to spiral throughout middle school because the conflicts a sixth-grader encounters aren’t the same ones an eighth-grader experiences. It’s worth covering conflict resolution, emotion-naming and social media issues again in the new context.\u003c/p>\n\u003cp>“We support students in bringing it to the forefront and dealing with it in a healthy, productive way as opposed to it existing under the surface as this shady, passive thing,” said Maggie Dickman, the sixth-grade GALS Series teacher. “We deal with conflict.” Role-playing how to handle conflict, normalizing it and demonstrating the good that can come out of direct confrontation is really important for girls.\u003c/p>\n\u003cp>\u003cstrong>CONFLICT AS OPPORTUNITY FOR CHANGE\u003c/strong>\u003c/p>\n\u003cp>In over 15 years of working with girls of all ages, Simone Marean has found that many believe conflict is bad. Girls are often raised to be socially aware and connected, so friendships are extremely important to them.\u003c/p>\n\u003cp>“What we see in our girls is they lack a script to have direct conflict,” Marean said. “They literally don’t know the words. They also lack the permission; they feel like something is wrong with the friendship if they have conflict.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Girls are dealing with a lot of the same things, no matter where they live.'\u003ccite>Ife Bell, Cincinnati Public Schools Districtwide School Community Coordinator for After School\u003c/cite>\u003c/aside>\n\u003cp>Marean has found that girls from third grade through high school say the same thing about what it means to be a friend: like all the same things (or hate the same things), do everything together and never fight. That’s an unrealistic expectation for friendship and it doesn’t help equip girls for feelings of jealousy, anger or hurt that are regularly part of healthy relationships.\u003c/p>\n\u003cp>“Conflict is going to happen all the time,” Marean said. “Conflict is part of a normal, healthy, functional relationship. This is how we get things to change.” The challenge is helping girls to see it that way, to not be afraid of it. She cautions that if kids don’t learn how conflict can lead to positive change from the adults in their lives, they’ll learn about it from friends online. And online there’s no eye contact, no tone of voice, and things can get nasty.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/psN1DORYYV0?rel=0\" frameborder=\"0\" allow=\"autoplay; encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Role play is the only way to talk about the how of communication,” Marean said. When a girl comes home upset about something that happened at school, it’s a normal parental reaction to want to take away her pain and get angry on her behalf. But that doesn’t help her develop the skills to deal with the situation.\u003c/p>\n\u003cp>Instead, Marean suggests offering empathy and asking questions about what she wants to do next. At this stage, many younger girls aren’t good at immediately articulating the result they hope for; instead they often go straight for what they want to do. This is where an adult can help them think through how a gut reaction might play out. Role-playing the situation gives the girl a chance to try out the words and debriefing solidifies it.\u003c/p>\n\u003cp>“The number one fear I hear from parents around teaching their girls to have a voice is that what if she does it all and she doesn’t get what she needs? What if her voice is not heard?” Marean said. Her answer: that’s all right; her voice won’t always be heard. But the experience of expressing it can be empowering and it’s a first step.\u003c/p>\n\u003cp>Marean also points to the idea of “contribution” raised in Bruce Patton's book \u003ca href=\"https://www.penguinrandomhouse.com/books/331191/difficult-conversations-by-bruce-patton/9780143118442/\" target=\"_blank\" rel=\"noopener\">“Difficult Conversations.”\u003c/a> Both parties in a conflict contribute to it, so when mediating each person should come to the conversation aware of the ways he or she contributed to the situation. That helps remove some of the right or wrong feeling.\u003c/p>\n\u003cp>“Students often say to me, there are so many girls who need this and we want to take it to them,” said Ife Bell, coordinator of the \u003ca href=\"http://www.iamcps.org/2017/10/25/girls-to-women-molding-young-women-to-be-empowered-compassionate-agents-of-change/\" target=\"_blank\" rel=\"noopener\">Girls to Women\u003c/a> program in Cincinnati Public Schools. Bell works on many of these issues with small groups of girls at several schools across the district. The program she runs comes out of a recognition that outcomes for girls living in poverty are often \u003ca href=\"https://www.npr.org/sections/codeswitch/2015/02/13/384005652/study-black-girls-are-being-pushed-out-of-school\" target=\"_blank\" rel=\"noopener\">just as poor as they are for boys\u003c/a>. The district wanted to focus on helping to empower its young women.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Bell uses aspects of the Girls Leadership program in conjunction with another girls empowerment curriculum called \u003ca href=\"https://thesisteraccord.com/\" target=\"_blank\" rel=\"noopener\">Sister Accord\u003c/a>. Bell’s approach to her program is one that Girls Leadership has been pivoting to over the past year, in recognition that while a gendered approach to social and emotional skills is necessary in all contexts, how the curriculum plays out may be different in various communities.\u003c/p>\n\u003cp>The original Girls Leadership materials were designed with a white, middle-class lens. Some of it makes assumptions about people’s values and experiences. Marean says the organization is in the midst of a pivot to listen and learn from a diverse set of communities about how to make what they offer more effective in all contexts. Part of the shift revolves around recognizing the strengths different girls bring to any situation, and letting them lead the process of delving into specific experiences and scenarios they confront.\u003c/p>\n\u003cp>“Girls are dealing with a lot of the same things, no matter where they live,” Bell said, although she acknowledges young women growing up in poverty may have experiences they’d like to discuss in addition to the more universal ones. That’s why she works with student leaders in her groups to co-design the activities the Girls to Women facilitators use. In that process, Bell often looks at the scenarios offered by Girls Leadership, which can seem aimed at a white middle-class audience, and have students tweak them until they feel authentic.\u003c/p>\n\u003cp>For example, there’s a role-playing scenario where Jessica and Brittany are talking about spring break at basketball practice. Jessica says she’s going on vacation to Florida with Marybeth’s family, but Brittany has always spent vacations with Marybeth. That example didn’t feel very authentic to Bell or her students, so they changed the names and flipped the scenario in various ways to include a family with only one parent, or a girl who lives with her grandmother, or a girl who hasn’t ever been on vacation before. Sometimes Bell gives a group all the scenarios.\u003c/p>\n\u003cp>“I want them to see that addressing the conflict doesn’t use the same skills every time,” Bell said. She wants students to feel they have a variety of conflict resolution tools to rely on, no matter the situation.\u003c/p>\n\u003cp>One thing Bell wasn’t expecting was how powerful facilitating these conversations would be for herself and the other adult facilitators. Often the emotions, scenarios and strategies are ones adults can use, too, and perhaps never learned.\u003c/p>\n\u003cp>“One of the learnings is a lot of times when women don’t feel empowered to say what they really want to say, they just stop talking,” Bell said. She found an activity illuminating where she wrote down what someone said to her, and her response, along with what she really wanted to say. She began to reflect on how she could communicate more effectively about her emotions at work and in her personal life.\u003c/p>\n\u003cp>“We often speak our outside feelings instead of recognizing our inside feelings,” Bell said. For example, she might say, “I’m mad,” but the other person can’t do much with that. Underneath the feelings of anger are disappointment, fear, hurt or other emotions that can more effectively convey a possible next step to the other person.\u003c/p>\n\u003cp>Marean says Bell’s personal experience with the materials is common among the adults who bring their girls to Girls Leadership workshops. “We have to help the adults look at their own backgrounds and what were the gender expectations in their childhood, in their culture, in their socioeconomic background, because we’re not going to be able to help our girls if we can’t see it ourselves,” Marean said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Schools across the country are beginning to recognize that social and emotional skills are important to lifelong success in school and beyond, but how to effectively teach those skills in school and at home is more of an open question. Schools like GALS and programs like Girls to Women and Girls Leadership make the case that while the same conflict resolution, communication, emotional intelligence and empathy skills are needed by all kids, regardless of gender, the ways kids experience the world are still different. As much as we’d like to believe the world is an equal place, with the same opportunities for everyone, the fact remains that context matters.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Navigating love and relationships can be difficult at any age, but especially so in the angsty teenage years. Budding romances can be fun and exhilarating but also confusing and uncomfortable. In these moments of confusion, teens often turn to friends or the internet for advice. But what if teens were trained with other options? What if lessons in love and romance were taught more explicitly in schools and at home?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It turns out that teens are yearning for these lessons. They're looking for more guidance from parents on emotional aspects of romantic relationships — everything from “how to develop a mature relationship” to “how to deal with breakups,” according to a \u003c/span>\u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/mcc_the_talk_executive-summary.pdf\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Harvard Graduate School of Education’s\u003c/span>\u003ca href=\"https://mcc.gse.harvard.edu/\"> \u003cspan style=\"font-weight: 400\">Making Caring Common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> project. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our data is showing a lot of kids do want to have this conversation,” said Richard Weissbourd, a Harvard psychologist who co-authored the \u003ca href=\"https://mcc.gse.harvard.edu/thetalk\">study\u003c/a> of the 18- to 25-year-olds. He said that teachers and parents should be establishing themselves as experts on mature relationships and, in turn, creating an environment in which teens feel comfortable seeking advice about those experiences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are a huge amount of mistakes and misunderstandings that go on here on a daily basis, and good sex education can really help with that,\" he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The majority of us have experienced lessons on human anatomy and pregnancy prevention in school, but what Weissbourd is referring to when he says “good sex education” goes beyond the basics. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Health educators like \u003ca href=\"http://www.shafiazaloom.com/\">Shafia Zaloom\u003c/a> are trying to create a more holistic approach to sex ed by teaching lessons in love and intimacy. She teaches a six-week course at the Urban School of San Francisco that follows the lifespan of a romantic relationship. The curriculum she has developed encompasses human sexuality and personal integrity with specific lessons in topics like sexual orientation, consent, good sex and pleasure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I teach it because human relationships are one of the most important aspects of our lives. The quality of our relationships determines the quality of our lives,” she said. “Authentic connection matters and makes a difference. The focus of my work has always been on social justice and equity as well. There’s a lot of work to do with this in the realm of sex education.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of Zaloom's students, a 15-year-old boy, says his favorite part has been learning about the nuance of consent. In one class, students watched and analyzed a sex scene from the movie “Super Bad.” He says that activity opened up his eyes to how media can alter our perception of reality. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When I watch movies, I usually don't think in my head if it's consensual or not, I just go with it, but looking back on it, I'm like, ‘O\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">h wait, that's not consensual\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> I don't know why he's doing that,’” \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">he said.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> “\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">You got to be taught those things, you can't just be influenced by the things you see in the movies, you need to learn about it in real life.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zaloom acknowledges that, as an adult, initiating these conversations with teens can be nerve-wracking. Her advice is to: “Pace yourself. Have lots of smaller conversations (vs. the BIG TALK) over time that scaffolds the learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Below are a handful of additional tips from educators and researchers on how to effectively teach about love, consent and emotional intelligence. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Create a safe space\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Matthew Lippman is a high school English teacher at Beaver Country Day School in Chestnut Hill, Massachusetts. A few years ago, he began teaching a course called MEMOIR: LOVE.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The first thing is that you want to really set up a space that is safe and that will be, at times, uncomfortable. Super uncomfortable,” said Lippman. “Trust the kids. They know what they are talking about in big and deep and meaningful ways. I think it is very important to let them, in their own way, guide the conversation. This means that ‘getting out of the way’ is really important.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Talk about your own romantic relationships\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tackling these conversations with teens can be intimidating, especially if you’ve never done it before. For starters, Weissbourd suggests developing go-to language. One way to do this is to talk about your own relationships. Even if they didn’t last forever, there can be value in learning about failed relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are some questions to ask yourself as you begin teaching teens about romantic relationships: What was healthy about my relationships? What was unhealthy? If they were troubled in some way, why did they become that way? What attitudes or behaviors would you change if you could? Were there warning signs in your relationship or concerning qualities in your partner that you should have seen or taken more seriously?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s often helpful to discuss these questions with trusted friends or to consult experts. Share with your teens any lessons you’ve learned about the skills, attitudes and sensitivities that it takes to maintain a healthy romantic relationship or any close relationship,” the \u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/mcc_the_talk_final.pdf\">Harvard\u003c/a> \u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/mcc_the_talk_final.pdf\">study suggests\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Facilitate conversations about ethical decision-making\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What do I do if I know my friend is cheating on his girlfriend, who is also my friend? Is infidelity justified under any circumstances? Is it exploitation when a high school senior hooks up with a first-year student? These types of questions can engage teens in lively conversation — and help them formulate their own opinions about how to handle complicated situations. It also helps students gain perspective, especially when they’re dissecting these hypothetical situations with the opposite sex.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One 15-year-old girl who took Zaloom’s class said the course gave her communication tools and helped her establish her own moral compass. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Knowing my priorities and values before going into situations taught me how to interact with people,” she said. “Not just a value for relationships ... life in general. It’s really applicable to everyday life and how I can go through life with an open mind and always willing to hear from other people.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Create empathy through perspective exercises\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teaching about consent, building empathy is imperative, says Zaloom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The social science shows through research that the only one common piece people who perpetrate assault share is a lack of empathy,” said Zaloom. “Empathy is the foundation of one's capacity to have healthy and caring relationships, to truly respect someone. Needless to say, we talk a ton about empathy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to do this is to have kids interact, share experiences and \u003c/span>\u003cspan style=\"font-weight: 400\">listen \u003c/span>\u003cspan style=\"font-weight: 400\">to each other. For instance, one lesson teaches kids how to ask someone out. Students explain to each other what they're attracted to and how various scenarios make them feel. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really great advice, actually,” said Zaloom's 15-year-old male student. “It was really interesting hearing about the other gender. … I didn't understand how important confidence is to a girl — being confident but not being too dominant and not being a jerk.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Teach about different kinds of love \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Infatuation. Romance. Jealousy. Unconditional love. There is nuance in love, and educators say this is important for kids to understand, especially when they’re feeling these emotions for the first time. In\u003c/span> \u003cspan style=\"font-weight: 400\">Lippman’s course on love, he said students “read and talked and wrote about love in all of its forms and iterations” because “it is one of these topics that lives in everything.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is when talking about your own experiences with love and dating can be beneficial. Weissbourd puts it like this: \"When I said I love my wife on our wedding day, that was something different than when I say I love her now. The love I have for her now is deeper and more dazzling but it's quieter. it's not intoxication in the same way. We don't talk about these different types of love.\"\u003c/span>\u003c/p>\n\u003cp>\u003cb>Use pop culture and other forms of media as models\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When looking to incorporate forms of media into your own class, Lippman says, “I find that music is a great literature and one that really speaks to the kids. The most important thing is to be relevant.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s a list of his favorite teaching materials, including books, poetry and music: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Rainer Marie Rilke’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Letters To A Young Poet\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Matthew Dickman and Tracy K. Smith's poetry \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Leslie Jamison’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Empathy Exams \u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Roxane Gay’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Bad Feminist\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">W.P. Kinsella’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Shoeless Joe\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Roberta Flack’s “The First Time Ever I Saw Your Face” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">U2’s “One”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, says Zaloom, remember that the majority of sex education is about values. \"Many parents are already teaching about values. Now the challenge is to guide kids to understand what those values sound, look and feel like within the context of sexuality.\" \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Navigating love and relationships can be difficult at any age, but especially so in the angsty teenage years. Budding romances can be fun and exhilarating but also confusing and uncomfortable. In these moments of confusion, teens often turn to friends or the internet for advice. But what if teens were trained with other options? What if lessons in love and romance were taught more explicitly in schools and at home?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It turns out that teens are yearning for these lessons. They're looking for more guidance from parents on emotional aspects of romantic relationships — everything from “how to develop a mature relationship” to “how to deal with breakups,” according to a \u003c/span>\u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/mcc_the_talk_executive-summary.pdf\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Harvard Graduate School of Education’s\u003c/span>\u003ca href=\"https://mcc.gse.harvard.edu/\"> \u003cspan style=\"font-weight: 400\">Making Caring Common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> project. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our data is showing a lot of kids do want to have this conversation,” said Richard Weissbourd, a Harvard psychologist who co-authored the \u003ca href=\"https://mcc.gse.harvard.edu/thetalk\">study\u003c/a> of the 18- to 25-year-olds. He said that teachers and parents should be establishing themselves as experts on mature relationships and, in turn, creating an environment in which teens feel comfortable seeking advice about those experiences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are a huge amount of mistakes and misunderstandings that go on here on a daily basis, and good sex education can really help with that,\" he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The majority of us have experienced lessons on human anatomy and pregnancy prevention in school, but what Weissbourd is referring to when he says “good sex education” goes beyond the basics. \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\">Health educators like \u003ca href=\"http://www.shafiazaloom.com/\">Shafia Zaloom\u003c/a> are trying to create a more holistic approach to sex ed by teaching lessons in love and intimacy. She teaches a six-week course at the Urban School of San Francisco that follows the lifespan of a romantic relationship. The curriculum she has developed encompasses human sexuality and personal integrity with specific lessons in topics like sexual orientation, consent, good sex and pleasure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I teach it because human relationships are one of the most important aspects of our lives. The quality of our relationships determines the quality of our lives,” she said. “Authentic connection matters and makes a difference. The focus of my work has always been on social justice and equity as well. There’s a lot of work to do with this in the realm of sex education.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of Zaloom's students, a 15-year-old boy, says his favorite part has been learning about the nuance of consent. In one class, students watched and analyzed a sex scene from the movie “Super Bad.” He says that activity opened up his eyes to how media can alter our perception of reality. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When I watch movies, I usually don't think in my head if it's consensual or not, I just go with it, but looking back on it, I'm like, ‘O\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">h wait, that's not consensual\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> I don't know why he's doing that,’” \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">he said.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> “\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">You got to be taught those things, you can't just be influenced by the things you see in the movies, you need to learn about it in real life.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zaloom acknowledges that, as an adult, initiating these conversations with teens can be nerve-wracking. Her advice is to: “Pace yourself. Have lots of smaller conversations (vs. the BIG TALK) over time that scaffolds the learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Below are a handful of additional tips from educators and researchers on how to effectively teach about love, consent and emotional intelligence. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Create a safe space\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Matthew Lippman is a high school English teacher at Beaver Country Day School in Chestnut Hill, Massachusetts. A few years ago, he began teaching a course called MEMOIR: LOVE.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The first thing is that you want to really set up a space that is safe and that will be, at times, uncomfortable. Super uncomfortable,” said Lippman. “Trust the kids. They know what they are talking about in big and deep and meaningful ways. I think it is very important to let them, in their own way, guide the conversation. This means that ‘getting out of the way’ is really important.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Talk about your own romantic relationships\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tackling these conversations with teens can be intimidating, especially if you’ve never done it before. For starters, Weissbourd suggests developing go-to language. One way to do this is to talk about your own relationships. Even if they didn’t last forever, there can be value in learning about failed relationships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are some questions to ask yourself as you begin teaching teens about romantic relationships: What was healthy about my relationships? What was unhealthy? If they were troubled in some way, why did they become that way? What attitudes or behaviors would you change if you could? Were there warning signs in your relationship or concerning qualities in your partner that you should have seen or taken more seriously?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s often helpful to discuss these questions with trusted friends or to consult experts. Share with your teens any lessons you’ve learned about the skills, attitudes and sensitivities that it takes to maintain a healthy romantic relationship or any close relationship,” the \u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/mcc_the_talk_final.pdf\">Harvard\u003c/a> \u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/mcc_the_talk_final.pdf\">study suggests\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Facilitate conversations about ethical decision-making\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What do I do if I know my friend is cheating on his girlfriend, who is also my friend? Is infidelity justified under any circumstances? Is it exploitation when a high school senior hooks up with a first-year student? These types of questions can engage teens in lively conversation — and help them formulate their own opinions about how to handle complicated situations. It also helps students gain perspective, especially when they’re dissecting these hypothetical situations with the opposite sex.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One 15-year-old girl who took Zaloom’s class said the course gave her communication tools and helped her establish her own moral compass. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Knowing my priorities and values before going into situations taught me how to interact with people,” she said. “Not just a value for relationships ... life in general. It’s really applicable to everyday life and how I can go through life with an open mind and always willing to hear from other people.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Create empathy through perspective exercises\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teaching about consent, building empathy is imperative, says Zaloom.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The social science shows through research that the only one common piece people who perpetrate assault share is a lack of empathy,” said Zaloom. “Empathy is the foundation of one's capacity to have healthy and caring relationships, to truly respect someone. Needless to say, we talk a ton about empathy.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to do this is to have kids interact, share experiences and \u003c/span>\u003cspan style=\"font-weight: 400\">listen \u003c/span>\u003cspan style=\"font-weight: 400\">to each other. For instance, one lesson teaches kids how to ask someone out. Students explain to each other what they're attracted to and how various scenarios make them feel. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really great advice, actually,” said Zaloom's 15-year-old male student. “It was really interesting hearing about the other gender. … I didn't understand how important confidence is to a girl — being confident but not being too dominant and not being a jerk.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Teach about different kinds of love \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Infatuation. Romance. Jealousy. Unconditional love. There is nuance in love, and educators say this is important for kids to understand, especially when they’re feeling these emotions for the first time. In\u003c/span> \u003cspan style=\"font-weight: 400\">Lippman’s course on love, he said students “read and talked and wrote about love in all of its forms and iterations” because “it is one of these topics that lives in everything.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is when talking about your own experiences with love and dating can be beneficial. Weissbourd puts it like this: \"When I said I love my wife on our wedding day, that was something different than when I say I love her now. The love I have for her now is deeper and more dazzling but it's quieter. it's not intoxication in the same way. We don't talk about these different types of love.\"\u003c/span>\u003c/p>\n\u003cp>\u003cb>Use pop culture and other forms of media as models\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When looking to incorporate forms of media into your own class, Lippman says, “I find that music is a great literature and one that really speaks to the kids. The most important thing is to be relevant.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s a list of his favorite teaching materials, including books, poetry and music: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Rainer Marie Rilke’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Letters To A Young Poet\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Matthew Dickman and Tracy K. Smith's poetry \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Leslie Jamison’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">The Empathy Exams \u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Roxane Gay’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Bad Feminist\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">W.P. Kinsella’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Shoeless Joe\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Roberta Flack’s “The First Time Ever I Saw Your Face” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">U2’s “One”\u003c/span>\u003c/li>\n\u003c/ul>\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\">Ultimately, says Zaloom, remember that the majority of sex education is about values. \"Many parents are already teaching about values. Now the challenge is to guide kids to understand what those values sound, look and feel like within the context of sexuality.\" \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>By \u003ca href=\"http://pblglobal.com/about/\">Thom Markham\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Observing a group of students conversing deeply as a team, checking resources on a Chromebook, presenting solutions to a problem in a project, or responding to open ended questions, you might ask yourself: What the heck is going on? Is this learning?\u003c/p>\n\u003cp>In times past, this was an easy question to answer. Traditional, recognizable elements of education, such as lectures, worksheets, spelling tests, writing, and standardized tests were prominent. There was also a shared mental model of what learning \u003cem>meant\u003c/em>. It was assumed that individuals operate as a unit separate from each other and the environment, which enabled the transmission version of learning—the input-output model in which packets of information enter the brain, form building blocks of knowledge, rewire circuits, stimulate executive function, and thinking happens… (The conversation trails off a bit at this point because the whole process gets mysterious, especially the thinking part.)\u003c/p>\n\u003cp>But what now? Information is everywhere, making it impossible to package. Collaboration and networking underpin life, and constant communication is the norm, even for \u003ca href=\"http://www.the-scientist.com/?articles.view/articleNo/38727/title/Plant-Talk/\">plants\u003c/a>. Each time you check your smart phone you tap into a global brain. And when you finally put down the phone, you shake your head: \u003cem>So much going on\u003c/em>. In fact, the tightening weave in the global network means that never has there been an era in human history in which so many people \u003cem>learn\u003c/em> together.\u003c/p>\n\u003cp>Education has noticed, driving the move to personalized, learner-centered, teacher facilitated, applied skills approaches to schooling, with increased emphasis on teamwork and collaborative project-based work in school, accompanied by a sharp necessity to tap deep student attributes such as engagement, motivation, openness, and curiosity.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That the transmission model has collapsed is clear. But it’s now time to take the more difficult step: To acknowledge that living a densely linked life and operating in a non-linear, intimately connected, globally diverse, culturally conflicted world with 16 million text messages exchanged every minute and knowledge itself becoming a social construct mediated by the whole requires entirely new thinking about learning itself.\u003c/p>\n\u003cp>What will replace the old model? There are three important clues—three sets of data from emerging science—that point us in the direction of a radically new notion of learning in the remainder of the 21\u003csup>st\u003c/sup> century and beyond.\u003c/p>\n\u003cp>First, consider that conventional evolutionary theory is being challenged by \u003ca href=\"https://www.wired.com/2008/02/complexity-theo/\">complexity\u003c/a>, which assumes the primary unit of evolution is the organic whole, not the individual. This theory follows the rule of dynamic systems, in which chaotic patterns (and we have plenty now) accelerate until crisis reaches a penultimate stage and chaos resolves itself into a new order. In other words, the entire ‘building block’ notion of life, with a long evolutionary timeline and subtle changes in individual genes over many lifetimes, may be replaced by the notion of collective intelligence and evolution of the whole.\u003c/p>\n\u003cp>Second, there is increasing evidence that in our highly connected world the social environment interacts with human consciousness to create a \u003ca href=\"http://www.huffingtonpost.com/otto-scharmer/uncovering-the-grammar-of-the-social-field_b_7524910.html\">social field\u003c/a> of information. Like fish trying to see water, the field is invisible to us, but we \u003cem>learn\u003c/em> from the field. It’s now our chief source of curriculum.\u003c/p>\n\u003cp>Third, experts in the field of social neuroscience assert that our relationship to the field can be mediated through an expression of \u003ca href=\"http://journal.frontiersin.org/article/10.3389/fnhum.2013.00236/full\">empathy and openness\u003c/a>. That may be why empathy has suddenly morphed beyond a narrow definition as a tolerant attitude into a deep interpersonal skill necessary for effective teaming, customer design, and other aspects of life that require openness to the flow of information\u003cem>. \u003c/em>\u003c/p>\n\u003cp>What does this mean for education? In my view, it’s time to match the emerging science with the tempo of the times and upend established ‘truths’ around learning. It’s time to act on the assumption that knowledge is flowing through students, not being delivered to them, and that the chief skill is openness. That means, for the foreseeable future, empathy \u003cem>is\u003c/em> learning. This is the game-changer. Anything less is a slow dance solution in a rock and roll world.\u003c/p>\n\u003cp>This may seem theoretical and far away from present school practices. But recall the complexity approach to evolution: More chaos indicates the problem is intensifying to the point of a sudden shift. We are not as far from a 21\u003csup>st\u003c/sup> century model of learning as we might believe. In fact, there are at least six ways that schools can get out in front of the shift:\u003c/p>\n\u003cp>\u003cstrong>Promote a Holistic, Non-Brain Centric View of Learning\u003c/strong>\u003c/p>\n\u003cp>Empathy be a behavior, but it has a physiological underpinning. In an empathetic state, the body relaxes and brain activity shifts to the higher centers. To an extent larger than generally realized, this shift is mediated by the \u003ca href=\"http://www.management-issues.com/opinion/6621/empathy-comes-from-the-heart-not-the-mind/\">heart\u003c/a>. Further, the physiology of the heart—in the form of heart rate variability, which affects the messaging to the brain—is influenced by emotions. All the emotions associated with empathy, such as openness, humility, gratitude, and \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5340770/\">compassion\u003c/a>, affect the heart positively.\u003c/p>\n\u003cp>\u003cstrong>View Empathy as the Foundation\u003c/strong>\u003c/p>\n\u003cp>Old schemata for learning, such as Bloom’s Taxonomy, need to be replaced by \u003ca href=\"https://parentingfromscratch.wordpress.com/2014/08/11/behavior-is-an-iceberg/\">iceberg models\u003c/a> that give us better insight into \u003ca href=\"https://www.nomensa.com/blog/2012/researching-meaning-making-sense-of-behaviour\">behaviors\u003c/a> that matter in the world, including social awareness, self-awareness, and attitudes that lead to connection with others. This includes replacing the term ‘social-emotional’ learning, an industrial hangover from a time in which academic and social skills could be distinguished, with a strengths-based focus that binds intellect, passion, and skillfulness into a whole. Teaching SEL skills is on the rise, but teaching the core strength—openness, curiosity, and empathy—and acknowledging empathy’s \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/16/why-empathy-holds-the-key-to-transforming-21st-century-learning/\">fundamental role in cognition and achievement\u003c/a> is the next step.\u003c/p>\n\u003cp>\u003cstrong>Turn Empathy into an Outcome\u003c/strong>\u003c/p>\n\u003cp>Empathy can be learned, demonstrated, and evaluated, but it needs to be defined in terms deeper than ‘I like others.’ Empathy is the first step in the \u003ca href=\"https://www.interaction-design.org/literature/article/design-thinking-getting-started-with-empathy\">design process\u003c/a>. Empathetic behavior makes teams function better and can be identified in teamwork rubrics as active listening, open body posture, kind critique, and similar behaviors that can be assessed. Learning to be empathetic, however, does require the right conditions -- sitting in a row of desks and answering teacher questions doesn’t do it. Empathy is best learned through service or teams in a project-based environment.\u003c/p>\n\u003cp>\u003cstrong>Continue to Personalize Learning\u003c/strong>\u003c/p>\n\u003cp>The exact definition of personalized learning is a work in progress, but is a visible response to our intuition that the old model of learning no longer holds. The more that an individual is not confined to chapters in a text book or a set of lecture notes, and has 24/7 access to a broader field of knowledge, the more that learning becomes personal as well as collectivized. Many choices equal many paths equal multiple ways to become educated. This is a huge challenge for formal education, but unavoidable.\u003c/p>\n\u003cp>\u003cstrong>Recognize Teachers as Co-creators\u003c/strong>\u003c/p>\n\u003cp>With the learner at the center, the teacher is the facilitator. But education requires a serious build-out of this concept. In the new model, the real teacher is not a single person, but the social field, which leads to learning, but also awakens deeper levels of creativity and a \u003ca href=\"https://internationaljournalofwellbeing.org/index.php/ijow/article/view/538\">desire for service\u003c/a>. In the transmission model, learning is very much geared toward self-fulfillment; in the new model, we can expect empathy to shift the focus to the common good. Teachers will inevitably begin to apply their subject expertise to real-world demands for solutions, innovation, and problem solving. That’s really the outgrowth of an empathic model of learning: To make a positive difference in the world.\u003c/p>\n\u003cp>\u003cstrong>Get Students Out of the Classroom and into the World\u003c/strong>\u003c/p>\n\u003cp>In a world of collective ‘learning’, the standards-based approach will inevitably fail or undergo severe modification to focus on skillfulness rather than content. The replacement is ‘learning while doing’, hopefully in service to the greater good. Expect to see service learning, out of school social good projects, and opportunities for students to share their collaborative knowledge to explode over the next few years.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-49935 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/Thom-Markham-e1514846933931-160x175.jpg\" alt=\"\" width=\"160\" height=\"175\">\u003cem>\u003ca href=\"https://twitter.com/thommarkham\">Thom Markham\u003c/a> is the founder of \u003ca href=\"http://pblglobal.com/\">PBL Global\u003c/a> and Global Director of Online Learning for ZSchool.org. He is the author of the \"Buck Institute for Education’s Handbook on Project Based Learning,\" the \"\u003ca href=\"https://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613\">Project Based Learning Design and Coaching Guide: Expert tools for Innovation and Inquiry for K – 12 Educators\u003c/a>,\" and \"\u003ca href=\"https://www.amazon.com/Redefining-Smart-Awakening-Students-Reimagine/dp/1483358968/ref=sr_1_3?s=books&ie=UTF8&qid=1514897463&sr=1-3\">Redefining Smart: Awakening Students’ Power to Reimagine Their World\u003c/a>.\"\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By \u003ca href=\"http://pblglobal.com/about/\">Thom Markham\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Observing a group of students conversing deeply as a team, checking resources on a Chromebook, presenting solutions to a problem in a project, or responding to open ended questions, you might ask yourself: What the heck is going on? Is this learning?\u003c/p>\n\u003cp>In times past, this was an easy question to answer. Traditional, recognizable elements of education, such as lectures, worksheets, spelling tests, writing, and standardized tests were prominent. There was also a shared mental model of what learning \u003cem>meant\u003c/em>. It was assumed that individuals operate as a unit separate from each other and the environment, which enabled the transmission version of learning—the input-output model in which packets of information enter the brain, form building blocks of knowledge, rewire circuits, stimulate executive function, and thinking happens… (The conversation trails off a bit at this point because the whole process gets mysterious, especially the thinking part.)\u003c/p>\n\u003cp>But what now? Information is everywhere, making it impossible to package. Collaboration and networking underpin life, and constant communication is the norm, even for \u003ca href=\"http://www.the-scientist.com/?articles.view/articleNo/38727/title/Plant-Talk/\">plants\u003c/a>. Each time you check your smart phone you tap into a global brain. And when you finally put down the phone, you shake your head: \u003cem>So much going on\u003c/em>. In fact, the tightening weave in the global network means that never has there been an era in human history in which so many people \u003cem>learn\u003c/em> together.\u003c/p>\n\u003cp>Education has noticed, driving the move to personalized, learner-centered, teacher facilitated, applied skills approaches to schooling, with increased emphasis on teamwork and collaborative project-based work in school, accompanied by a sharp necessity to tap deep student attributes such as engagement, motivation, openness, and curiosity.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That the transmission model has collapsed is clear. But it’s now time to take the more difficult step: To acknowledge that living a densely linked life and operating in a non-linear, intimately connected, globally diverse, culturally conflicted world with 16 million text messages exchanged every minute and knowledge itself becoming a social construct mediated by the whole requires entirely new thinking about learning itself.\u003c/p>\n\u003cp>What will replace the old model? There are three important clues—three sets of data from emerging science—that point us in the direction of a radically new notion of learning in the remainder of the 21\u003csup>st\u003c/sup> century and beyond.\u003c/p>\n\u003cp>First, consider that conventional evolutionary theory is being challenged by \u003ca href=\"https://www.wired.com/2008/02/complexity-theo/\">complexity\u003c/a>, which assumes the primary unit of evolution is the organic whole, not the individual. This theory follows the rule of dynamic systems, in which chaotic patterns (and we have plenty now) accelerate until crisis reaches a penultimate stage and chaos resolves itself into a new order. In other words, the entire ‘building block’ notion of life, with a long evolutionary timeline and subtle changes in individual genes over many lifetimes, may be replaced by the notion of collective intelligence and evolution of the whole.\u003c/p>\n\u003cp>Second, there is increasing evidence that in our highly connected world the social environment interacts with human consciousness to create a \u003ca href=\"http://www.huffingtonpost.com/otto-scharmer/uncovering-the-grammar-of-the-social-field_b_7524910.html\">social field\u003c/a> of information. Like fish trying to see water, the field is invisible to us, but we \u003cem>learn\u003c/em> from the field. It’s now our chief source of curriculum.\u003c/p>\n\u003cp>Third, experts in the field of social neuroscience assert that our relationship to the field can be mediated through an expression of \u003ca href=\"http://journal.frontiersin.org/article/10.3389/fnhum.2013.00236/full\">empathy and openness\u003c/a>. That may be why empathy has suddenly morphed beyond a narrow definition as a tolerant attitude into a deep interpersonal skill necessary for effective teaming, customer design, and other aspects of life that require openness to the flow of information\u003cem>. \u003c/em>\u003c/p>\n\u003cp>What does this mean for education? In my view, it’s time to match the emerging science with the tempo of the times and upend established ‘truths’ around learning. It’s time to act on the assumption that knowledge is flowing through students, not being delivered to them, and that the chief skill is openness. That means, for the foreseeable future, empathy \u003cem>is\u003c/em> learning. This is the game-changer. Anything less is a slow dance solution in a rock and roll world.\u003c/p>\n\u003cp>This may seem theoretical and far away from present school practices. But recall the complexity approach to evolution: More chaos indicates the problem is intensifying to the point of a sudden shift. We are not as far from a 21\u003csup>st\u003c/sup> century model of learning as we might believe. In fact, there are at least six ways that schools can get out in front of the shift:\u003c/p>\n\u003cp>\u003cstrong>Promote a Holistic, Non-Brain Centric View of Learning\u003c/strong>\u003c/p>\n\u003cp>Empathy be a behavior, but it has a physiological underpinning. In an empathetic state, the body relaxes and brain activity shifts to the higher centers. To an extent larger than generally realized, this shift is mediated by the \u003ca href=\"http://www.management-issues.com/opinion/6621/empathy-comes-from-the-heart-not-the-mind/\">heart\u003c/a>. Further, the physiology of the heart—in the form of heart rate variability, which affects the messaging to the brain—is influenced by emotions. All the emotions associated with empathy, such as openness, humility, gratitude, and \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5340770/\">compassion\u003c/a>, affect the heart positively.\u003c/p>\n\u003cp>\u003cstrong>View Empathy as the Foundation\u003c/strong>\u003c/p>\n\u003cp>Old schemata for learning, such as Bloom’s Taxonomy, need to be replaced by \u003ca href=\"https://parentingfromscratch.wordpress.com/2014/08/11/behavior-is-an-iceberg/\">iceberg models\u003c/a> that give us better insight into \u003ca href=\"https://www.nomensa.com/blog/2012/researching-meaning-making-sense-of-behaviour\">behaviors\u003c/a> that matter in the world, including social awareness, self-awareness, and attitudes that lead to connection with others. This includes replacing the term ‘social-emotional’ learning, an industrial hangover from a time in which academic and social skills could be distinguished, with a strengths-based focus that binds intellect, passion, and skillfulness into a whole. Teaching SEL skills is on the rise, but teaching the core strength—openness, curiosity, and empathy—and acknowledging empathy’s \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/16/why-empathy-holds-the-key-to-transforming-21st-century-learning/\">fundamental role in cognition and achievement\u003c/a> is the next step.\u003c/p>\n\u003cp>\u003cstrong>Turn Empathy into an Outcome\u003c/strong>\u003c/p>\n\u003cp>Empathy can be learned, demonstrated, and evaluated, but it needs to be defined in terms deeper than ‘I like others.’ Empathy is the first step in the \u003ca href=\"https://www.interaction-design.org/literature/article/design-thinking-getting-started-with-empathy\">design process\u003c/a>. Empathetic behavior makes teams function better and can be identified in teamwork rubrics as active listening, open body posture, kind critique, and similar behaviors that can be assessed. Learning to be empathetic, however, does require the right conditions -- sitting in a row of desks and answering teacher questions doesn’t do it. Empathy is best learned through service or teams in a project-based environment.\u003c/p>\n\u003cp>\u003cstrong>Continue to Personalize Learning\u003c/strong>\u003c/p>\n\u003cp>The exact definition of personalized learning is a work in progress, but is a visible response to our intuition that the old model of learning no longer holds. The more that an individual is not confined to chapters in a text book or a set of lecture notes, and has 24/7 access to a broader field of knowledge, the more that learning becomes personal as well as collectivized. Many choices equal many paths equal multiple ways to become educated. This is a huge challenge for formal education, but unavoidable.\u003c/p>\n\u003cp>\u003cstrong>Recognize Teachers as Co-creators\u003c/strong>\u003c/p>\n\u003cp>With the learner at the center, the teacher is the facilitator. But education requires a serious build-out of this concept. In the new model, the real teacher is not a single person, but the social field, which leads to learning, but also awakens deeper levels of creativity and a \u003ca href=\"https://internationaljournalofwellbeing.org/index.php/ijow/article/view/538\">desire for service\u003c/a>. In the transmission model, learning is very much geared toward self-fulfillment; in the new model, we can expect empathy to shift the focus to the common good. Teachers will inevitably begin to apply their subject expertise to real-world demands for solutions, innovation, and problem solving. That’s really the outgrowth of an empathic model of learning: To make a positive difference in the world.\u003c/p>\n\u003cp>\u003cstrong>Get Students Out of the Classroom and into the World\u003c/strong>\u003c/p>\n\u003cp>In a world of collective ‘learning’, the standards-based approach will inevitably fail or undergo severe modification to focus on skillfulness rather than content. The replacement is ‘learning while doing’, hopefully in service to the greater good. Expect to see service learning, out of school social good projects, and opportunities for students to share their collaborative knowledge to explode over the next few years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-49935 size-thumbnail alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/Thom-Markham-e1514846933931-160x175.jpg\" alt=\"\" width=\"160\" height=\"175\">\u003cem>\u003ca href=\"https://twitter.com/thommarkham\">Thom Markham\u003c/a> is the founder of \u003ca href=\"http://pblglobal.com/\">PBL Global\u003c/a> and Global Director of Online Learning for ZSchool.org. He is the author of the \"Buck Institute for Education’s Handbook on Project Based Learning,\" the \"\u003ca href=\"https://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613\">Project Based Learning Design and Coaching Guide: Expert tools for Innovation and Inquiry for K – 12 Educators\u003c/a>,\" and \"\u003ca href=\"https://www.amazon.com/Redefining-Smart-Awakening-Students-Reimagine/dp/1483358968/ref=sr_1_3?s=books&ie=UTF8&qid=1514897463&sr=1-3\">Redefining Smart: Awakening Students’ Power to Reimagine Their World\u003c/a>.\"\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Countless schools across the nation strive to make character a feature of education. Whether through classes on \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/17/why-emotional-intelligence-is-vital-to-keep-students-on-track/\">social-emotional learning\u003c/a>, \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/17/slowing-down-to-learn-mindful-pauses-that-can-help-student-engagement/\">mindfulness\u003c/a> exercises or reminders about the virtues of gratitude, thousands of students are exposed to messages that deplore cheating and bullying and celebrate kindness and consideration. In spite of the lecturing, however, \u003ca href=\"https://charactercounts.org/national-report-card/2012-report-card/\">51 percent\u003c/a> of high school kids owned up to cheating on exams, according to the Josephson Institute. Another \u003ca href=\"http://sites.gse.harvard.edu/sites/default/files/making-caring-common/files/mcc_report_the_children_we_mean_to_raise_0.pdf\">62 percent\u003c/a> believe that teachers value academic achievement over kindness to others.\u003c/p>\n\u003cp>Carrollwood Day School, a private school in Tampa, Florida, set out an ambitious plan to alter those numbers. That effort began in earnest about a year ago, after a handful of guidance counselors attended a conference on kindness put on by Harvard’s \u003ca href=\"https://mcc.gse.harvard.edu/\">Making Caring Common project\u003c/a>; they vowed to bring compassion back to their school.\u003c/p>\n\u003cp>Carrollwood Day had always emphasized character education, but the adult-driven messages, no matter how valid or well-meaning, seemed to be gliding past their intended audience, said Krista Diamond, who attended the event. She and her colleagues began to plan.\u003c/p>\n\u003cfigure id=\"attachment_48539\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-48539\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/MC3-Agreements-e1498806824473.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Making Caring Common Committee Agreements \u003ccite>(Courtesy of Krista Diamond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It was critical to Diamond that these initiatives not resemble a form of character boot camp, with intense immersion for a few days, and then nothing the rest of the year. “You can’t just snap your fingers, and show a video, and it’s done,\" she said. Rather, the school needed to adopt a philosophy of kindness that was “infused and woven through” all school activities. This would take time and flexibility, she said. Also, the initiatives had to seem to come from within, organically, because students would be quick to resist orders from above.\u003c/p>\n\u003cp>They started by announcing the school’s theme for the year: “Carrollwood Day School: Where Caring is Common.” To bring in parents and teachers, they invited both groups to read Michele Borba’s book \u003cem>\u003ca href=\"https://www.goodreads.com/book/show/25814503-unselfie\">UnSelfie\u003c/a>\u003c/em>, which extols the virtues of empathy, and then welcomed Borba in for workshops.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Realizing that “great ideas don’t always fly with the high school population,” as she put it, Diamond worked with a small student advisory board to create and implement initiatives. It was a turning point that allowed the school’s character lessons to reflect student needs. “Everything we do now is run through the students; they are our vetting process,” she said. After a popular and thoughtful senior died in the fall, students decided to commemorate his legacy by taking active steps to be empathetic. They called the kindness initiative “Parker’s Promise,” after their late classmate. A quote from his college essay—“The fine line between success and adversity can be changed by just a grin or a little eye twinkle”—became their unofficial rallying cry.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-48552\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/CDS-Sign-Life-is-too-short-e1498807218852.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>The student advisory board, renamed the Making Character Count Committee, got to work. Once a week, these students gather outside before the opening bell rings and greet everyone coming in with candy, music and a big smile. They hang posters with concrete messages on how to be kind: \"Hold the door,” or “Smile, it makes a difference.” With Diamond’s guidance, the students meet with some of the 25 different advisory groups and lead conversations with students on how to build empathy. They also do a “mix-it-up” exercise, borrowed from Borba’s book, that moves students around in advisory groups to blend grade levels. And to get teacher buy-in, select students attend occasional faculty meetings to share what excites them about their project and how their classmates are responding.\u003c/p>\n\u003cp>Carrollwood Day is one of 70 schools around the country who have partnered with Harvard’s Making Caring Common project to make compassion an expectation of their students. “It’s less a curriculum than attending to little things,” said Richard Weissbourd, who heads the university effort. Simple changes can have an outsized effect. Knowing the names of all the students in school, being generous with “hellos,” and encouraging teachers to greet every student by name in class, for example, are low-burden but powerful exercises, he added.\u003c/p>\n\u003cp>Studies in social-emotional learning show that the most successful “kindness strategies” are short and focused, rooted in relationships, carried out repeatedly, and related to actual events in school, said Luba Feigenberg, who directs research for Making Caring Common project. Teachers need resources and support so that they can act as caring role models for their students, she added.\u003c/p>\n\u003cfigure id=\"attachment_48538\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-48538\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/Locker-Notes3.jpg\" alt=\"\" width=\"1920\" height=\"1058\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-160x88.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-800x441.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-768x423.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-1020x562.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-1180x650.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-960x529.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-240x132.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-375x207.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-520x287.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Positive notes on student lockers. \u003ccite>(Courtesy of Krista Diamond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Two of the most fruitful exercises Carrollwood Day embraced, both borrowed from the Harvard project, were \"\u003ca href=\"http://www.pbs.org/parents/expert-tips-advice/2015/12/expanding-childs-circle-concern/\">Circle of Concern\u003c/a>\" and \"\u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/relationship_mapping_pitch_and_guide_0_0.pdf\">Relationship Mapping\u003c/a>.\" In the former, all students were asked to think about who they cared for most, those in their inner circle. Then they were challenged to widen that circle, to consider who was outside and might be welcomed in. The goal was to prompt students to think beyond themselves and their narrow group and to begin to care for others.\u003c/p>\n\u003cp>During the Relationship Mapping exercise, faculty studied the names of all the children in school and sorted them into two groups: students they were concerned about, and those with whom they had relationships. At the end, the exercise uncovered the most vulnerable students: those identified as potentially troubled and lacking a connection with an adult. At the end, these students were paired with a teacher to serve as a mentor. “This was eye-opening for teachers,” Diamond said.\u003c/p>\n\u003cp>After all this, are students at Carrollwood Day any kinder? To be sure, not all kids there come to school beaming, or greet every stranger with a smile. ”Some students don’t see a purpose to it,” said junior Jake Flansberg. But Diamond notices real change. The school spirit society used to whoop it up for sports teams only, but this year distributed chocolate kisses to all students during finals. Over the holidays, an advisory group delivered cards to everyone in school. “We don’t have ways of measuring this. “Diamond said, “But we see evidence that it’s working.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And some kids agree. Abri Weissman, a senior who heads up the Making Character Count Committee, has seen a ripple effect of kindness spreading through the school, especially during the second semester. Without prompting, friends have told her stories about sweet gestures coming from classmates, none of which originated in her committee. She sees students from different grades opening up to each other, and being friendlier—a result, she believes, of the mix-it-up exercises. The morning music and enthusiastic greetings have had a positive effect, she added. Altogether, “It’s like a kindness virus,” Weissman said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Countless schools across the nation strive to make character a feature of education. Whether through classes on \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/17/why-emotional-intelligence-is-vital-to-keep-students-on-track/\">social-emotional learning\u003c/a>, \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/17/slowing-down-to-learn-mindful-pauses-that-can-help-student-engagement/\">mindfulness\u003c/a> exercises or reminders about the virtues of gratitude, thousands of students are exposed to messages that deplore cheating and bullying and celebrate kindness and consideration. In spite of the lecturing, however, \u003ca href=\"https://charactercounts.org/national-report-card/2012-report-card/\">51 percent\u003c/a> of high school kids owned up to cheating on exams, according to the Josephson Institute. Another \u003ca href=\"http://sites.gse.harvard.edu/sites/default/files/making-caring-common/files/mcc_report_the_children_we_mean_to_raise_0.pdf\">62 percent\u003c/a> believe that teachers value academic achievement over kindness to others.\u003c/p>\n\u003cp>Carrollwood Day School, a private school in Tampa, Florida, set out an ambitious plan to alter those numbers. That effort began in earnest about a year ago, after a handful of guidance counselors attended a conference on kindness put on by Harvard’s \u003ca href=\"https://mcc.gse.harvard.edu/\">Making Caring Common project\u003c/a>; they vowed to bring compassion back to their school.\u003c/p>\n\u003cp>Carrollwood Day had always emphasized character education, but the adult-driven messages, no matter how valid or well-meaning, seemed to be gliding past their intended audience, said Krista Diamond, who attended the event. She and her colleagues began to plan.\u003c/p>\n\u003cfigure id=\"attachment_48539\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-48539\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/MC3-Agreements-e1498806824473.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Making Caring Common Committee Agreements \u003ccite>(Courtesy of Krista Diamond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It was critical to Diamond that these initiatives not resemble a form of character boot camp, with intense immersion for a few days, and then nothing the rest of the year. “You can’t just snap your fingers, and show a video, and it’s done,\" she said. Rather, the school needed to adopt a philosophy of kindness that was “infused and woven through” all school activities. This would take time and flexibility, she said. Also, the initiatives had to seem to come from within, organically, because students would be quick to resist orders from above.\u003c/p>\n\u003cp>They started by announcing the school’s theme for the year: “Carrollwood Day School: Where Caring is Common.” To bring in parents and teachers, they invited both groups to read Michele Borba’s book \u003cem>\u003ca href=\"https://www.goodreads.com/book/show/25814503-unselfie\">UnSelfie\u003c/a>\u003c/em>, which extols the virtues of empathy, and then welcomed Borba in for workshops.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Realizing that “great ideas don’t always fly with the high school population,” as she put it, Diamond worked with a small student advisory board to create and implement initiatives. It was a turning point that allowed the school’s character lessons to reflect student needs. “Everything we do now is run through the students; they are our vetting process,” she said. After a popular and thoughtful senior died in the fall, students decided to commemorate his legacy by taking active steps to be empathetic. They called the kindness initiative “Parker’s Promise,” after their late classmate. A quote from his college essay—“The fine line between success and adversity can be changed by just a grin or a little eye twinkle”—became their unofficial rallying cry.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-48552\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/CDS-Sign-Life-is-too-short-e1498807218852.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/p>\n\u003cp>The student advisory board, renamed the Making Character Count Committee, got to work. Once a week, these students gather outside before the opening bell rings and greet everyone coming in with candy, music and a big smile. They hang posters with concrete messages on how to be kind: \"Hold the door,” or “Smile, it makes a difference.” With Diamond’s guidance, the students meet with some of the 25 different advisory groups and lead conversations with students on how to build empathy. They also do a “mix-it-up” exercise, borrowed from Borba’s book, that moves students around in advisory groups to blend grade levels. And to get teacher buy-in, select students attend occasional faculty meetings to share what excites them about their project and how their classmates are responding.\u003c/p>\n\u003cp>Carrollwood Day is one of 70 schools around the country who have partnered with Harvard’s Making Caring Common project to make compassion an expectation of their students. “It’s less a curriculum than attending to little things,” said Richard Weissbourd, who heads the university effort. Simple changes can have an outsized effect. Knowing the names of all the students in school, being generous with “hellos,” and encouraging teachers to greet every student by name in class, for example, are low-burden but powerful exercises, he added.\u003c/p>\n\u003cp>Studies in social-emotional learning show that the most successful “kindness strategies” are short and focused, rooted in relationships, carried out repeatedly, and related to actual events in school, said Luba Feigenberg, who directs research for Making Caring Common project. Teachers need resources and support so that they can act as caring role models for their students, she added.\u003c/p>\n\u003cfigure id=\"attachment_48538\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-48538\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/Locker-Notes3.jpg\" alt=\"\" width=\"1920\" height=\"1058\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-160x88.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-800x441.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-768x423.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-1020x562.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-1180x650.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-960x529.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-240x132.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-375x207.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Locker-Notes3-520x287.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Positive notes on student lockers. \u003ccite>(Courtesy of Krista Diamond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Two of the most fruitful exercises Carrollwood Day embraced, both borrowed from the Harvard project, were \"\u003ca href=\"http://www.pbs.org/parents/expert-tips-advice/2015/12/expanding-childs-circle-concern/\">Circle of Concern\u003c/a>\" and \"\u003ca href=\"https://mcc.gse.harvard.edu/files/gse-mcc/files/relationship_mapping_pitch_and_guide_0_0.pdf\">Relationship Mapping\u003c/a>.\" In the former, all students were asked to think about who they cared for most, those in their inner circle. Then they were challenged to widen that circle, to consider who was outside and might be welcomed in. The goal was to prompt students to think beyond themselves and their narrow group and to begin to care for others.\u003c/p>\n\u003cp>During the Relationship Mapping exercise, faculty studied the names of all the children in school and sorted them into two groups: students they were concerned about, and those with whom they had relationships. At the end, the exercise uncovered the most vulnerable students: those identified as potentially troubled and lacking a connection with an adult. At the end, these students were paired with a teacher to serve as a mentor. “This was eye-opening for teachers,” Diamond said.\u003c/p>\n\u003cp>After all this, are students at Carrollwood Day any kinder? To be sure, not all kids there come to school beaming, or greet every stranger with a smile. ”Some students don’t see a purpose to it,” said junior Jake Flansberg. But Diamond notices real change. The school spirit society used to whoop it up for sports teams only, but this year distributed chocolate kisses to all students during finals. Over the holidays, an advisory group delivered cards to everyone in school. “We don’t have ways of measuring this. “Diamond said, “But we see evidence that it’s working.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And some kids agree. Abri Weissman, a senior who heads up the Making Character Count Committee, has seen a ripple effect of kindness spreading through the school, especially during the second semester. Without prompting, friends have told her stories about sweet gestures coming from classmates, none of which originated in her committee. She sees students from different grades opening up to each other, and being friendlier—a result, she believes, of the mix-it-up exercises. The morning music and enthusiastic greetings have had a positive effect, she added. Altogether, “It’s like a kindness virus,” Weissman said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400\">It's important to understand the distinction between \"empathy\" and \"compassion.\" Empathy allows us to sense other people's emotions, like grief or joy, and imagine what someone else might be thinking. Compassion is similar, but also involves a desire to help the person. Earlier this year at a Chicago school, students felt compassion for their teacher\u003c/span>\u003cspan style=\"font-weight: 400\"> -- who was battling cancer -- and \u003c/span>\u003ca href=\"http://www.today.com/news/students-surprise-choir-teacher-amazing-grace-after-she-beats-cancer-t75266\">\u003cspan style=\"font-weight: 400\">followed up with a thoughtful act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The difference between feeling someone's pain (empathy) and having an urge to help (compassion) is transformational and is an important part of teaching in our classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research suggests that children younger than two \u003c/span>\u003ca href=\"http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0039211\">\u003cspan style=\"font-weight: 400\">exhibit greater happiness when giving rather than receiving\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With that early foundation in place, teachers can incorporate compassion to create a culture where students are one step closer to making real, positive change in their communities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these picks to start cultivating compassion and promoting social change in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/the-wonderment\">\u003cimg class=\"wp-image-48434 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/wonderment.jpeg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-160x160.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-240x240.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-375x375.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-32x32.jpeg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-50x50.jpeg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-64x64.jpeg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-96x96.jpeg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-128x128.jpeg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-150x150.jpeg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/the-wonderment\">The Wonderment\u003c/a>\u003cbr>\n\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This global site and community promotes awareness and action as kids explore the world around them. Kids submit creations to the site, and with each submission a “Wondermeter” rises higher. Once it reaches the top, the latest \u003c/span>\u003ca href=\"https://thewonderment.com/worldofgood\">\u003cspan style=\"font-weight: 400\">user-picked project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- such as a water-sanitation project in a developing country -- will be funded by an outside donor. Kids can take their compassion and caring for others and crowdsource community-improvement projects around the world.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/facing-history-and-ourselves\">\u003cimg class=\"wp-image-48432 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/facinghistory.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a> \u003ca href=\"https://www.commonsense.org/education/website/facing-history-and-ourselves\">\u003cb>Facing History and Ourselves\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Use Facing History's resources to reflect on students' experiences and beliefs about tough topics such as racism, bullying, human rights, and bigotry. Through focused discussion -- and activities like creating and sharing a \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/teaching-strategies/biopoem-identity-poetry\">\u003cspan style=\"font-weight: 400\">bio-poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- students’ personal struggles will naturally emerge and may promote deeper empathy and compassion for one another. Students can then work together to make a plan to inspire positive change in their school culture and in the diverse community. \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/climate-kids-nasas-eyes-on-the-earth\">\u003cimg class=\"wp-image-48431 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/Climate-Kids.png\" alt=\"\" width=\"250\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids.png 411w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-160x156.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-240x234.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-375x365.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-50x50.png 50w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/climate-kids-nasas-eyes-on-the-earth\">Climate Kids\u003c/a>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This resource from NASA can help build compassion by showing students the communities of people and organisms that are affected by climate change. Engaging with the \u003c/span>\u003ca href=\"http://climatekids.nasa.gov/time-machine/\">\u003cspan style=\"font-weight: 400\">Time Machine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students will find evidence of climate impact and can make predictions about what might happen if we do nothing. Those students moved by the site can use the evidence to justify the need for action -- possibly to design solutions such as energy plans for schools or improved desalination systems.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/app/nyt-vr-virtual-reality-stories-from-the-nytimes\">\u003cimg class=\"alignleft wp-image-48433\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/nytvr2.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2.jpg 256w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/nyt-vr-virtual-reality-stories-from-the-nytimes\">NYT VR\u003c/a>\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Immersive virtual reality videos from The New York Times engage students in human-interest stories, like one that features the stories of three children whose families were displaced by war and conflict in Africa, the Middle East, and eastern Europe. Other videos take users inside a walk through New York City or on a trip to the U.S.-Mexico border. Afterwards, students can create mock-ups of a 3D film about the historical struggles of their own community, designed to elicit empathy and compassion and a call to action.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/span>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400\">It's important to understand the distinction between \"empathy\" and \"compassion.\" Empathy allows us to sense other people's emotions, like grief or joy, and imagine what someone else might be thinking. Compassion is similar, but also involves a desire to help the person. Earlier this year at a Chicago school, students felt compassion for their teacher\u003c/span>\u003cspan style=\"font-weight: 400\"> -- who was battling cancer -- and \u003c/span>\u003ca href=\"http://www.today.com/news/students-surprise-choir-teacher-amazing-grace-after-she-beats-cancer-t75266\">\u003cspan style=\"font-weight: 400\">followed up with a thoughtful act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The difference between feeling someone's pain (empathy) and having an urge to help (compassion) is transformational and is an important part of teaching in our classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research suggests that children younger than two \u003c/span>\u003ca href=\"http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0039211\">\u003cspan style=\"font-weight: 400\">exhibit greater happiness when giving rather than receiving\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. With that early foundation in place, teachers can incorporate compassion to create a culture where students are one step closer to making real, positive change in their communities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these picks to start cultivating compassion and promoting social change in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/the-wonderment\">\u003cimg class=\"wp-image-48434 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/wonderment.jpeg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-160x160.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-240x240.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-375x375.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-32x32.jpeg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-50x50.jpeg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-64x64.jpeg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-96x96.jpeg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-128x128.jpeg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/wonderment-150x150.jpeg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/the-wonderment\">The Wonderment\u003c/a>\u003cbr>\n\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This global site and community promotes awareness and action as kids explore the world around them. Kids submit creations to the site, and with each submission a “Wondermeter” rises higher. Once it reaches the top, the latest \u003c/span>\u003ca href=\"https://thewonderment.com/worldofgood\">\u003cspan style=\"font-weight: 400\">user-picked project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- such as a water-sanitation project in a developing country -- will be funded by an outside donor. Kids can take their compassion and caring for others and crowdsource community-improvement projects around the world.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/facing-history-and-ourselves\">\u003cimg class=\"wp-image-48432 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/facinghistory.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/facinghistory-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a> \u003ca href=\"https://www.commonsense.org/education/website/facing-history-and-ourselves\">\u003cb>Facing History and Ourselves\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Use Facing History's resources to reflect on students' experiences and beliefs about tough topics such as racism, bullying, human rights, and bigotry. Through focused discussion -- and activities like creating and sharing a \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/teaching-strategies/biopoem-identity-poetry\">\u003cspan style=\"font-weight: 400\">bio-poem\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- students’ personal struggles will naturally emerge and may promote deeper empathy and compassion for one another. Students can then work together to make a plan to inspire positive change in their school culture and in the diverse community. \u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/climate-kids-nasas-eyes-on-the-earth\">\u003cimg class=\"wp-image-48431 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/Climate-Kids.png\" alt=\"\" width=\"250\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids.png 411w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-160x156.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-240x234.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-375x365.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/Climate-Kids-50x50.png 50w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/climate-kids-nasas-eyes-on-the-earth\">Climate Kids\u003c/a>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This resource from NASA can help build compassion by showing students the communities of people and organisms that are affected by climate change. Engaging with the \u003c/span>\u003ca href=\"http://climatekids.nasa.gov/time-machine/\">\u003cspan style=\"font-weight: 400\">Time Machine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students will find evidence of climate impact and can make predictions about what might happen if we do nothing. Those students moved by the site can use the evidence to justify the need for action -- possibly to design solutions such as energy plans for schools or improved desalination systems.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/app/nyt-vr-virtual-reality-stories-from-the-nytimes\">\u003cimg class=\"alignleft wp-image-48433\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/nytvr2.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2.jpg 256w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/nytvr2-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/app/nyt-vr-virtual-reality-stories-from-the-nytimes\">NYT VR\u003c/a>\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Immersive virtual reality videos from The New York Times engage students in human-interest stories, like one that features the stories of three children whose families were displaced by war and conflict in Africa, the Middle East, and eastern Europe. Other videos take users inside a walk through New York City or on a trip to the U.S.-Mexico border. Afterwards, students can create mock-ups of a 3D film about the historical struggles of their own community, designed to elicit empathy and compassion and a call to action.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It's difficult to have a teenager's mind. The brain \u003ca href=\"https://www.nimh.nih.gov/health/publications/the-teen-brain-6-things-to-know/index.shtml\">develops rapidly\u003c/a> during the adolescent years, which partially explains why teens experience anger, sadness and frustration so intensely.\u003c/p>\n\u003cp>During these tumultuous years, hormones surge, bodies change and adolescents must face a number of social and academic challenges, such as managing their relationships, coping with peer rejection and,-- especially this time of year — graduating from high school or preparing for college admission tests.\u003c/p>\n\u003cp>These worries can take a definitive toll on a teenager's emotional health.\u003c/p>\n\u003cp>\"My daughters are dealing with friendship conflicts, school pressures and college applications. My younger daughter has so much homework that she sets her alarm at 5 a.m. to finish it before school begins,\" says Cameron Gaeren, a mother of two teen daughters in Chicago, Ill.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.apa.org/news/press/releases/2014/02/teen-stress.aspx\">2014 survey\u003c/a> published by the American Psychological Association found that teens report feeling even more stressed than adults, and that this affects them in unhealthy ways. Approximately 30 percent of the 1,018 teens surveyed reported feeling sad, overwhelmed or depressed, and 25 percent said that they had skipped meals because of their anxiety.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Still, Gaeren says, her kids don't often accept her help in managing their stress. Gaeren and her daughters are not alone. Though all teens need coping skills to help navigate their unique set of stressors, many adolescents either don't turn to their parents for help or refuse to accept their advice.\u003c/p>\n\u003cp>This may be partly due to the way parents typically try to help their kids.\u003c/p>\n\u003cp>\u003ca href=\"http://denverchildtherapy.com/about-us/sheryl-ziegler/\">Sheryl Gonzalez Ziegler\u003c/a>, a psychologist in Denver, Colo., explains, \"When teens are overwhelmed, parents may try to connect with their kids' feelings by drawing on their own childhood experiences. They may say things like, \"When I was fourteen, I had a job, and I still did my homework and made time for my friends. I know that you can do this, too.'\"\u003c/p>\n\u003cp>They mean well when they try to connect with their teens in this comparative way, but often it prompts a communication breakdown.\u003c/p>\n\u003cp>\"Teenagers are looking for proof that their parents don't understand them and bringing up these examples only confirms that you're not on the same wavelength,\" Ziegler says.\u003c/p>\n\u003cp>She suggests that parents try to relate to their teen's feelings by saying things like, \"When I was your age, I had difficulty with my friends. I felt confused, and my heart was broken, too.\"\u003c/p>\n\u003cp>She says that these disclosures remind kids that even if technology is different, human emotions are the same. Parents can bond with their kids by focusing on these similarities.\u003c/p>\n\u003cp>When adolescents are distressed, most parents are inclined to try to \u003cem>solve \u003c/em>their problems, but often what teens really need is help developing problem-solving skills of their own. Parents don't need an entirely new set of tools to impart these lessons to their teenagers. They can adapt lessons about empathy and perspective that they taught their kids earlier in childhood.\u003c/p>\n\u003cp>It's particularly important to teach adolescents how to develop a specific type of empathy called cognitive empathy, Ziegler says.\u003c/p>\n\u003cp>If empathy helps us sympathize with how another person is feeling, cognitive empathy also allows us to try to understand someone else's perspective and how they perceive the world, even when our feelings differ.\u003c/p>\n\u003cp>In a 2016 longitudinal \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0140197115002857\">study\u003c/a> of 497 Dutch teens between the ages of 13 and 18, researchers found that cognitive empathy skills help teens regulate their emotions, improve their listening skills and strengthen their ability to tolerate conflict. They also found that these skills can help kids work through disagreements with their parents more constructively.\u003c/p>\n\u003cp>Research on teen stress by \u003ca href=\"https://news.utexas.edu/2016/06/20/method-helps-teens-cope-with-stress-and-get-better-grades\">David Yeager\u003c/a>, a psychologist at the University of Texas at Austin, shows that cognitive empathy skills can also help adolescents to realize that people and situations can change, which allows them to face social challenges more easily.\u003c/p>\n\u003cp>Ziegler says that parents can help their kids strengthen this type of empathy by talking with them about the importance of looking at both sides of the story.\u003c/p>\n\u003cp>For example, if a teen is upset because a friend didn't return a text, parents can ask, \"What do you think might be going on for her?\" or \"Remember last week when you didn't text back right away because you were studying for an exam?\"\u003c/p>\n\u003cp>Because teenagers are so emotionally driven, they may be prone to react in exaggerated ways. Hence, a conflict with a teacher, a clash with a friend or an unanswered text can feel like the end of the world. By strengthening their cognitive empathy, teens can develop an emotional pause button, which reminds them that even when feelings take over, stressful circumstances are temporary.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her on Twitter\u003c/em> \u003cem>\u003ca href=\"https://twitter.com/dr_fraga\">@dr_fraga\u003c/a>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27When+I+Was+Your+Age%27+And+Other+Pitfalls+Of+Talking+To+Teens+About+Stress&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's difficult to have a teenager's mind. The brain \u003ca href=\"https://www.nimh.nih.gov/health/publications/the-teen-brain-6-things-to-know/index.shtml\">develops rapidly\u003c/a> during the adolescent years, which partially explains why teens experience anger, sadness and frustration so intensely.\u003c/p>\n\u003cp>During these tumultuous years, hormones surge, bodies change and adolescents must face a number of social and academic challenges, such as managing their relationships, coping with peer rejection and,-- especially this time of year — graduating from high school or preparing for college admission tests.\u003c/p>\n\u003cp>These worries can take a definitive toll on a teenager's emotional health.\u003c/p>\n\u003cp>\"My daughters are dealing with friendship conflicts, school pressures and college applications. My younger daughter has so much homework that she sets her alarm at 5 a.m. to finish it before school begins,\" says Cameron Gaeren, a mother of two teen daughters in Chicago, Ill.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.apa.org/news/press/releases/2014/02/teen-stress.aspx\">2014 survey\u003c/a> published by the American Psychological Association found that teens report feeling even more stressed than adults, and that this affects them in unhealthy ways. Approximately 30 percent of the 1,018 teens surveyed reported feeling sad, overwhelmed or depressed, and 25 percent said that they had skipped meals because of their anxiety.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Still, Gaeren says, her kids don't often accept her help in managing their stress. Gaeren and her daughters are not alone. Though all teens need coping skills to help navigate their unique set of stressors, many adolescents either don't turn to their parents for help or refuse to accept their advice.\u003c/p>\n\u003cp>This may be partly due to the way parents typically try to help their kids.\u003c/p>\n\u003cp>\u003ca href=\"http://denverchildtherapy.com/about-us/sheryl-ziegler/\">Sheryl Gonzalez Ziegler\u003c/a>, a psychologist in Denver, Colo., explains, \"When teens are overwhelmed, parents may try to connect with their kids' feelings by drawing on their own childhood experiences. They may say things like, \"When I was fourteen, I had a job, and I still did my homework and made time for my friends. I know that you can do this, too.'\"\u003c/p>\n\u003cp>They mean well when they try to connect with their teens in this comparative way, but often it prompts a communication breakdown.\u003c/p>\n\u003cp>\"Teenagers are looking for proof that their parents don't understand them and bringing up these examples only confirms that you're not on the same wavelength,\" Ziegler says.\u003c/p>\n\u003cp>She suggests that parents try to relate to their teen's feelings by saying things like, \"When I was your age, I had difficulty with my friends. I felt confused, and my heart was broken, too.\"\u003c/p>\n\u003cp>She says that these disclosures remind kids that even if technology is different, human emotions are the same. Parents can bond with their kids by focusing on these similarities.\u003c/p>\n\u003cp>When adolescents are distressed, most parents are inclined to try to \u003cem>solve \u003c/em>their problems, but often what teens really need is help developing problem-solving skills of their own. Parents don't need an entirely new set of tools to impart these lessons to their teenagers. They can adapt lessons about empathy and perspective that they taught their kids earlier in childhood.\u003c/p>\n\u003cp>It's particularly important to teach adolescents how to develop a specific type of empathy called cognitive empathy, Ziegler says.\u003c/p>\n\u003cp>If empathy helps us sympathize with how another person is feeling, cognitive empathy also allows us to try to understand someone else's perspective and how they perceive the world, even when our feelings differ.\u003c/p>\n\u003cp>In a 2016 longitudinal \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0140197115002857\">study\u003c/a> of 497 Dutch teens between the ages of 13 and 18, researchers found that cognitive empathy skills help teens regulate their emotions, improve their listening skills and strengthen their ability to tolerate conflict. They also found that these skills can help kids work through disagreements with their parents more constructively.\u003c/p>\n\u003cp>Research on teen stress by \u003ca href=\"https://news.utexas.edu/2016/06/20/method-helps-teens-cope-with-stress-and-get-better-grades\">David Yeager\u003c/a>, a psychologist at the University of Texas at Austin, shows that cognitive empathy skills can also help adolescents to realize that people and situations can change, which allows them to face social challenges more easily.\u003c/p>\n\u003cp>Ziegler says that parents can help their kids strengthen this type of empathy by talking with them about the importance of looking at both sides of the story.\u003c/p>\n\u003cp>For example, if a teen is upset because a friend didn't return a text, parents can ask, \"What do you think might be going on for her?\" or \"Remember last week when you didn't text back right away because you were studying for an exam?\"\u003c/p>\n\u003cp>Because teenagers are so emotionally driven, they may be prone to react in exaggerated ways. Hence, a conflict with a teacher, a clash with a friend or an unanswered text can feel like the end of the world. By strengthening their cognitive empathy, teens can develop an emotional pause button, which reminds them that even when feelings take over, stressful circumstances are temporary.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her on Twitter\u003c/em> \u003cem>\u003ca href=\"https://twitter.com/dr_fraga\">@dr_fraga\u003c/a>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27When+I+Was+Your+Age%27+And+Other+Pitfalls+Of+Talking+To+Teens+About+Stress&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://brenebrown.com/about/\">Dr. Brené Brown\u003c/a> has become famous for her speaking and writing about vulnerability, worthiness, shame and the other important emotions running underneath daily life all the time. One theme she returns to over and over is \u003ca href=\"https://ed.ted.com/featured/BXaLcbG4#watch\">the importance of cultivating empathy\u003c/a>, a very different reaction than sympathy.\u003c/p>\n\u003cp>Dr. Brown says empathy consists of four qualities: the ability to take the perspective of another person, staying away from judgment, recognizing emotion in others, and communicating it. She defines empathy as \"feeling with people,\" and notes that it's a \"vulnerable choice\" because it requires a person to tap into something personal that identifies with the struggle of another.\u003c/p>\n\u003cp>Children have opportunities to learn empathy from their parents, but also from their \u003ca href=\"https://ww2.kqed.org/mindshift/2013/01/30/empathy-the-key-to-social-and-emotional-learning/\">teachers and peers\u003c/a>. Reading good literature can be a powerful way to develop empathy, as is studying history or being present with a friend on the playground who is having a hard time. Empathy is not found in many official school standards, but it could be one of the\u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/25/why-its-imperative-to-teach-empathy-to-boys/\"> most important qualities\u003c/a> to develop in young citizens who will go on to be \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/16/why-empathy-holds-the-key-to-transforming-21st-century-learning/\">successful actors in a complicated world.\u003c/a>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=1Evwgu369Jw\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://brenebrown.com/about/\">Dr. Brené Brown\u003c/a> has become famous for her speaking and writing about vulnerability, worthiness, shame and the other important emotions running underneath daily life all the time. One theme she returns to over and over is \u003ca href=\"https://ed.ted.com/featured/BXaLcbG4#watch\">the importance of cultivating empathy\u003c/a>, a very different reaction than sympathy.\u003c/p>\n\u003cp>Dr. Brown says empathy consists of four qualities: the ability to take the perspective of another person, staying away from judgment, recognizing emotion in others, and communicating it. She defines empathy as \"feeling with people,\" and notes that it's a \"vulnerable choice\" because it requires a person to tap into something personal that identifies with the struggle of another.\u003c/p>\n\u003cp>Children have opportunities to learn empathy from their parents, but also from their \u003ca href=\"https://ww2.kqed.org/mindshift/2013/01/30/empathy-the-key-to-social-and-emotional-learning/\">teachers and peers\u003c/a>. Reading good literature can be a powerful way to develop empathy, as is studying history or being present with a friend on the playground who is having a hard time. Empathy is not found in many official school standards, but it could be one of the\u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/25/why-its-imperative-to-teach-empathy-to-boys/\"> most important qualities\u003c/a> to develop in young citizens who will go on to be \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/16/why-empathy-holds-the-key-to-transforming-21st-century-learning/\">successful actors in a complicated world.\u003c/a>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/1Evwgu369Jw'\n title='//www.youtube.com/embed/1Evwgu369Jw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>Part of our ongoing series exploring how the U.S. can educate the \u003ca href=\"http://www.npr.org/series/502207601/5-million-voices\">nearly 5 million\u003c/a> students who are learning English.\u003c/em>\u003c/p>\n\u003cp>Brains, brains, brains. One thing we've learned at NPR Ed is that people are fascinated by brain research. And yet it can be hard to point to places where our education system is really making use of the latest neuroscience findings.\u003c/p>\n\u003cp>But there is one happy nexus where research is meeting practice: bilingual education. \"In the last 20 years or so, there's been a virtual explosion of research on bilingualism,\" says Judith Kroll, a professor at the University of California, Riverside.\u003c/p>\n\u003cp>Again and again, researchers have found, \"bilingualism is an experience that shapes our brain for a lifetime,\" in the words of Gigi Luk, an associate professor at Harvard's Graduate School of Education.\u003c/p>\n\u003cp>At the same time, one of the hottest trends in public schooling is what's often called dual-language or two-way immersion programs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Traditional programs for English-language learners, or ELLs, focus on assimilating students into English as quickly as possible. Dual-language classrooms, by contrast, provide instruction across subjects to both English natives and English learners, in both English and in a target language.\u003c/p>\n\u003cp>The goal is functional bilingualism and biliteracy for all students by middle school.\u003c/p>\n\u003cp>New York City, North Carolina, Delaware, Utah, Oregon and Washington state are among the places expanding dual-language classrooms.\u003c/p>\n\u003cp>The trend flies in the face of some of the culture wars of two decades ago, when advocates insisted on \"English first\" education. Most famously, California passed \u003ca href=\"https://ballotpedia.org/California_Proposition_227,_the_%22English_in_Public_Schools%22_Initiative_(1998)\">Proposition 227\u003c/a> in 1998. It was intended to sharply reduce the amount of time that English-language learners spent in bilingual settings.\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/sections/ed/2016/10/29/499867678/the-debate-over-bilingual-education-in-california\">Proposition 58\u003c/a>, passed by California voters on Nov. 8, largely reversed that decision, paving the way for a huge expansion of bilingual education in the state that has the largest population of English-language learners.\u003c/p>\n\u003cp>Some of the insistence on English-first was founded in research produced decades ago, in which bilingual students underperformed monolingual English speakers and had lower IQ scores.\u003c/p>\n\u003cp>Today's scholars, like Ellen Bialystok at York University in Toronto, now say that research was \"deeply flawed.\"\u003c/p>\n\u003cp>\"Earlier research looked at socially disadvantaged groups,\" agrees Antonella Sorace at the University of Edinburgh, in Scotland. \"This has been completely contradicted by recent research\" that compares more similar groups to each other.\u003c/p>\n\u003cp>So what does recent research say about the potential benefits of bilingual education? NPR Ed called up seven researchers in three countries — Sorace, Bialystok, Luk, Kroll, Jennifer Steele, and the team of Wayne Thomas and Virginia Collier — to find out.\u003c/p>\n\u003cp>\u003cstrong>Attention\u003c/strong>\u003c/p>\n\u003cp>It turns out that, in many ways, the real trick to speaking two languages consists in managing \u003cem>not\u003c/em> to speak one of those languages at a given moment — which is fundamentally a feat of paying attention.\u003c/p>\n\u003cp>Saying \"Goodbye\" to mom and then \"\u003cem>Guten tag\u003c/em>\" to your teacher, or managing to ask for a \u003cem>crayola\u003c/em>\u003cem> roja\u003c/em> instead of a red crayon, requires skills called \"inhibition\" and \"task switching.\" These skills are subsets of an ability called executive function.\u003c/p>\n\u003cp>People who speak two languages often outperform monolinguals on general measures of executive function. \"[Bilinguals] can pay focused attention without being distracted and also improve in the ability to switch from one task to another,\" says Sorace.\u003c/p>\n\u003cp>Do these same advantages accrue to a child who begins learning a second language in kindergarten instead of as a baby? We don't yet know. Patterns of language learning and language use are complex. But Gigi Luk at Harvard cites at least one brain-imaging study on adolescents that shows similar changes in brain \u003cem>structure\u003c/em> when compared with those who are bilingual from birth, even when they didn't begin practicing a second language in earnest before late childhood.\u003c/p>\n\u003cp>\u003cstrong>Empathy\u003c/strong>\u003c/p>\n\u003cp>Young children being raised bilingual have to follow social cues to figure out which language to use with which person and in what setting. As a result, says Sorace, bilingual children as young as age 3 \u003ca href=\"https://www.cambridge.org/core/journals/bilingualism-language-and-cognition/article/the-effects-of-bilingualism-on-theory-of-mind-development/5D9E2C458663A60A255268A839CA8D31\">have demonstrated\u003c/a> a head start on tests of perspective-taking and \u003ca href=\"http://www.krepublishers.com/02-Journals/JP/JP-01-0-000-10-Web/JP-01-1-000-10-PDF/JP-01-1-039-10-010-Farhadian-M/JP-01-1-039-10-010-Farhadian-M-Tt.pdf\">theory of mind\u003c/a> — both of which are fundamental social and emotional skills.\u003c/p>\n\u003cp>\u003cstrong>Reading (English)\u003c/strong>\u003c/p>\n\u003cp>About 10 percent of students in the Portland, Ore., public schools are assigned by lottery to dual-language classrooms that offer instruction in Spanish, Japanese or Mandarin, alongside English.\u003c/p>\n\u003cp>Jennifer Steele at American University conducted a \u003ca href=\"https://ies.ed.gov/funding/grantsearch/details.asp?ID=1294\">four-year, randomized trial\u003c/a> and found that these dual-language students outperformed their peers in English-reading skills by a full school year's worth of learning by the end of middle school.\u003c/p>\n\u003cp>Such a large effect in a study this size is unusual, and Steele is currently conducting a flurry of follow-up studies to tease out the causality: Is this about a special program that attracted families who were more engaged? Or about the dual-language instruction itself?\u003c/p>\n\u003cp>\"If it's just about moving the kids around,\" Steele says, \"that's not as exciting as if it's a way of teaching that makes you smarter.\"\u003c/p>\n\u003cp>Steele suspects the latter. Because the effects are found in reading, not in math or science where there were few differences, she suggests that learning two languages makes students more aware of how language works in general, aka \"metalinguistic awareness.\"\u003c/p>\n\u003cp>The research of Gigi Luk at Harvard offers a slightly different explanation. She has recently done a small study looking at a group of 100 fourth-graders in Massachusetts who had similar reading scores on a standard test, but very different language experiences.\u003c/p>\n\u003cp>Some were foreign-language dominant and others were English natives. Here's what's interesting. The students who were dominant in a foreign language weren't yet comfortably bilingual; they were just starting to learn English. Therefore, by definition, they had much weaker English vocabularies than the native speakers.\u003c/p>\n\u003cp>Yet they were just as good at decoding a text.\u003c/p>\n\u003cp>\"This is very surprising,\" Luk says. \"You would expect the reading comprehension performance to mirror vocabulary — it's a cornerstone of comprehension.\"\u003c/p>\n\u003cp>How did the foreign-language dominant speakers manage this feat? Well, Luk found, they also scored higher on tests of executive functioning. So, even though they didn't have huge mental dictionaries to draw on, they may have been great puzzle-solvers, taking into account higher-level concepts such as whether a single sentence made sense within an overall story line.\u003c/p>\n\u003cp>They got to the same results as the monolinguals, by a different path.\u003c/p>\n\u003cp>\u003cstrong>School performance and engagement. \u003c/strong>\u003c/p>\n\u003cp>Wayne Thomas and Virginia Collier, a husband and wife team of professors emeritus at George Mason University in Virginia, have spent the past 30 years collecting evidence on the benefits of bilingual education.\u003c/p>\n\u003cp>\"Wayne came to our research with skepticism, thinking students ought to get instruction all day in English,\" says Virginia Collier. \"Eight million student records later, we're convinced,\" Wayne Thomas chimes in.\u003c/p>\n\u003cp>In studies covering six states and 37 districts, they have found that, compared with students in English-only classrooms or in one-way immersion, dual-language students have somewhat higher test scores and also seem to be happier in school. Attendance is better, behavioral problems fewer, parent involvement higher.\u003c/p>\n\u003cp>\u003cstrong>Diversity and integration.\u003c/strong>\u003c/p>\n\u003cp>American public school classrooms as a whole are becoming more segregated by race and class. Dual-language programs can be an exception. Because they are composed of native English speakers deliberately placed together with recent immigrants, they tend to be more ethnically and socioeconomically balanced. And there is some evidence that this helps kids of all backgrounds gain comfort with diversity and different cultures.\u003c/p>\n\u003cp>Several of the researchers I talked with also pointed out that, in bilingual education, non-English-dominant students and their families tend to feel that their home language is heard and valued, compared with a classroom where the home language is left at the door in favor of English.\u003c/p>\n\u003cp>This can improve students' sense of belonging and increase parent involvement in their children's education, including behaviors like reading to children.\u003c/p>\n\u003cp>\"Many parents fear their language is an obstacle, a problem, and if they abandon it their child will integrate better,\" says Antonella Sorace of the University of Edinburgh. \"We tell them they're not doing their child a favor by giving up their language.\"\u003c/p>\n\u003cp>\u003cstrong>Protection against cognitive decline and dementia. \u003c/strong>\u003c/p>\n\u003cp>File this away as a very, very long-range payoff. Researchers have found that actively using two languages seems to have a protective effect against age-related dementia — perhaps relating to the changes in brain structure we talked about earlier.\u003c/p>\n\u003cp>Specifically, among patients with Alzheimer's in a Canadian study, a group of bilingual adults performed on par with a group of monolingual adults in terms of cognitive tests and daily functioning. But when researchers looked at the two groups' brains, they found evidence of brain atrophy that was five to seven years more advanced in the bilingual group. In other words, the adults who spoke two languages were carrying on longer at a higher level despite greater degrees of damage.\u003c/p>\n\u003cp>\u003cstrong>The coda, and a caution\u003c/strong>\u003c/p>\n\u003cp>One theme that was striking in speaking to all these researchers was just how strongly they advocated for dual-language classrooms.\u003c/p>\n\u003cp>Thomas and Collier have advised many school systems on how to expand their dual-language programs, and Sorace runs \"\u003ca href=\"http://www.bilingualism-matters.ppls.ed.ac.uk/\">Bilingualism Matters\u003c/a>,\" an international network of researchers who promote bilingual education projects.\u003c/p>\n\u003cp>This type of advocacy among scientists is unusual; even more so because the \"bilingual advantage hypothesis\" is being challenged once again. A review of studies published last year found that cognitive advantages \u003ca href=\"http://blogs.discovermagazine.com/neuroskeptic/2015/12/04/do-bilingual-people-have-a-cognitive-advantage/#.WADrsZMrJE4\">failed to appear \u003c/a>in 83 percent of published studies, though in a separate meta-analysis, the sum of effects was still significantly positive.\u003c/p>\n\u003cp>One potential explanation offered by the researchers I spoke with is that advantages that are measurable in the very young and very old tend to fade when testing young adults at the peak of their cognitive powers.\u003c/p>\n\u003cp>And, they countered that no negative effects of bilingual education have been found. So, they argue that even if the advantages are small, they are still worth it.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Not to mention one obvious, outstanding fact underlined by many of these researchers: \"Bilingual children can speak two languages! That's amazing,\" says Bialystok.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=6+Potential+Brain+Benefits+Of+Bilingual+Education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Traditional programs for English-language learners, or ELLs, focus on assimilating students into English as quickly as possible. Dual-language classrooms, by contrast, provide instruction across subjects to both English natives and English learners, in both English and in a target language.\u003c/p>\n\u003cp>The goal is functional bilingualism and biliteracy for all students by middle school.\u003c/p>\n\u003cp>New York City, North Carolina, Delaware, Utah, Oregon and Washington state are among the places expanding dual-language classrooms.\u003c/p>\n\u003cp>The trend flies in the face of some of the culture wars of two decades ago, when advocates insisted on \"English first\" education. Most famously, California passed \u003ca href=\"https://ballotpedia.org/California_Proposition_227,_the_%22English_in_Public_Schools%22_Initiative_(1998)\">Proposition 227\u003c/a> in 1998. It was intended to sharply reduce the amount of time that English-language learners spent in bilingual settings.\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/sections/ed/2016/10/29/499867678/the-debate-over-bilingual-education-in-california\">Proposition 58\u003c/a>, passed by California voters on Nov. 8, largely reversed that decision, paving the way for a huge expansion of bilingual education in the state that has the largest population of English-language learners.\u003c/p>\n\u003cp>Some of the insistence on English-first was founded in research produced decades ago, in which bilingual students underperformed monolingual English speakers and had lower IQ scores.\u003c/p>\n\u003cp>Today's scholars, like Ellen Bialystok at York University in Toronto, now say that research was \"deeply flawed.\"\u003c/p>\n\u003cp>\"Earlier research looked at socially disadvantaged groups,\" agrees Antonella Sorace at the University of Edinburgh, in Scotland. \"This has been completely contradicted by recent research\" that compares more similar groups to each other.\u003c/p>\n\u003cp>So what does recent research say about the potential benefits of bilingual education? NPR Ed called up seven researchers in three countries — Sorace, Bialystok, Luk, Kroll, Jennifer Steele, and the team of Wayne Thomas and Virginia Collier — to find out.\u003c/p>\n\u003cp>\u003cstrong>Attention\u003c/strong>\u003c/p>\n\u003cp>It turns out that, in many ways, the real trick to speaking two languages consists in managing \u003cem>not\u003c/em> to speak one of those languages at a given moment — which is fundamentally a feat of paying attention.\u003c/p>\n\u003cp>Saying \"Goodbye\" to mom and then \"\u003cem>Guten tag\u003c/em>\" to your teacher, or managing to ask for a \u003cem>crayola\u003c/em>\u003cem> roja\u003c/em> instead of a red crayon, requires skills called \"inhibition\" and \"task switching.\" These skills are subsets of an ability called executive function.\u003c/p>\n\u003cp>People who speak two languages often outperform monolinguals on general measures of executive function. \"[Bilinguals] can pay focused attention without being distracted and also improve in the ability to switch from one task to another,\" says Sorace.\u003c/p>\n\u003cp>Do these same advantages accrue to a child who begins learning a second language in kindergarten instead of as a baby? We don't yet know. Patterns of language learning and language use are complex. But Gigi Luk at Harvard cites at least one brain-imaging study on adolescents that shows similar changes in brain \u003cem>structure\u003c/em> when compared with those who are bilingual from birth, even when they didn't begin practicing a second language in earnest before late childhood.\u003c/p>\n\u003cp>\u003cstrong>Empathy\u003c/strong>\u003c/p>\n\u003cp>Young children being raised bilingual have to follow social cues to figure out which language to use with which person and in what setting. As a result, says Sorace, bilingual children as young as age 3 \u003ca href=\"https://www.cambridge.org/core/journals/bilingualism-language-and-cognition/article/the-effects-of-bilingualism-on-theory-of-mind-development/5D9E2C458663A60A255268A839CA8D31\">have demonstrated\u003c/a> a head start on tests of perspective-taking and \u003ca href=\"http://www.krepublishers.com/02-Journals/JP/JP-01-0-000-10-Web/JP-01-1-000-10-PDF/JP-01-1-039-10-010-Farhadian-M/JP-01-1-039-10-010-Farhadian-M-Tt.pdf\">theory of mind\u003c/a> — both of which are fundamental social and emotional skills.\u003c/p>\n\u003cp>\u003cstrong>Reading (English)\u003c/strong>\u003c/p>\n\u003cp>About 10 percent of students in the Portland, Ore., public schools are assigned by lottery to dual-language classrooms that offer instruction in Spanish, Japanese or Mandarin, alongside English.\u003c/p>\n\u003cp>Jennifer Steele at American University conducted a \u003ca href=\"https://ies.ed.gov/funding/grantsearch/details.asp?ID=1294\">four-year, randomized trial\u003c/a> and found that these dual-language students outperformed their peers in English-reading skills by a full school year's worth of learning by the end of middle school.\u003c/p>\n\u003cp>Such a large effect in a study this size is unusual, and Steele is currently conducting a flurry of follow-up studies to tease out the causality: Is this about a special program that attracted families who were more engaged? Or about the dual-language instruction itself?\u003c/p>\n\u003cp>\"If it's just about moving the kids around,\" Steele says, \"that's not as exciting as if it's a way of teaching that makes you smarter.\"\u003c/p>\n\u003cp>Steele suspects the latter. Because the effects are found in reading, not in math or science where there were few differences, she suggests that learning two languages makes students more aware of how language works in general, aka \"metalinguistic awareness.\"\u003c/p>\n\u003cp>The research of Gigi Luk at Harvard offers a slightly different explanation. She has recently done a small study looking at a group of 100 fourth-graders in Massachusetts who had similar reading scores on a standard test, but very different language experiences.\u003c/p>\n\u003cp>Some were foreign-language dominant and others were English natives. Here's what's interesting. The students who were dominant in a foreign language weren't yet comfortably bilingual; they were just starting to learn English. Therefore, by definition, they had much weaker English vocabularies than the native speakers.\u003c/p>\n\u003cp>Yet they were just as good at decoding a text.\u003c/p>\n\u003cp>\"This is very surprising,\" Luk says. \"You would expect the reading comprehension performance to mirror vocabulary — it's a cornerstone of comprehension.\"\u003c/p>\n\u003cp>How did the foreign-language dominant speakers manage this feat? Well, Luk found, they also scored higher on tests of executive functioning. So, even though they didn't have huge mental dictionaries to draw on, they may have been great puzzle-solvers, taking into account higher-level concepts such as whether a single sentence made sense within an overall story line.\u003c/p>\n\u003cp>They got to the same results as the monolinguals, by a different path.\u003c/p>\n\u003cp>\u003cstrong>School performance and engagement. \u003c/strong>\u003c/p>\n\u003cp>Wayne Thomas and Virginia Collier, a husband and wife team of professors emeritus at George Mason University in Virginia, have spent the past 30 years collecting evidence on the benefits of bilingual education.\u003c/p>\n\u003cp>\"Wayne came to our research with skepticism, thinking students ought to get instruction all day in English,\" says Virginia Collier. \"Eight million student records later, we're convinced,\" Wayne Thomas chimes in.\u003c/p>\n\u003cp>In studies covering six states and 37 districts, they have found that, compared with students in English-only classrooms or in one-way immersion, dual-language students have somewhat higher test scores and also seem to be happier in school. Attendance is better, behavioral problems fewer, parent involvement higher.\u003c/p>\n\u003cp>\u003cstrong>Diversity and integration.\u003c/strong>\u003c/p>\n\u003cp>American public school classrooms as a whole are becoming more segregated by race and class. Dual-language programs can be an exception. Because they are composed of native English speakers deliberately placed together with recent immigrants, they tend to be more ethnically and socioeconomically balanced. And there is some evidence that this helps kids of all backgrounds gain comfort with diversity and different cultures.\u003c/p>\n\u003cp>Several of the researchers I talked with also pointed out that, in bilingual education, non-English-dominant students and their families tend to feel that their home language is heard and valued, compared with a classroom where the home language is left at the door in favor of English.\u003c/p>\n\u003cp>This can improve students' sense of belonging and increase parent involvement in their children's education, including behaviors like reading to children.\u003c/p>\n\u003cp>\"Many parents fear their language is an obstacle, a problem, and if they abandon it their child will integrate better,\" says Antonella Sorace of the University of Edinburgh. \"We tell them they're not doing their child a favor by giving up their language.\"\u003c/p>\n\u003cp>\u003cstrong>Protection against cognitive decline and dementia. \u003c/strong>\u003c/p>\n\u003cp>File this away as a very, very long-range payoff. Researchers have found that actively using two languages seems to have a protective effect against age-related dementia — perhaps relating to the changes in brain structure we talked about earlier.\u003c/p>\n\u003cp>Specifically, among patients with Alzheimer's in a Canadian study, a group of bilingual adults performed on par with a group of monolingual adults in terms of cognitive tests and daily functioning. But when researchers looked at the two groups' brains, they found evidence of brain atrophy that was five to seven years more advanced in the bilingual group. In other words, the adults who spoke two languages were carrying on longer at a higher level despite greater degrees of damage.\u003c/p>\n\u003cp>\u003cstrong>The coda, and a caution\u003c/strong>\u003c/p>\n\u003cp>One theme that was striking in speaking to all these researchers was just how strongly they advocated for dual-language classrooms.\u003c/p>\n\u003cp>Thomas and Collier have advised many school systems on how to expand their dual-language programs, and Sorace runs \"\u003ca href=\"http://www.bilingualism-matters.ppls.ed.ac.uk/\">Bilingualism Matters\u003c/a>,\" an international network of researchers who promote bilingual education projects.\u003c/p>\n\u003cp>This type of advocacy among scientists is unusual; even more so because the \"bilingual advantage hypothesis\" is being challenged once again. A review of studies published last year found that cognitive advantages \u003ca href=\"http://blogs.discovermagazine.com/neuroskeptic/2015/12/04/do-bilingual-people-have-a-cognitive-advantage/#.WADrsZMrJE4\">failed to appear \u003c/a>in 83 percent of published studies, though in a separate meta-analysis, the sum of effects was still significantly positive.\u003c/p>\n\u003cp>One potential explanation offered by the researchers I spoke with is that advantages that are measurable in the very young and very old tend to fade when testing young adults at the peak of their cognitive powers.\u003c/p>\n\u003cp>And, they countered that no negative effects of bilingual education have been found. So, they argue that even if the advantages are small, they are still worth it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Not to mention one obvious, outstanding fact underlined by many of these researchers: \"Bilingual children can speak two languages! That's amazing,\" says Bialystok.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=6+Potential+Brain+Benefits+Of+Bilingual+Education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp>Like other aspects of modern life, education can make the head hurt. So many outcomes, so much important work to do, so many solutions and strategies, so many variations on teaching, so many different kinds of students with so many different needs, so many unknowns in preparing for 21\u003csup>st\u003c/sup> Century life and the endless list of jobs that haven’t been invented.\u003c/p>\n\u003cp>What if we discovered one unifying factor that brought all of this confusion under one roof and gave us a coherent sense of how to stimulate the intellect, teach children to engage in collaborative problem solving and creative challenge, and foster social-emotional balance and stability—one factor that, if we got right, would change the equation for learning in the same way that confirming the existence of a fundamental particle informs a grand theory of the universe?\u003c/p>\n\u003cp>That factor exists: It’s called empathy.\u003c/p>\n\u003cp>To make that argument requires a deep dive into the profound nature of empathy. Right now, empathy roughly equates to “I like you and am willing to tolerate you regardless of differences because I am a good person.” But the textbook definition hints at something more profound: It’s ‘the feeling of being able to understand and share another person’s experiences and emotions.’ That all-encompassing definition means empathy results from a complex mix of other meaningful emotions and attitudes that fuel human personality, such as openness, curiosity, self-restraint, vulnerability, sensitivity, awareness, respect, appreciation, and even love. Add this list to the fact that empathy can’t manifest unless we have had our \u003cem>own\u003c/em> experiences and emotions to contrast, compare, and connect with others—and we can see that empathy is more than a simple connector; it’s the subterranean, fundamental glue that holds humanity together.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Thus, it shouldn’t surprise us that such a potent emotion resonates across mind and body, influencing behavior and brain function. That is exactly the case. Empathy has the potential to open up students to deeper learning, drive clarity of thinking, and inspire engagement with the world—in other words, provide the emotional sustenance for outstanding human performance.\u003c/p>\n\u003cp>I see this regularly in my work with project-based-learning teachers who create classrooms that hum with good vibes and focused work. But to understand the full potential of empathy, let’s connect some dots. Those dots may appear unrelated at the moment, but they constitute a scatterplot with a trend line, predicting that empathy will eventually not be an add-on or ‘soft’ skill or one component of a middle school advisory program, and in the process confirm that a school system focused on cognition and testing alone cannot bring forth the greater purpose, focus, collaboration, and creativity necessary for 21\u003csup>st\u003c/sup> century students.\u003c/p>\n\u003cp>I see seven ‘dots’, if you will, that begin to paint this emerging picture of schooling in the future:\u003c/p>\n\u003cp>\u003cstrong>Empathy underlies collaboration\u003cem>\u003cbr>\n\u003c/em>\u003c/strong>As social-emotional learning becomes more necessary to help students navigate life and work, empathy is getting more popular by the day, for good reason: Empathy lies at the heart of 21\u003csup>st\u003c/sup> century skillfulness in teamwork, collaboration and communication in a diverse world. Speaking or listening to someone without radiating empathy narrows the channel of communication or blocks connection altogether. Particularly in the new reality of a global world, without empathy you’re not ready to engage the 21\u003csup>st\u003c/sup> century, either in the workplace or across cultures. It has to be taught, practiced and coached.\u003c/p>\n\u003cp>\u003cstrong>Empathy is healthy\u003cbr>\n\u003c/strong>In the last twenty years, discussions about emotions have taken a radical turn. For years, negative emotions dominated theory and research. Today we know that positive emotions enhance well-being, health, relationships and personal strengths. At the top of this pyramid are the emotions associated with empathy: curiosity, openness, appreciation and gratitude. Empathy simply powers up the mind, body and spirit.\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003cb>Empathy promotes whole-child learning\u003cbr>\n\u003c/b>A critical dot, overlooked in our brain-centric world, is that \u003ca href=\"http://greatergood.berkeley.edu/article/item/where_to_find_wisdom_in_the_body\">\u003cspan class=\"s2\">empathy may activate the heart.\u003c/span>\u003c/a> As I’ve written many times, the heart has a role in learning equal to the brain. In fact, science does not support the mistaken notion that the brain does all the work. Research on \u003ca href=\"https://www.heartmath.org/research/science-of-the-heart/heart-rate-variability/\">\u003cspan class=\"s2\">heart rate variability and emotions\u003c/span>\u003c/a> shows that the \u003ca href=\"https://www.heartmath.org/research/science-of-the-heart/heart-brain-communication/\">\u003cspan class=\"s2\">heart engages the brain\u003c/span>\u003c/a> in constant conversation, using the \u003ca href=\"http://www.huffingtonpost.com/heartmath-llc/heart-wisdom_b_2615857.html\">\u003cspan class=\"s2\">language of emotions\u003c/span>\u003c/a> to direct the ‘state’ of the brain. To perform its role, the heart contains upwards of \u003ca href=\"https://www.rewireme.com/insight/your-heart-and-stomach-may-be-smarter-than-you-think/\">\u003cspan class=\"s2\">40,000 neurons\u003c/span>\u003c/a> identical to nerve cells in the brain; eighty percent of nerve traffic then travels upward from heart to brain, making it clear that the heart influences brain function. While we don’t fully understand the implications of this partnership, two findings have been confirmed: \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3547430/\">\u003cspan class=\"s2\">Anxiety and negative feelings alter the coding of the messages\u003c/span>\u003c/a> sent by the heart to the brain, resulting in stress or fight or flight responses; at the same time, positive emotions such as gratitude and appreciation—close cousins of empathy—show pronounced, \u003ca href=\"https://www.psychologytoday.com/blog/prefrontal-nudity/201211/the-grateful-brain\">\u003cspan class=\"s2\">positive effects\u003c/span>\u003c/a> on brain processes.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Empathy ‘opens’ us up\u003cbr>\n\u003c/strong>The frontal lobes of the brain, at least as much as we know now, are the seat of planning, execution, problem solving and creativity—and when the frontal lobes are working well, so are we. In that well-documented ‘flow state,’ humans function at their peak, moving into a whole-body feeling of openness, relaxed focus, and creative possibility. If we know empathy activates the frontal lobes, why can’t we imagine intentional lessons about empathy and openness designed to put students in an optimal state for learning?\u003c/p>\n\u003cp>\u003cstrong>Empathy powers up inquiry and project based learning\u003cbr>\n\u003c/strong>Instruction is clearly headed in the direction of student-centered approaches such as inquiry and PBL. These approaches succeed in an atmosphere of care and positive relationships, both between student and teacher, and student and student. Classrooms that lack this foundation cannot succeed at project based work or open-ended questioning that relies on students’ ability to \u003cem>care\u003c/em> about their learning. Setting up a culture of care is very much an exercise in making empathy central to daily work.\u003c/p>\n\u003cp>\u003cstrong>Empathy triggers creativity\u003cbr>\n\u003c/strong>Beyond rounding out the skills of collaboration and communication, empathy, design and collaboration are interconnected pieces of the creative puzzle. Empathy is now identified as the first step in the \u003ca href=\"https://www.ideo.com/tools\">design process\u003c/a>, whether crafting new software for a user or creating form-factors that inherently please the consumer. Right now, empathy is described as ‘step.’ But that easy designation belies a very deep process in which a designer must, for lack of a better term, ‘sink into the mind of another and take on their persona’. That is a deep descriptor of an ultimate form of empathy—and it may be a necessary component of an educational system increasingly tilted toward design and inquiry.\u003c/p>\n\u003cp>\u003cstrong>Empathy unites\u003cbr>\n\u003c/strong>The list could have started here, but on a planet that is now close to completing the globalizing process, empathy assumes a special role as the key emotion critical for seven-plus billion people to live in harmony and cooperative relationship. For our Stone-Age brethren, fear and separation were appropriate mechanisms for survival. But that has been flipped by sheer numbers, technology, resource scarcity, and environmental impact. Empathy is required curriculum, and without it, eventually our current focus on high test scores and fulfilling college requirements will be rendered meaningless by untoward events.\u003c/p>\n\u003cp>The takeaway? Ready or not, education is entering an age in which social learning is the new norm. Pure academics are giving way to increased opportunities for students to work together; teachers increasingly take on the role of co-learner and facilitator; listening, learning, and teaming are the new core skills. At the heart of this new skillfulness for everyone is the ability to forge deep connections lead to creative problem solving and positive pursuits. Taken all together, this makes empathy critical to schools. In fact, very soon we will need to invent a new taxonomy of learning that makes empathy the base of the learning pyramid.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/thommarkham\">Thom Markham\u003c/a>, founder and CEO of \u003ca href=\"http://www.pblglobal.com\">PBL Global\u003c/a>, is an author, psychologist and international school consultant who has assisted over 300 schools and 6000 teachers across five continents in implementing project-based learning, 21\u003csup>st\u003c/sup> century competencies, social-emotional growth and successful inquiry-based systems of teaching and learning. \u003c/em>\u003cem> \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp>Like other aspects of modern life, education can make the head hurt. So many outcomes, so much important work to do, so many solutions and strategies, so many variations on teaching, so many different kinds of students with so many different needs, so many unknowns in preparing for 21\u003csup>st\u003c/sup> Century life and the endless list of jobs that haven’t been invented.\u003c/p>\n\u003cp>What if we discovered one unifying factor that brought all of this confusion under one roof and gave us a coherent sense of how to stimulate the intellect, teach children to engage in collaborative problem solving and creative challenge, and foster social-emotional balance and stability—one factor that, if we got right, would change the equation for learning in the same way that confirming the existence of a fundamental particle informs a grand theory of the universe?\u003c/p>\n\u003cp>That factor exists: It’s called empathy.\u003c/p>\n\u003cp>To make that argument requires a deep dive into the profound nature of empathy. Right now, empathy roughly equates to “I like you and am willing to tolerate you regardless of differences because I am a good person.” But the textbook definition hints at something more profound: It’s ‘the feeling of being able to understand and share another person’s experiences and emotions.’ That all-encompassing definition means empathy results from a complex mix of other meaningful emotions and attitudes that fuel human personality, such as openness, curiosity, self-restraint, vulnerability, sensitivity, awareness, respect, appreciation, and even love. Add this list to the fact that empathy can’t manifest unless we have had our \u003cem>own\u003c/em> experiences and emotions to contrast, compare, and connect with others—and we can see that empathy is more than a simple connector; it’s the subterranean, fundamental glue that holds humanity together.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Thus, it shouldn’t surprise us that such a potent emotion resonates across mind and body, influencing behavior and brain function. That is exactly the case. Empathy has the potential to open up students to deeper learning, drive clarity of thinking, and inspire engagement with the world—in other words, provide the emotional sustenance for outstanding human performance.\u003c/p>\n\u003cp>I see this regularly in my work with project-based-learning teachers who create classrooms that hum with good vibes and focused work. But to understand the full potential of empathy, let’s connect some dots. Those dots may appear unrelated at the moment, but they constitute a scatterplot with a trend line, predicting that empathy will eventually not be an add-on or ‘soft’ skill or one component of a middle school advisory program, and in the process confirm that a school system focused on cognition and testing alone cannot bring forth the greater purpose, focus, collaboration, and creativity necessary for 21\u003csup>st\u003c/sup> century students.\u003c/p>\n\u003cp>I see seven ‘dots’, if you will, that begin to paint this emerging picture of schooling in the future:\u003c/p>\n\u003cp>\u003cstrong>Empathy underlies collaboration\u003cem>\u003cbr>\n\u003c/em>\u003c/strong>As social-emotional learning becomes more necessary to help students navigate life and work, empathy is getting more popular by the day, for good reason: Empathy lies at the heart of 21\u003csup>st\u003c/sup> century skillfulness in teamwork, collaboration and communication in a diverse world. Speaking or listening to someone without radiating empathy narrows the channel of communication or blocks connection altogether. Particularly in the new reality of a global world, without empathy you’re not ready to engage the 21\u003csup>st\u003c/sup> century, either in the workplace or across cultures. It has to be taught, practiced and coached.\u003c/p>\n\u003cp>\u003cstrong>Empathy is healthy\u003cbr>\n\u003c/strong>In the last twenty years, discussions about emotions have taken a radical turn. For years, negative emotions dominated theory and research. Today we know that positive emotions enhance well-being, health, relationships and personal strengths. At the top of this pyramid are the emotions associated with empathy: curiosity, openness, appreciation and gratitude. Empathy simply powers up the mind, body and spirit.\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003cb>Empathy promotes whole-child learning\u003cbr>\n\u003c/b>A critical dot, overlooked in our brain-centric world, is that \u003ca href=\"http://greatergood.berkeley.edu/article/item/where_to_find_wisdom_in_the_body\">\u003cspan class=\"s2\">empathy may activate the heart.\u003c/span>\u003c/a> As I’ve written many times, the heart has a role in learning equal to the brain. In fact, science does not support the mistaken notion that the brain does all the work. Research on \u003ca href=\"https://www.heartmath.org/research/science-of-the-heart/heart-rate-variability/\">\u003cspan class=\"s2\">heart rate variability and emotions\u003c/span>\u003c/a> shows that the \u003ca href=\"https://www.heartmath.org/research/science-of-the-heart/heart-brain-communication/\">\u003cspan class=\"s2\">heart engages the brain\u003c/span>\u003c/a> in constant conversation, using the \u003ca href=\"http://www.huffingtonpost.com/heartmath-llc/heart-wisdom_b_2615857.html\">\u003cspan class=\"s2\">language of emotions\u003c/span>\u003c/a> to direct the ‘state’ of the brain. To perform its role, the heart contains upwards of \u003ca href=\"https://www.rewireme.com/insight/your-heart-and-stomach-may-be-smarter-than-you-think/\">\u003cspan class=\"s2\">40,000 neurons\u003c/span>\u003c/a> identical to nerve cells in the brain; eighty percent of nerve traffic then travels upward from heart to brain, making it clear that the heart influences brain function. While we don’t fully understand the implications of this partnership, two findings have been confirmed: \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3547430/\">\u003cspan class=\"s2\">Anxiety and negative feelings alter the coding of the messages\u003c/span>\u003c/a> sent by the heart to the brain, resulting in stress or fight or flight responses; at the same time, positive emotions such as gratitude and appreciation—close cousins of empathy—show pronounced, \u003ca href=\"https://www.psychologytoday.com/blog/prefrontal-nudity/201211/the-grateful-brain\">\u003cspan class=\"s2\">positive effects\u003c/span>\u003c/a> on brain processes.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Empathy ‘opens’ us up\u003cbr>\n\u003c/strong>The frontal lobes of the brain, at least as much as we know now, are the seat of planning, execution, problem solving and creativity—and when the frontal lobes are working well, so are we. In that well-documented ‘flow state,’ humans function at their peak, moving into a whole-body feeling of openness, relaxed focus, and creative possibility. If we know empathy activates the frontal lobes, why can’t we imagine intentional lessons about empathy and openness designed to put students in an optimal state for learning?\u003c/p>\n\u003cp>\u003cstrong>Empathy powers up inquiry and project based learning\u003cbr>\n\u003c/strong>Instruction is clearly headed in the direction of student-centered approaches such as inquiry and PBL. These approaches succeed in an atmosphere of care and positive relationships, both between student and teacher, and student and student. Classrooms that lack this foundation cannot succeed at project based work or open-ended questioning that relies on students’ ability to \u003cem>care\u003c/em> about their learning. Setting up a culture of care is very much an exercise in making empathy central to daily work.\u003c/p>\n\u003cp>\u003cstrong>Empathy triggers creativity\u003cbr>\n\u003c/strong>Beyond rounding out the skills of collaboration and communication, empathy, design and collaboration are interconnected pieces of the creative puzzle. Empathy is now identified as the first step in the \u003ca href=\"https://www.ideo.com/tools\">design process\u003c/a>, whether crafting new software for a user or creating form-factors that inherently please the consumer. Right now, empathy is described as ‘step.’ But that easy designation belies a very deep process in which a designer must, for lack of a better term, ‘sink into the mind of another and take on their persona’. That is a deep descriptor of an ultimate form of empathy—and it may be a necessary component of an educational system increasingly tilted toward design and inquiry.\u003c/p>\n\u003cp>\u003cstrong>Empathy unites\u003cbr>\n\u003c/strong>The list could have started here, but on a planet that is now close to completing the globalizing process, empathy assumes a special role as the key emotion critical for seven-plus billion people to live in harmony and cooperative relationship. For our Stone-Age brethren, fear and separation were appropriate mechanisms for survival. But that has been flipped by sheer numbers, technology, resource scarcity, and environmental impact. Empathy is required curriculum, and without it, eventually our current focus on high test scores and fulfilling college requirements will be rendered meaningless by untoward events.\u003c/p>\n\u003cp>The takeaway? Ready or not, education is entering an age in which social learning is the new norm. Pure academics are giving way to increased opportunities for students to work together; teachers increasingly take on the role of co-learner and facilitator; listening, learning, and teaming are the new core skills. At the heart of this new skillfulness for everyone is the ability to forge deep connections lead to creative problem solving and positive pursuits. Taken all together, this makes empathy critical to schools. In fact, very soon we will need to invent a new taxonomy of learning that makes empathy the base of the learning pyramid.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/thommarkham\">Thom Markham\u003c/a>, founder and CEO of \u003ca href=\"http://www.pblglobal.com\">PBL Global\u003c/a>, is an author, psychologist and international school consultant who has assisted over 300 schools and 6000 teachers across five continents in implementing project-based learning, 21\u003csup>st\u003c/sup> century competencies, social-emotional growth and successful inquiry-based systems of teaching and learning. \u003c/em>\u003cem> \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p1\">One of the first exercises Kyle Ware does with teachers in the Kentucky Shakespeare \u003ca href=\"http://www.kyshakespeare.com/education/pd/\">From the Page to the Stage\u003c/a> development workshop is to get them on their feet and using the words of Shakespeare in action, in a game called, “Shakespearean Insults and Compliments.” Ware, who is director of education for the company’s extensive schools program, said that teachers take each other down and lift each other up using the words of the Bard—no matter if they’re accurate: “Thou art an ill-fated huggermugger!” is an example Ware gave.\u003c/p>\n\u003cp class=\"p1\">“Then the other person might throw something back at them. The idea is that, when put in context, this insult is something that can easily be understood. Even though I don’t exactly know what a \u003cem>huggermugger\u003c/em> is, I get it.”\u003c/p>\n\u003cp class=\"p1\">From the Page to the Stage was developed by Kentucky Shakespeare in conjunction with the \u003ca href=\"http://www.folger.edu/\">Folger Shakespeare Library\u003c/a> in 1991, as a way to help teachers get the most out of teaching Shakespeare to their classes, and has been honored by the Library as an exemplary program and used as a model for other professional development programs. The idea behind it, said Ware, was to get Shakespeare “back up on its feet,” where it belongs. Since Shakespeare’s plays were meant to be performed, Ware said they have seen that students get more out of Shakespeare when they are doing both reading and performance.\u003c/p>\n\u003cp class=\"p1\">Ware also shows teachers ways to let kids interpret the text when doing analysis, often using Othello’s Act III, Scene III as an example, which he studied with a recent group of high schoolers. Ware tells teachers about a particular student’s reaction to Iago, who doesn't say much, but let's Othello do all the talking, and therefore all the work of the scene:\u003c/p>\n\u003cp class=\"p1\">IAGO: My noble lord--\u003cbr>\nOTHELLO: What dost thou say, Iago?\u003cbr>\nIAGO: Did Michael Cassio, when you woo'd my lady,\u003cbr>\nKnow of your love?\u003cbr>\nOTHELLO: He did, from first to last: why dost thou ask?\u003cbr>\nIAGO: But for a satisfaction of my thought; No further harm.\u003cbr>\nOTHELLO: Why of thy thought, Iago?\u003cbr>\nIAGO: I did not think he had been acquainted with her.\u003cbr>\nOTHELLO: O, yes; and went between us very oft.\u003cbr>\nIAGO: Indeed!\u003cbr>\nOTHELLO: Indeed! ay, indeed: discern'st thou aught in that? Is he not honest?\u003cbr>\nIAGO:\u003cspan class=\"Apple-converted-space\"> \u003c/span>Honest, my lord!\u003cbr>\nOTHELLO: Honest! ay, honest.\u003cbr>\nIAGO: My lord, for aught I know.\u003cbr>\nOTHELLO: What dost thou think?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">As Ware tells it, a student then popped up and said, “Hey, he’s clownin’ him!”\u003c/p>\n\u003cp class=\"p1\">“So that is exactly what’s happening in this scene - Iago \u003ci>is\u003c/i> clowning Othello,” Ware said. Though ‘clownin’ someone isn’t exactly a scholarly term, Ware said that’s more than all right: what matters is that students are making connections between themselves and the feelings of 400-year-old Shakespearean characters.\u003c/p>\n\u003cp class=\"p1\">“And when a teacher hears that, she says, ‘Yes, I see my own window to my students. I see my own window into this work.’ Then hopefully, they can relay this idea through their own curriculum, their own text analysis. That’s the thing we try to do, leave them [educators] with the tools to do this kind of work.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=vdCjKH5IKJ8\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>THE BENEFITS OF THEATER\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">In his book \u003ca href=\"http://https://www.amazon.com/Doing-Well-Good-Art-Achievements/dp/1449904335\">D\u003ci>oing Well and Doing Good by Doing Art\u003c/i>,\u003c/a> UCLA professor James Catterall details the results of a twelve-year study in which he followed secondary students who participated in music or theater arts in school into their adult lives to see if the arts made a difference, and what kind of difference it made. Catterall found a strong association between high school theater and inner development. “Sustained student involvement in theatre arts (acting in plays and musicals, participating in drama clubs, and taking acting lessons) associates with a variety of developments for youth,” he writes in the first chapter. “Gains in reading proficiency, gains in self-concept and motivation, and higher levels of empathy for others.”\u003c/p>\n\u003cp class=\"p1\">Ware said that teachers he works with find Shakespeare more challenging to teach in today's digital climate, an observation Ware himself makes when he works directly with students in classrooms. In\u003cspan class=\"Apple-converted-space\"> \u003c/span>recent years, Kentucky Shakespeare has added Shakespeare workshops that work with students and teachers on developing skills like conflict resolution, body language and empathy—ways of communicating they feel may be getting lost when most interactions happen screen-to-screen instead of face-to-face.\u003c/p>\n\u003cp class=\"p1\">One such program was a four-week residency conducted by Kentucky Shakespeare’s producing artistic director, Matthew Wallace, at a Jefferson County school for students with behavioral and emotional disorders. Wallace, who is also a facilitator at the \u003ca href=\"http://www.shakespearebehindbars.org/documentary/\">Shakespeare Behind Bars\u003c/a> program conducted in the Luther Luckett state prison, had experience in teaching conflict resolution using acting techniques and Shakespeare.*\u003c/p>\n\u003cp class=\"p1\">For art and humanities teacher Sharon Lillie, who applied for a Very Special Arts grant to bring Wallace and crew to the school twice per week for four weeks, teaching Shakespeare in this way to her students—boys and girls who had already been kicked out of traditional school—the experience was “absolutely worth it.”\u003c/p>\n\u003cp class=\"p1\">For more than two hours, Wallace worked with eleven of Lillie’s ninth- and tenth-gradeers on the \u003ca href=\"http://shakespeare.mit.edu/romeo_juliet/full.html\">first scene of Romeo and Juliet,\u003c/a> in which the servants of the two warring households get into a fight.\u003c/p>\n\u003cp class=\"p1\">“You would think that working on a scene where the characters fight wouldn’t be such a great idea with our kids,” said Lillie. “But it worked. They learned the lines, they learned what the lines meant, they talked about things like: what kind of body language does somebody have when they’re ready to fight? What about when somebody’s backing off? How would you step into the area, and out? How would you vary your tone of voice?”\u003c/p>\n\u003cp class=\"p1\">Lillie said that, once the students had gone through the text and learned what the words meant, performing even the most confrontational scenes was fun for them because they weren’t themselves: they were the characters.\u003c/p>\n\u003cp class=\"p1\">Since many of her students end up in the special school in the first place because they have a hard time reading physical or verbal cues, practicing them “for pretend” strengthened their ability to read others’ reactions. Being able to do this in a safe environment, said Lillie, with the added fun of acting, made a visible difference in her students.\u003c/p>\n\u003cp class=\"p1\">“On the days when Matt came,” Lillie said, “Their homeroom teacher reported these students got along a lot better the rest of that day. They were more relaxed with each other, they could take things a little less seriously than what they had been doing.”\u003c/p>\n\u003cp class=\"p1\">Wallace, who said that his workshops often focus on issues like conflict resolution, was adamant that he never wants the scenes themselves to turn into some kind of therapy. “The brilliance of Shakespeare is that, at the time the plays were performed, it was still a mostly oral society, \" Wallace said, noting that most of the population was illiterate. \"So it’s all about the words—the sounds of the words, and how it makes you feel when you hear them and when you are saying them. We think that sort of visceral experience of saying these words out loud is valuable,\" he said.\u003c/p>\n\u003cp class=\"p1\">\"It’s using the healing power of the arts to create this structure and using teamwork. And the building of empathy is huge.”\u003c/p>\n\u003cp class=\"p1\">At the end of the four-week workshop, the students performed their Romeo and Juliet scenes in the cafeteria for the whole school, which Lillie considered a symbol of how far they’d come: though the students were visibly nervous, they didn’t get stage fright and they remembered their lines.\u003c/p>\n\u003cp class=\"p1\">Throughout the experience, students kept a journal of their thoughts and feelings. While many had recorded positive details about the experience, Lillie remembers two students especially, one who wrote, “I really love this.” And another, who wrote, “It was fun to be joking on each other and getting away with it.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\u003cem>*A previous version of this post misstated that Wallace was a former facilitator of Shakespeare Behind Bars, when in fact, he continues to in that role. We regret this error. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">One of the first exercises Kyle Ware does with teachers in the Kentucky Shakespeare \u003ca href=\"http://www.kyshakespeare.com/education/pd/\">From the Page to the Stage\u003c/a> development workshop is to get them on their feet and using the words of Shakespeare in action, in a game called, “Shakespearean Insults and Compliments.” Ware, who is director of education for the company’s extensive schools program, said that teachers take each other down and lift each other up using the words of the Bard—no matter if they’re accurate: “Thou art an ill-fated huggermugger!” is an example Ware gave.\u003c/p>\n\u003cp class=\"p1\">“Then the other person might throw something back at them. The idea is that, when put in context, this insult is something that can easily be understood. Even though I don’t exactly know what a \u003cem>huggermugger\u003c/em> is, I get it.”\u003c/p>\n\u003cp class=\"p1\">From the Page to the Stage was developed by Kentucky Shakespeare in conjunction with the \u003ca href=\"http://www.folger.edu/\">Folger Shakespeare Library\u003c/a> in 1991, as a way to help teachers get the most out of teaching Shakespeare to their classes, and has been honored by the Library as an exemplary program and used as a model for other professional development programs. The idea behind it, said Ware, was to get Shakespeare “back up on its feet,” where it belongs. Since Shakespeare’s plays were meant to be performed, Ware said they have seen that students get more out of Shakespeare when they are doing both reading and performance.\u003c/p>\n\u003cp class=\"p1\">Ware also shows teachers ways to let kids interpret the text when doing analysis, often using Othello’s Act III, Scene III as an example, which he studied with a recent group of high schoolers. Ware tells teachers about a particular student’s reaction to Iago, who doesn't say much, but let's Othello do all the talking, and therefore all the work of the scene:\u003c/p>\n\u003cp class=\"p1\">IAGO: My noble lord--\u003cbr>\nOTHELLO: What dost thou say, Iago?\u003cbr>\nIAGO: Did Michael Cassio, when you woo'd my lady,\u003cbr>\nKnow of your love?\u003cbr>\nOTHELLO: He did, from first to last: why dost thou ask?\u003cbr>\nIAGO: But for a satisfaction of my thought; No further harm.\u003cbr>\nOTHELLO: Why of thy thought, Iago?\u003cbr>\nIAGO: I did not think he had been acquainted with her.\u003cbr>\nOTHELLO: O, yes; and went between us very oft.\u003cbr>\nIAGO: Indeed!\u003cbr>\nOTHELLO: Indeed! ay, indeed: discern'st thou aught in that? Is he not honest?\u003cbr>\nIAGO:\u003cspan class=\"Apple-converted-space\"> \u003c/span>Honest, my lord!\u003cbr>\nOTHELLO: Honest! ay, honest.\u003cbr>\nIAGO: My lord, for aught I know.\u003cbr>\nOTHELLO: What dost thou think?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">As Ware tells it, a student then popped up and said, “Hey, he’s clownin’ him!”\u003c/p>\n\u003cp class=\"p1\">“So that is exactly what’s happening in this scene - Iago \u003ci>is\u003c/i> clowning Othello,” Ware said. Though ‘clownin’ someone isn’t exactly a scholarly term, Ware said that’s more than all right: what matters is that students are making connections between themselves and the feelings of 400-year-old Shakespearean characters.\u003c/p>\n\u003cp class=\"p1\">“And when a teacher hears that, she says, ‘Yes, I see my own window to my students. I see my own window into this work.’ Then hopefully, they can relay this idea through their own curriculum, their own text analysis. That’s the thing we try to do, leave them [educators] with the tools to do this kind of work.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/vdCjKH5IKJ8'\n title='//www.youtube.com/embed/vdCjKH5IKJ8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp class=\"p1\">\u003cstrong>THE BENEFITS OF THEATER\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">In his book \u003ca href=\"http://https://www.amazon.com/Doing-Well-Good-Art-Achievements/dp/1449904335\">D\u003ci>oing Well and Doing Good by Doing Art\u003c/i>,\u003c/a> UCLA professor James Catterall details the results of a twelve-year study in which he followed secondary students who participated in music or theater arts in school into their adult lives to see if the arts made a difference, and what kind of difference it made. Catterall found a strong association between high school theater and inner development. “Sustained student involvement in theatre arts (acting in plays and musicals, participating in drama clubs, and taking acting lessons) associates with a variety of developments for youth,” he writes in the first chapter. “Gains in reading proficiency, gains in self-concept and motivation, and higher levels of empathy for others.”\u003c/p>\n\u003cp class=\"p1\">Ware said that teachers he works with find Shakespeare more challenging to teach in today's digital climate, an observation Ware himself makes when he works directly with students in classrooms. In\u003cspan class=\"Apple-converted-space\"> \u003c/span>recent years, Kentucky Shakespeare has added Shakespeare workshops that work with students and teachers on developing skills like conflict resolution, body language and empathy—ways of communicating they feel may be getting lost when most interactions happen screen-to-screen instead of face-to-face.\u003c/p>\n\u003cp class=\"p1\">One such program was a four-week residency conducted by Kentucky Shakespeare’s producing artistic director, Matthew Wallace, at a Jefferson County school for students with behavioral and emotional disorders. Wallace, who is also a facilitator at the \u003ca href=\"http://www.shakespearebehindbars.org/documentary/\">Shakespeare Behind Bars\u003c/a> program conducted in the Luther Luckett state prison, had experience in teaching conflict resolution using acting techniques and Shakespeare.*\u003c/p>\n\u003cp class=\"p1\">For art and humanities teacher Sharon Lillie, who applied for a Very Special Arts grant to bring Wallace and crew to the school twice per week for four weeks, teaching Shakespeare in this way to her students—boys and girls who had already been kicked out of traditional school—the experience was “absolutely worth it.”\u003c/p>\n\u003cp class=\"p1\">For more than two hours, Wallace worked with eleven of Lillie’s ninth- and tenth-gradeers on the \u003ca href=\"http://shakespeare.mit.edu/romeo_juliet/full.html\">first scene of Romeo and Juliet,\u003c/a> in which the servants of the two warring households get into a fight.\u003c/p>\n\u003cp class=\"p1\">“You would think that working on a scene where the characters fight wouldn’t be such a great idea with our kids,” said Lillie. “But it worked. They learned the lines, they learned what the lines meant, they talked about things like: what kind of body language does somebody have when they’re ready to fight? What about when somebody’s backing off? How would you step into the area, and out? How would you vary your tone of voice?”\u003c/p>\n\u003cp class=\"p1\">Lillie said that, once the students had gone through the text and learned what the words meant, performing even the most confrontational scenes was fun for them because they weren’t themselves: they were the characters.\u003c/p>\n\u003cp class=\"p1\">Since many of her students end up in the special school in the first place because they have a hard time reading physical or verbal cues, practicing them “for pretend” strengthened their ability to read others’ reactions. Being able to do this in a safe environment, said Lillie, with the added fun of acting, made a visible difference in her students.\u003c/p>\n\u003cp class=\"p1\">“On the days when Matt came,” Lillie said, “Their homeroom teacher reported these students got along a lot better the rest of that day. They were more relaxed with each other, they could take things a little less seriously than what they had been doing.”\u003c/p>\n\u003cp class=\"p1\">Wallace, who said that his workshops often focus on issues like conflict resolution, was adamant that he never wants the scenes themselves to turn into some kind of therapy. “The brilliance of Shakespeare is that, at the time the plays were performed, it was still a mostly oral society, \" Wallace said, noting that most of the population was illiterate. \"So it’s all about the words—the sounds of the words, and how it makes you feel when you hear them and when you are saying them. We think that sort of visceral experience of saying these words out loud is valuable,\" he said.\u003c/p>\n\u003cp class=\"p1\">\"It’s using the healing power of the arts to create this structure and using teamwork. And the building of empathy is huge.”\u003c/p>\n\u003cp class=\"p1\">At the end of the four-week workshop, the students performed their Romeo and Juliet scenes in the cafeteria for the whole school, which Lillie considered a symbol of how far they’d come: though the students were visibly nervous, they didn’t get stage fright and they remembered their lines.\u003c/p>\n\u003cp class=\"p1\">Throughout the experience, students kept a journal of their thoughts and feelings. While many had recorded positive details about the experience, Lillie remembers two students especially, one who wrote, “I really love this.” And another, who wrote, “It was fun to be joking on each other and getting away with it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Beyond Data: Building Empathy in Adults Through Student Shadow Days",
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"content": "\u003cp>Data are increasingly at the core of efforts to improve instructional quality, but often the data available to school leaders and educators are limited to specific academic points. Many teachers report classroom data have become \u003ca href=\"https://marketbrief.edweek.org/marketplace-k-12/make-classroom-data-more-useful-teachers-tell-ed-tech-developers/?platform=hootsuite\" target=\"_blank\">too overwhelming to be of much use\u003c/a> and are often represented in granular, siloed ways that make it difficult for teachers to get a sense of how students are doing overall. And much of the data are divorced from the qualitative experience of learners every day.\u003c/p>\n\u003cp>In an effort to build empathy for the student experience -- to see school through their eyes -- some school and district leaders are shadowing students through a whole day, adding a new data point to the ever-growing pile.\u003c/p>\n\u003cp>Recently nearly 1,400 school and district leaders nationwide participated in \u003ca href=\"http://shadowastudent.org/\" target=\"_blank\">Shadow a Student Challenge\u003c/a> created by the Stanford d.school and IDEO to better understand what goes on at the classroom level where the policies and practices they’ve mandated take effect. In San Francisco, 85 administrators took the challenge over the course of a week, looking for specific ways to improve the schools under their control while also seeking to identify district trends that could be addressed by the central office.*\u003c/p>\n\u003caside class=\"pullquote alignright\">'I think our goal is to have students engaged in tasks that have multiple entry points.'\u003ccite>Marthaa Torres, principal of Thurgood Marshall High School\u003c/cite>\u003c/aside>\n\u003cp>Marthaa Torres, principal of Thurgood Marshall Academic High School in the Bayview neighborhood, had done one shadow day before and found it enormously helpful to create a more well-rounded picture of students. She rushed between classes, constantly late even as she hurried, finding herself tired and starving at the end of the day.\u003c/p>\n\u003cp>“I was shocked to see how a student who might be a ‘bad boy’ in one class will be a scholar in the next one,” Torres said. It was a good reminder that experiencing a student in one context is not enough to make a judgment about him. Students respond differently to various contexts, an indicator that bad behavior may be as much a product of the context as it is a behavioral issue.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She also noticed how hard it was to engage in group work, even as an adult. “I was shocked that in all of my confidence as an adult, I had a hard time joining the conversation,” Torres said. Students subtly told her with their body language that they didn’t want to hear what she had to say. “It made me feel like I didn’t want to keep going or trying,” she said. The experience made her rethink how the school uses group work and how effective it is. It became an instructional focus area.\u003c/p>\n\u003cp>“We spent a great deal of time this year explicitly teaching some of the practices that students need to successfully participate in a group,” Torres said. They focused on things like asking each other questions and talked through what real collaboration looks like.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/149355407?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>GETTING TO KNOW ONE ANOTHER\u003c/strong>\u003c/p>\n\u003cp>This year, Torres chose to shadow 10th-grader Anderson Tejada, an English-language learner who she thought might not be challenged enough in all of his classes. Before shadowing, Torres had already tried suggesting to Tejada that he might enjoy taking a math class at a nearby community college, but he denied that he needed more challenge.\u003c/p>\n\u003cp>For his part, Tejada was very agreeable about having his principal follow him around all day. “I think she wants to know how, she told me she wants to know how I feel,” Tejada said. He explained that how he experiences school is different from anyone else; each student has a unique experience. His insight is one that often gets lost in education discussions that focus on scalability and generalizing observed truths to all students. But ultimately each student brings his or her own life experiences to the classroom, which affect how each interacts and learns.\u003c/p>\n\u003cp>Tejada was puzzled that Torres thought he might need more challenge. “She thinks that I'm really good and she wants to give me a challenge,” he said. “I’m not sure exactly why.”\u003c/p>\n\u003cp>I talked to Torres again after she finished shadowing Tejada -- she was exhausted.\u003c/p>\n\u003cp>“What really struck me throughout the day was how much I felt that he wasn’t challenged, both in terms of the content being covered, but also how class time was being used,” Torres said. She observed how teachers tried to juggle the various learners in their classrooms, often slowing down to make sure every student was understanding. But in those moments, quicker students like Tejada were often left with nothing to do. He carried a Rubik's-cube-type toy in his pocket to keep himself busy while he waited for more directions.\u003c/p>\n\u003cp>“They were so sweet and compliant,” Torres said of Tejada and another student who had clearly already mastered a lesson. “They didn’t complain, they just completed their sentences and sat back to do their Rubik’s cube.” But to Torres that was evidence they weren’t being challenged.\u003c/p>\n\u003cfigure id=\"attachment_44443\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-44443 size-medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/hacks-800x533.jpg\" alt='Sampling of \"hacks\" suggested by SFUSD administrators in a debrief.' width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sampling of 'hacks' suggested by SFUSD administrators in a debrief. \u003ccite>(Gentle Blythe/SFUSD)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But that wasn’t true in every class, Torres observed how teachers were able to challenge Tejada either in how he uses language or in the content. For example, a social studies discussion of the graphic novel \u003cem>Maus\u003c/em> focused on all the things that led up to the Holocaust. Students were having a sophisticated discussion about historical concepts while using language appropriate for those still learning English.\u003c/p>\n\u003cp>“I think our goal is to have students engaged in tasks that have multiple entry points,” Torres said. This shadow day challenged her to think about how she can better support her teachers to do this. She noticed that in Tejada’s math class, the teacher gave students a problem with a real-world application (painting the outside of the school building), and had them discuss what information they would need to solve the problem.\u003c/p>\n\u003cp>“At first it fell a little bit flat because it’s not something that had an easy answer,” Torres said. “But that’s one of the times when I saw Anderson, who is more advanced, and another student who is not as advanced, both engaged in productive struggle.”\u003c/p>\n\u003cp>Figuring out how to use the insights gained from the shadow day is another challenge for administrators. Last year, Torres wrote a blog post about her experience, but felt that was the wrong way to instigate change. It alarmed her teachers and made them feel exposed. This year, she’s considering trying to give teachers some release time to observe one another’s classrooms so they can come to the same conclusion she has, but on their own.\u003c/p>\n\u003cp>“That may be more useful than me pushing my conclusions on them,” Torres said. While she’s disappointed that students like Tejada aren’t being challenged, she described it as a “productive disappointment,” a tone she wants her whole staff to take with the information they gain. “We always want to push ourselves to give our students the very best learning experience that we can,” she said.\u003c/p>\n\u003cp>\u003cstrong>MAKING SHADOWING ROUTINE\u003c/strong>\u003c/p>\n\u003cp>This kind of Student Shadow Day Challenge, while well-intentioned, can feel a bit gimmicky. Programs like this pop up every few years, and principals report they never realized just how short those passing periods feel from a students’ perspective. But then it fades away, and often little changes systemically. But what if a principal regularly shadowed students as a valuable way to collect a different kind of data?\u003c/p>\n\u003cp>That’s what Principal Lena Van Haren has done at Everett Middle School in San Francisco's Mission District. Her school regularly looks at data from test scores, data from student surveys, data from classroom walk-throughs. But she says, “the difference with the shadow is there’s really no way to explain things away.”\u003c/p>\n\u003cp>Van Haren often uses shadowing as a way to dig into data she may have come across in a different format. For example, she noticed that on the most recent student survey, Asian and Pacific Islander students reported very low levels of belonging to the school community. That concerned her, so for her shadow day she’s accompanying a student from that demographic to see how the school might accidentally be alienating this group.\u003c/p>\n\u003cp>“We do it when we feel like we need more information,” Van Haren said. But, it’s a time-consuming proposition, and often a principal doesn’t have a whole day free to do something like this. At Everett, different educators work shadowing into their schedule for parts of the day or in shifts. The goal is to get information that can be used to focus in on instructional goals, not to critique individual teachers.\u003c/p>\n\u003cp>“One of the things we look for is who’s doing the heavy lifting,” said Van Haren. She’d like to see students reading, writing, grappling with difficult concepts or explaining their reasoning, not the adults. “As a former teacher I know that there’s so much to learn and only so much time, and sometimes it feels like the most efficient way is to tell the kids a bunch of stuff,” she said. But that’s not how students learn best, so she’s trying to encourage teachers to build in changes that force students to interact with the material.\u003c/p>\n\u003cp>Since shadowing is a regular part of Everett’s school culture, its purpose is clear to teachers. Van Haren said often teachers are involved in developing the focus of inquiry. That helps build investment in the information that gets uncovered through shadowing.\u003c/p>\n\u003cp>Once they have a better sense of what is going on in their classrooms, teachers and Van Haren sit down together and look at what best practice says about the point of inquiry. Then, they often set goals for themselves, like “increase academic language use among English-language learners by 10 percent.” This focus informs the professional development they plan to support teachers in reaching the goal.\u003c/p>\n\u003cp>Van Haren is excited that San Francisco Unified made shadowing a priority this year, especially for district-level administrators who can get very disconnected from what is actually happening in classrooms. She’d like to see aggregated data about everyone’s experiences, specifically about how much time children spend absorbing data and how much time they spend grappling with learning.\u003c/p>\n\u003cp>“When we all think about our most powerful learning experiences, it’s never just sitting and listening,” Van Haren said. She’d like to see the district set its own goals, look at best practice and then let school sites contextualize those goals for themselves. Then maybe something that will likely only happen every few years, like a districtwide Student Shadow Challenge, could have some lasting impacts.\u003c/p>\n\u003cp>In San Francisco, administrators who participated in the Shadow Day Challenge were eager to build the practice into their professional lives. “The conversations made it obvious that there was inspiration that came out of the experience to do something more,” said Angie Desuyo Estonina, an elementary supervisor of Multilingual Pathways. She feels energized by the experience and is already thinking of ways she can work with school sites to focus on relationship-building.\u003c/p>\n\u003cp>The 100 administrators who participated in the challenge met to talk commonalities and \"hacks\" that could be implemented immediately. Administrators noticed several commonalities, including strong teacher-student relationships, too much sitting, difficulty transitioning between classes or activities, and students behaving differently, depending on who they were with and what was being asked of them.\u003c/p>\n\u003cp>A few quick hack ideas included giving students more warning time before a transition and asking them what they are doing next so they acknowledge the transition, and creating more opportunities for older kids to help younger ones. Administrators noticed students enjoying the responsibility of being an older mentor, and that translated into better behavior and in some cases a more positive experience of school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*This story has been updated to reflect greater participation in the national Shadow a Student Challenge created by the Standford d. school and IDEO. And while 100 San Francisco administrators originally signed up for the challenge, only 85 actually participated.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Data are increasingly at the core of efforts to improve instructional quality, but often the data available to school leaders and educators are limited to specific academic points. Many teachers report classroom data have become \u003ca href=\"https://marketbrief.edweek.org/marketplace-k-12/make-classroom-data-more-useful-teachers-tell-ed-tech-developers/?platform=hootsuite\" target=\"_blank\">too overwhelming to be of much use\u003c/a> and are often represented in granular, siloed ways that make it difficult for teachers to get a sense of how students are doing overall. And much of the data are divorced from the qualitative experience of learners every day.\u003c/p>\n\u003cp>In an effort to build empathy for the student experience -- to see school through their eyes -- some school and district leaders are shadowing students through a whole day, adding a new data point to the ever-growing pile.\u003c/p>\n\u003cp>Recently nearly 1,400 school and district leaders nationwide participated in \u003ca href=\"http://shadowastudent.org/\" target=\"_blank\">Shadow a Student Challenge\u003c/a> created by the Stanford d.school and IDEO to better understand what goes on at the classroom level where the policies and practices they’ve mandated take effect. In San Francisco, 85 administrators took the challenge over the course of a week, looking for specific ways to improve the schools under their control while also seeking to identify district trends that could be addressed by the central office.*\u003c/p>\n\u003caside class=\"pullquote alignright\">'I think our goal is to have students engaged in tasks that have multiple entry points.'\u003ccite>Marthaa Torres, principal of Thurgood Marshall High School\u003c/cite>\u003c/aside>\n\u003cp>Marthaa Torres, principal of Thurgood Marshall Academic High School in the Bayview neighborhood, had done one shadow day before and found it enormously helpful to create a more well-rounded picture of students. She rushed between classes, constantly late even as she hurried, finding herself tired and starving at the end of the day.\u003c/p>\n\u003cp>“I was shocked to see how a student who might be a ‘bad boy’ in one class will be a scholar in the next one,” Torres said. It was a good reminder that experiencing a student in one context is not enough to make a judgment about him. Students respond differently to various contexts, an indicator that bad behavior may be as much a product of the context as it is a behavioral issue.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She also noticed how hard it was to engage in group work, even as an adult. “I was shocked that in all of my confidence as an adult, I had a hard time joining the conversation,” Torres said. Students subtly told her with their body language that they didn’t want to hear what she had to say. “It made me feel like I didn’t want to keep going or trying,” she said. The experience made her rethink how the school uses group work and how effective it is. It became an instructional focus area.\u003c/p>\n\u003cp>“We spent a great deal of time this year explicitly teaching some of the practices that students need to successfully participate in a group,” Torres said. They focused on things like asking each other questions and talked through what real collaboration looks like.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/149355407?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>GETTING TO KNOW ONE ANOTHER\u003c/strong>\u003c/p>\n\u003cp>This year, Torres chose to shadow 10th-grader Anderson Tejada, an English-language learner who she thought might not be challenged enough in all of his classes. Before shadowing, Torres had already tried suggesting to Tejada that he might enjoy taking a math class at a nearby community college, but he denied that he needed more challenge.\u003c/p>\n\u003cp>For his part, Tejada was very agreeable about having his principal follow him around all day. “I think she wants to know how, she told me she wants to know how I feel,” Tejada said. He explained that how he experiences school is different from anyone else; each student has a unique experience. His insight is one that often gets lost in education discussions that focus on scalability and generalizing observed truths to all students. But ultimately each student brings his or her own life experiences to the classroom, which affect how each interacts and learns.\u003c/p>\n\u003cp>Tejada was puzzled that Torres thought he might need more challenge. “She thinks that I'm really good and she wants to give me a challenge,” he said. “I’m not sure exactly why.”\u003c/p>\n\u003cp>I talked to Torres again after she finished shadowing Tejada -- she was exhausted.\u003c/p>\n\u003cp>“What really struck me throughout the day was how much I felt that he wasn’t challenged, both in terms of the content being covered, but also how class time was being used,” Torres said. She observed how teachers tried to juggle the various learners in their classrooms, often slowing down to make sure every student was understanding. But in those moments, quicker students like Tejada were often left with nothing to do. He carried a Rubik's-cube-type toy in his pocket to keep himself busy while he waited for more directions.\u003c/p>\n\u003cp>“They were so sweet and compliant,” Torres said of Tejada and another student who had clearly already mastered a lesson. “They didn’t complain, they just completed their sentences and sat back to do their Rubik’s cube.” But to Torres that was evidence they weren’t being challenged.\u003c/p>\n\u003cfigure id=\"attachment_44443\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-44443 size-medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/hacks-800x533.jpg\" alt='Sampling of \"hacks\" suggested by SFUSD administrators in a debrief.' width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/hacks-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sampling of 'hacks' suggested by SFUSD administrators in a debrief. \u003ccite>(Gentle Blythe/SFUSD)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But that wasn’t true in every class, Torres observed how teachers were able to challenge Tejada either in how he uses language or in the content. For example, a social studies discussion of the graphic novel \u003cem>Maus\u003c/em> focused on all the things that led up to the Holocaust. Students were having a sophisticated discussion about historical concepts while using language appropriate for those still learning English.\u003c/p>\n\u003cp>“I think our goal is to have students engaged in tasks that have multiple entry points,” Torres said. This shadow day challenged her to think about how she can better support her teachers to do this. She noticed that in Tejada’s math class, the teacher gave students a problem with a real-world application (painting the outside of the school building), and had them discuss what information they would need to solve the problem.\u003c/p>\n\u003cp>“At first it fell a little bit flat because it’s not something that had an easy answer,” Torres said. “But that’s one of the times when I saw Anderson, who is more advanced, and another student who is not as advanced, both engaged in productive struggle.”\u003c/p>\n\u003cp>Figuring out how to use the insights gained from the shadow day is another challenge for administrators. Last year, Torres wrote a blog post about her experience, but felt that was the wrong way to instigate change. It alarmed her teachers and made them feel exposed. This year, she’s considering trying to give teachers some release time to observe one another’s classrooms so they can come to the same conclusion she has, but on their own.\u003c/p>\n\u003cp>“That may be more useful than me pushing my conclusions on them,” Torres said. While she’s disappointed that students like Tejada aren’t being challenged, she described it as a “productive disappointment,” a tone she wants her whole staff to take with the information they gain. “We always want to push ourselves to give our students the very best learning experience that we can,” she said.\u003c/p>\n\u003cp>\u003cstrong>MAKING SHADOWING ROUTINE\u003c/strong>\u003c/p>\n\u003cp>This kind of Student Shadow Day Challenge, while well-intentioned, can feel a bit gimmicky. Programs like this pop up every few years, and principals report they never realized just how short those passing periods feel from a students’ perspective. But then it fades away, and often little changes systemically. But what if a principal regularly shadowed students as a valuable way to collect a different kind of data?\u003c/p>\n\u003cp>That’s what Principal Lena Van Haren has done at Everett Middle School in San Francisco's Mission District. Her school regularly looks at data from test scores, data from student surveys, data from classroom walk-throughs. But she says, “the difference with the shadow is there’s really no way to explain things away.”\u003c/p>\n\u003cp>Van Haren often uses shadowing as a way to dig into data she may have come across in a different format. For example, she noticed that on the most recent student survey, Asian and Pacific Islander students reported very low levels of belonging to the school community. That concerned her, so for her shadow day she’s accompanying a student from that demographic to see how the school might accidentally be alienating this group.\u003c/p>\n\u003cp>“We do it when we feel like we need more information,” Van Haren said. But, it’s a time-consuming proposition, and often a principal doesn’t have a whole day free to do something like this. At Everett, different educators work shadowing into their schedule for parts of the day or in shifts. The goal is to get information that can be used to focus in on instructional goals, not to critique individual teachers.\u003c/p>\n\u003cp>“One of the things we look for is who’s doing the heavy lifting,” said Van Haren. She’d like to see students reading, writing, grappling with difficult concepts or explaining their reasoning, not the adults. “As a former teacher I know that there’s so much to learn and only so much time, and sometimes it feels like the most efficient way is to tell the kids a bunch of stuff,” she said. But that’s not how students learn best, so she’s trying to encourage teachers to build in changes that force students to interact with the material.\u003c/p>\n\u003cp>Since shadowing is a regular part of Everett’s school culture, its purpose is clear to teachers. Van Haren said often teachers are involved in developing the focus of inquiry. That helps build investment in the information that gets uncovered through shadowing.\u003c/p>\n\u003cp>Once they have a better sense of what is going on in their classrooms, teachers and Van Haren sit down together and look at what best practice says about the point of inquiry. Then, they often set goals for themselves, like “increase academic language use among English-language learners by 10 percent.” This focus informs the professional development they plan to support teachers in reaching the goal.\u003c/p>\n\u003cp>Van Haren is excited that San Francisco Unified made shadowing a priority this year, especially for district-level administrators who can get very disconnected from what is actually happening in classrooms. She’d like to see aggregated data about everyone’s experiences, specifically about how much time children spend absorbing data and how much time they spend grappling with learning.\u003c/p>\n\u003cp>“When we all think about our most powerful learning experiences, it’s never just sitting and listening,” Van Haren said. She’d like to see the district set its own goals, look at best practice and then let school sites contextualize those goals for themselves. Then maybe something that will likely only happen every few years, like a districtwide Student Shadow Challenge, could have some lasting impacts.\u003c/p>\n\u003cp>In San Francisco, administrators who participated in the Shadow Day Challenge were eager to build the practice into their professional lives. “The conversations made it obvious that there was inspiration that came out of the experience to do something more,” said Angie Desuyo Estonina, an elementary supervisor of Multilingual Pathways. She feels energized by the experience and is already thinking of ways she can work with school sites to focus on relationship-building.\u003c/p>\n\u003cp>The 100 administrators who participated in the challenge met to talk commonalities and \"hacks\" that could be implemented immediately. Administrators noticed several commonalities, including strong teacher-student relationships, too much sitting, difficulty transitioning between classes or activities, and students behaving differently, depending on who they were with and what was being asked of them.\u003c/p>\n\u003cp>A few quick hack ideas included giving students more warning time before a transition and asking them what they are doing next so they acknowledge the transition, and creating more opportunities for older kids to help younger ones. Administrators noticed students enjoying the responsibility of being an older mentor, and that translated into better behavior and in some cases a more positive experience of school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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