'Keep those diaries': Strategies for centering student voices and improving reflection habits
How creative journaling can empower teachers to take back their time
Dispatches From Quarantine: How Young People Are Documenting History
When Everything is a Bit Much, Writing in a Journal Can Help
How Culturally Relevant Teaching Can Build Relationships While Students Are Home
How Keeping a Pandemic Journal Builds Students’ Historical Thinking Skills and Helps Them Cope
How Writing Can Help You Overcome Math Anxiety
Using Expressive Writing To Keep Students Grounded and Engaged in Science Courses
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When she walks down her school’s hallways, she waves at classmates and takes time for conversations before class starts. Utting revels in getting to know the people she is learning with.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those were all things that I took for granted before the pandemic,” says Utting, a senior in high school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The reason why she had such a reversal in person was because remote learning was lonely and isolating. In 2020, she wrote a personal essay about being one of the few students who turned on her camera during Zoom class when no one else but the \u003ca href=\"https://www.today.com/news/students-go-viral-surprising-teacher-gesture-zoom-t203627\">teacher\u003c/a> would. She wrote about how it felt to have her sister’s unmade bed and stuffies visible to classmates on Zoom. Eventually, one other student turned on their camera at the very end of the week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Utting’s essay is one of 245 finalists in The New York Times Learning Center’s student contest about teenage life during the pandemic that’s now published in a book, \u003ca href=\"https://wwnorton.com/books/9781324019442\">“Coming of Age in 2020: Teenagers on the Year that Changed Everything.”\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I never would have thought I would have been doing school from my room and that everyone would see my bedroom in the background,” says Utting, who started distance learning after her school shut down at the end of freshman year. “I wanted to [share] a very specific moment of what it was like logging on to Zoom and finding out that everyone else had their cameras off.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60010\" class=\"wp-caption aligncenter\" style=\"max-width: 1184px\">\u003cimg class=\"wp-image-60010 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt.jpg\" alt=\"ESSAY EXCERPT FROM ASTRID UTTING//But when everyone has their videos off, we can’t share a knowing smile when our eccentric substitute says something weird. When the teacher asks a question and the class remains silent, she can’t see that I’m listening, I just don’t know the correct answer. When class ends and I unmute to say goodbye, I wonder if my teacher even knows who’s talking to them. “On or Off?” by Astrid Utting, 15, San Francisco\" width=\"1184\" height=\"707\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt.jpg 1184w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-800x478.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-1020x609.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-768x459.jpg 768w\" sizes=\"(max-width: 1184px) 100vw, 1184px\">\u003cfigcaption class=\"wp-caption-text\">An excerpt from Astrid Utting's personal essay “On or Off?” Reprinted from Coming of Age in 2020: Teenagers on the Year that Changed Everything edited by Katherine Schulten. Copyright © 2022 by The New York Times Company. Used with permission of the publisher, W. W. Norton & Company, Inc. All rights reserved.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">With students back to in-person learning and mask mandates dropping, it is becoming more common to refer to the pandemic in past tense. Even with the lasting effects of coronavirus, the year 2020 can feel like a distant time with hard-to-reach memories of what it was like to navigate school and relationships.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Preserving memories is important because things that were new and significant eventually become normalized and it’s easier to forget about them altogether, according to Katherine Schulten, an editor at The New York Times Learning Network and former educator. Students' experiences, whether it’s during COVID or any other period of their life, can have historical significance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Museums all over the world were saying, ‘\u003c/span>\u003ca href=\"https://www.nytimes.com/2020/07/14/style/museums-coronavirus-protests-2020.html\">\u003cspan style=\"font-weight: 400\">Hold on to artifacts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,’” says Schulten. “Hold onto your screenshots. Hold on to what's on your camera roll. Keep those diaries.” The Learning Network’s student contest provides a useful roadmap for centering youth voices and teaching young people to document their lives. Teachers already use student essays as \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/8-tips-teaching-mentor-texts-christina-gil\">\u003cspan style=\"font-weight: 400\">mentor texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in addition to the Times'\u003c/span>\u003ca href=\"https://www.nytimes.com/2020/09/09/learning/documenting-your-life-in-extraordinary-times.html\">\u003cspan style=\"font-weight: 400\"> Learning Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/09/09/learning/documenting-your-life-in-extraordinary-times.html\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">An added benefit of these assignments is that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56933/when-everything-is-a-bit-much-writing-in-a-journal-can-help\">\u003cspan style=\"font-weight: 400\">reflective practices like journaling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially about emotional experiences, \u003c/span>\u003cspan style=\"font-weight: 400\">can improve \u003c/span>\u003cspan style=\"font-weight: 400\">mental health.\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49569/how-making-art-helps-teens-better-understand-their-mental-health\">\u003cspan style=\"font-weight: 400\"> Assignments that focus on self-reflection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and documentation can be a way to interpret one's feelings at any point during the teenage years. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It could be everyday life, but just get it down on the page before it goes away. Youth is precious,” says Schulten.\u003c/span>\u003c/p>\n\u003ch2>Make space for student voice\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">About ten years ago, the Learning Network started inviting students to send in submissions to participate in contests. Winners earned a chance to be featured on the The New York Times website. Prior student contests have asked students to write about an important issue or a meaningful life experience.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the 2020 contest, Schulten and others at the Learning Network wanted to support students in reflecting on their experiences during the first year of the pandemic with schools closing, Black Lives Matter protests and divisive elections.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make it easier for young people to tell their stories, the 2020 student contest had fewer restrictions than previous contests. They expanded the criteria to allow submissions in any format, not just writing. They received over 5,500 submissions, including comics, recipes, poems, drawings, Lego sculptures, essays and photos.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60043\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-60043 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1.jpg 1530w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">\"This snapshot represents everything that changed between my sophomore and junior year of high school. Coming of age during Covid- 19, I experienced the worry, the stress and the pride of having a parent working and risking his life on the front lines,\" writes Jessica Wang, 16, in her artist statement. Courtesy of The New York Times Learning Network.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">While 2020 is renowned as a difficult and trauma-filled year, 18-year-old finalist Anushka Chakravarthi’s photo collage about cutting her bangs captures playfulness during the pandemic shutdown.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have all these pictures of me cutting my bangs, which is the quintessential quarantine experience. And I think it speaks to this sort of ridiculous or silly aspect of being a teenager and especially being a teenager in lockdown,” says Chakravarthi, who found out about the contest online. “I just decided to put these pictures together and make a funny little diagram.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She had been feeling stuck, sad and unproductive, so when she got the opportunity to make something that excited her she was relieved. “I was able to turn my experiences into something meaningful,” she says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now a freshman at University of Texas, Dallas, Chakravarthi hasn’t yet settled on a major. She liked the way the student contest engaged her interests and creativity, so she is considering getting a teaching certification so she can create similarly generative assignments for her students.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60044\" class=\"wp-caption alignnone\" style=\"max-width: 1079px\">\u003cimg class=\"wp-image-60044 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop.jpg\" alt=\"\" width=\"1079\" height=\"776\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop.jpg 1079w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-800x575.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-1020x734.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-160x115.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-768x552.jpg 768w\" sizes=\"(max-width: 1079px) 100vw, 1079px\">\u003cfigcaption class=\"wp-caption-text\">An image from Anushka Chakravarthi's \"The Five Stages of Grief: Quarantine Bangs Edition.\"\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I love when in school I could work on a project that was still about the material that was being taught but incorporated some of my own abilities,” says Chakravarthi. “That's something that I would transfer over to the classroom. Students who otherwise may not feel connected to the material for whatever reason, or even just school in general, [I’d find] a way to hook them in through something that they're already interested in.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Participating in the student contest was a class assignment for 19-year-old Edith Gollub, a finalist based in California. Her submission, a poem and a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=fNoIRjwBG9s\">\u003cspan style=\"font-weight: 400\">video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of her reciting the poem, expresses how surreal it felt to witness the events during the first year of the pandemic from her “berry blue desk.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/fNoIRjwBG9s?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was such a different experience as a teenager than as an adult. Your world is the people you see and the things you do outside your house when you're that age. I wanted people to see what it was like for all of that to just stop,” says Gollub, who was constantly journaling and drawing during lockdown. She felt it was necessary to document what was happening around her and how she was feeling at the time. “This was a really cool snapshot for me. I’m really glad I have that,” she says about her poem.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60015\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-60015\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-800x1200.jpeg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-800x1200.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-1020x1530.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-768x1152.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-1024x1536.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress.jpeg 1365w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">In Edith Gollub's poem “Seven Months at This Berry Blue Desk” she writes: \u003cbr>\"I sit in my emerald prom dress at my desk,\u003cbr>Laughing with friends over a call.\u003cbr>'At least we still have senior year,'\u003cbr>A reassurance that dies as the months pass by.\"\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though pandemic-related disruptions during her junior year made it hard for her to get all the information she needed for college applications, Gollub is suddenly a sophomore majoring in chemistry at University of California, Merced. This year, she is sharing an apartment with friends and interning at a research lab. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It feels like life is moving very quickly,” says Gollub.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reflection and documentation improves learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schulten says that some teachers who want to do an assignment similar to Coming of Age in 2020 may add parameters so it’s easier to do with limited class time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, some teachers may have students look through the photos on their phone, pick out one image that they feel represents their year or week, and then write an artist statement about why they chose that particular image. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The artist statement is key,” advises Schulten. “No matter how you scale it up or down, don't get rid of that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amanda Kingsley Malo, a teacher based in Ontario, Canada, assigned a similar “Coming of Age” project to her 8th grade students in December 2020 so they could reflect before the new year. She has made it a practice to assign a reflection activity at the end of each calendar year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malo starts off the unit with a discussion about museums as well as physical and digital artifacts. Students respond to prompts like “Some images that will stay with me from this year are…” and “What people don’t understand about my life this year is …” with writing, recorded audio or drawings. Malo invites students to make a \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/identity-charts-1\">\u003cspan style=\"font-weight: 400\">starburst chart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so they are more likely to think deeply about what stories they can tell from their unique perspective. Students also submit an artifact that encapsulates their year with an artist statement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's such an important thing for us to reflect on all the years that have gone by and or the year that has gone by and – particularly when you're that age – to kind of take stock of who you are and what your goals are,” says Malo. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This activity is helpful to eighth graders who will be transitioning to high school next year. Malo uses the activity to help her students start to think about who they are, what they have been through and how their experiences can help them make “choices that feel big”. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students finished their projects, they had a virtual gallery walk with links to work from all of their peers. “We took an hour, just clicked on all those links and then got to know each other in a way that we had not had the opportunity to yet,” says Malo. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Katherine Schulten’s book “Coming of Age in 2020” provides a roadmap for teachers who want to help students document their stories and reflect on their experiences.","status":"publish","parent":0,"modified":1667925453,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1758},"headData":{"title":"'Keep those diaries': Strategies for centering student voices and improving reflection habits - MindShift","description":"Katherine Schulten’s book “Coming of Age in 2020” provides a roadmap for teachers who want to help students document their stories and reflect on their experiences.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"60009 https://ww2.kqed.org/mindshift/?p=60009","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/07/keep-those-diaries-strategies-for-centering-student-voices-and-improving-reflection-habits/","disqusTitle":"'Keep those diaries': Strategies for centering student voices and improving reflection habits","excludeFromSiteSearch":"Include","path":"/mindshift/60009/keep-those-diaries-strategies-for-centering-student-voices-and-improving-reflection-habits","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Seventeen-year-old Astrid Utting makes an effort to get to know her peers. When she walks down her school’s hallways, she waves at classmates and takes time for conversations before class starts. Utting revels in getting to know the people she is learning with.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Those were all things that I took for granted before the pandemic,” says Utting, a senior in high school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The reason why she had such a reversal in person was because remote learning was lonely and isolating. In 2020, she wrote a personal essay about being one of the few students who turned on her camera during Zoom class when no one else but the \u003ca href=\"https://www.today.com/news/students-go-viral-surprising-teacher-gesture-zoom-t203627\">teacher\u003c/a> would. She wrote about how it felt to have her sister’s unmade bed and stuffies visible to classmates on Zoom. Eventually, one other student turned on their camera at the very end of the week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Utting’s essay is one of 245 finalists in The New York Times Learning Center’s student contest about teenage life during the pandemic that’s now published in a book, \u003ca href=\"https://wwnorton.com/books/9781324019442\">“Coming of Age in 2020: Teenagers on the Year that Changed Everything.”\u003c/a>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I never would have thought I would have been doing school from my room and that everyone would see my bedroom in the background,” says Utting, who started distance learning after her school shut down at the end of freshman year. “I wanted to [share] a very specific moment of what it was like logging on to Zoom and finding out that everyone else had their cameras off.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60010\" class=\"wp-caption aligncenter\" style=\"max-width: 1184px\">\u003cimg class=\"wp-image-60010 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt.jpg\" alt=\"ESSAY EXCERPT FROM ASTRID UTTING//But when everyone has their videos off, we can’t share a knowing smile when our eccentric substitute says something weird. When the teacher asks a question and the class remains silent, she can’t see that I’m listening, I just don’t know the correct answer. When class ends and I unmute to say goodbye, I wonder if my teacher even knows who’s talking to them. “On or Off?” by Astrid Utting, 15, San Francisco\" width=\"1184\" height=\"707\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt.jpg 1184w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-800x478.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-1020x609.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Utting-excerpt-768x459.jpg 768w\" sizes=\"(max-width: 1184px) 100vw, 1184px\">\u003cfigcaption class=\"wp-caption-text\">An excerpt from Astrid Utting's personal essay “On or Off?” Reprinted from Coming of Age in 2020: Teenagers on the Year that Changed Everything edited by Katherine Schulten. Copyright © 2022 by The New York Times Company. Used with permission of the publisher, W. W. Norton & Company, Inc. All rights reserved.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">With students back to in-person learning and mask mandates dropping, it is becoming more common to refer to the pandemic in past tense. Even with the lasting effects of coronavirus, the year 2020 can feel like a distant time with hard-to-reach memories of what it was like to navigate school and relationships.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Preserving memories is important because things that were new and significant eventually become normalized and it’s easier to forget about them altogether, according to Katherine Schulten, an editor at The New York Times Learning Network and former educator. Students' experiences, whether it’s during COVID or any other period of their life, can have historical significance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Museums all over the world were saying, ‘\u003c/span>\u003ca href=\"https://www.nytimes.com/2020/07/14/style/museums-coronavirus-protests-2020.html\">\u003cspan style=\"font-weight: 400\">Hold on to artifacts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,’” says Schulten. “Hold onto your screenshots. Hold on to what's on your camera roll. Keep those diaries.” The Learning Network’s student contest provides a useful roadmap for centering youth voices and teaching young people to document their lives. Teachers already use student essays as \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/8-tips-teaching-mentor-texts-christina-gil\">\u003cspan style=\"font-weight: 400\">mentor texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in addition to the Times'\u003c/span>\u003ca href=\"https://www.nytimes.com/2020/09/09/learning/documenting-your-life-in-extraordinary-times.html\">\u003cspan style=\"font-weight: 400\"> Learning Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/09/09/learning/documenting-your-life-in-extraordinary-times.html\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">An added benefit of these assignments is that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56933/when-everything-is-a-bit-much-writing-in-a-journal-can-help\">\u003cspan style=\"font-weight: 400\">reflective practices like journaling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially about emotional experiences, \u003c/span>\u003cspan style=\"font-weight: 400\">can improve \u003c/span>\u003cspan style=\"font-weight: 400\">mental health.\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49569/how-making-art-helps-teens-better-understand-their-mental-health\">\u003cspan style=\"font-weight: 400\"> Assignments that focus on self-reflection\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and documentation can be a way to interpret one's feelings at any point during the teenage years. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It could be everyday life, but just get it down on the page before it goes away. Youth is precious,” says Schulten.\u003c/span>\u003c/p>\n\u003ch2>Make space for student voice\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">About ten years ago, the Learning Network started inviting students to send in submissions to participate in contests. Winners earned a chance to be featured on the The New York Times website. Prior student contests have asked students to write about an important issue or a meaningful life experience.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the 2020 contest, Schulten and others at the Learning Network wanted to support students in reflecting on their experiences during the first year of the pandemic with schools closing, Black Lives Matter protests and divisive elections.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make it easier for young people to tell their stories, the 2020 student contest had fewer restrictions than previous contests. They expanded the criteria to allow submissions in any format, not just writing. They received over 5,500 submissions, including comics, recipes, poems, drawings, Lego sculptures, essays and photos.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60043\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-60043 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/ComingOfAgeIn2020_PG64-1.jpg 1530w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">\"This snapshot represents everything that changed between my sophomore and junior year of high school. Coming of age during Covid- 19, I experienced the worry, the stress and the pride of having a parent working and risking his life on the front lines,\" writes Jessica Wang, 16, in her artist statement. Courtesy of The New York Times Learning Network.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">While 2020 is renowned as a difficult and trauma-filled year, 18-year-old finalist Anushka Chakravarthi’s photo collage about cutting her bangs captures playfulness during the pandemic shutdown.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have all these pictures of me cutting my bangs, which is the quintessential quarantine experience. And I think it speaks to this sort of ridiculous or silly aspect of being a teenager and especially being a teenager in lockdown,” says Chakravarthi, who found out about the contest online. “I just decided to put these pictures together and make a funny little diagram.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She had been feeling stuck, sad and unproductive, so when she got the opportunity to make something that excited her she was relieved. “I was able to turn my experiences into something meaningful,” she says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now a freshman at University of Texas, Dallas, Chakravarthi hasn’t yet settled on a major. She liked the way the student contest engaged her interests and creativity, so she is considering getting a teaching certification so she can create similarly generative assignments for her students.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60044\" class=\"wp-caption alignnone\" style=\"max-width: 1079px\">\u003cimg class=\"wp-image-60044 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop.jpg\" alt=\"\" width=\"1079\" height=\"776\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop.jpg 1079w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-800x575.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-1020x734.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-160x115.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Anushka-crop-768x552.jpg 768w\" sizes=\"(max-width: 1079px) 100vw, 1079px\">\u003cfigcaption class=\"wp-caption-text\">An image from Anushka Chakravarthi's \"The Five Stages of Grief: Quarantine Bangs Edition.\"\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I love when in school I could work on a project that was still about the material that was being taught but incorporated some of my own abilities,” says Chakravarthi. “That's something that I would transfer over to the classroom. Students who otherwise may not feel connected to the material for whatever reason, or even just school in general, [I’d find] a way to hook them in through something that they're already interested in.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Participating in the student contest was a class assignment for 19-year-old Edith Gollub, a finalist based in California. Her submission, a poem and a \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=fNoIRjwBG9s\">\u003cspan style=\"font-weight: 400\">video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of her reciting the poem, expresses how surreal it felt to witness the events during the first year of the pandemic from her “berry blue desk.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/fNoIRjwBG9s?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was such a different experience as a teenager than as an adult. Your world is the people you see and the things you do outside your house when you're that age. I wanted people to see what it was like for all of that to just stop,” says Gollub, who was constantly journaling and drawing during lockdown. She felt it was necessary to document what was happening around her and how she was feeling at the time. “This was a really cool snapshot for me. I’m really glad I have that,” she says about her poem.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60015\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-60015\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-800x1200.jpeg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-800x1200.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-1020x1530.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-768x1152.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress-1024x1536.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/Gollub-prom-dress.jpeg 1365w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">In Edith Gollub's poem “Seven Months at This Berry Blue Desk” she writes: \u003cbr>\"I sit in my emerald prom dress at my desk,\u003cbr>Laughing with friends over a call.\u003cbr>'At least we still have senior year,'\u003cbr>A reassurance that dies as the months pass by.\"\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though pandemic-related disruptions during her junior year made it hard for her to get all the information she needed for college applications, Gollub is suddenly a sophomore majoring in chemistry at University of California, Merced. This year, she is sharing an apartment with friends and interning at a research lab. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It feels like life is moving very quickly,” says Gollub.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reflection and documentation improves learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schulten says that some teachers who want to do an assignment similar to Coming of Age in 2020 may add parameters so it’s easier to do with limited class time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, some teachers may have students look through the photos on their phone, pick out one image that they feel represents their year or week, and then write an artist statement about why they chose that particular image. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The artist statement is key,” advises Schulten. “No matter how you scale it up or down, don't get rid of that.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amanda Kingsley Malo, a teacher based in Ontario, Canada, assigned a similar “Coming of Age” project to her 8th grade students in December 2020 so they could reflect before the new year. She has made it a practice to assign a reflection activity at the end of each calendar year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malo starts off the unit with a discussion about museums as well as physical and digital artifacts. Students respond to prompts like “Some images that will stay with me from this year are…” and “What people don’t understand about my life this year is …” with writing, recorded audio or drawings. Malo invites students to make a \u003c/span>\u003ca href=\"https://www.facinghistory.org/resource-library/identity-charts-1\">\u003cspan style=\"font-weight: 400\">starburst chart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> so they are more likely to think deeply about what stories they can tell from their unique perspective. Students also submit an artifact that encapsulates their year with an artist statement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's such an important thing for us to reflect on all the years that have gone by and or the year that has gone by and – particularly when you're that age – to kind of take stock of who you are and what your goals are,” says Malo. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This activity is helpful to eighth graders who will be transitioning to high school next year. Malo uses the activity to help her students start to think about who they are, what they have been through and how their experiences can help them make “choices that feel big”. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students finished their projects, they had a virtual gallery walk with links to work from all of their peers. “We took an hour, just clicked on all those links and then got to know each other in a way that we had not had the opportunity to yet,” says Malo. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60009/keep-those-diaries-strategies-for-centering-student-voices-and-improving-reflection-habits","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21343","mindshift_21181","mindshift_20865","mindshift_21016","mindshift_21033","mindshift_851"],"featImg":"mindshift_60042","label":"mindshift"},"mindshift_59885":{"type":"posts","id":"mindshift_59885","meta":{"index":"posts_1591205157","site":"mindshift","id":"59885","score":null,"sort":[1663657205000]},"guestAuthors":[],"slug":"how-creative-journaling-can-empower-teachers-to-take-back-their-time","title":"How creative journaling can empower teachers to take back their time","publishDate":1663657205,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">If you’re shopping for a teacher planner, the options are plentiful. Coil-bound or binder rings. Notebook-sized, pocket-sized or in-between. Solid covers, patterned covers. Customizable layouts. Sections for lesson planning and prompts for goal-setting. Teacher and author \u003c/span>\u003ca href=\"https://twitter.com/MrsCarterHLA\">\u003cspan style=\"font-weight: 400;\">Nichole Carter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> has tried many of these variations. But with each purchase, she found herself in a cycle. “I'd start using it, and then it didn't fit my needs and I'd stop using it. And then I'd feel guilty that I spent money on something. I'd go back, but I'd have all these blank pages from the week or the month when I had put it down.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Carter disrupted the cycle when she abandoned pre-made planners altogether and started working from a blank journal. Now she designs pages based on what makes sense for her current tasks, which can change throughout the year. Some weeks it might be a daily calendar of appointments. Other times it’s a to-do list and an inspirational quote. Periodically, she devotes pages to bigger picture goal-setting and reflections. The change has helped Carter prioritize her tasks, focus her time and set boundaries between work and personal life. It’s also provided a creative outlet and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56933/when-everything-is-a-bit-much-writing-in-a-journal-can-help\">\u003cspan style=\"font-weight: 400;\">way to relax\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Carter’s approach evolved from her forays into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400;\">sketchnoting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.oprahdaily.com/life/work-money/a32155559/how-to-start-a-bullet-journal/\">\u003cspan style=\"font-weight: 400;\">bullet journaling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. In her book, \u003c/span>\u003ca href=\"https://my.iste.org/s/store#/store/browse/detail/a1w1U000003gkQSQAY\">\u003cspan style=\"font-weight: 400;\">Creative Journaling for Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, Carter shares tools and practical prompts for teachers who want to bring a bit of creativity and moments of reflection to how they organize their work. And whether they start from blank notebooks or pre-made planners, she hopes these strategies will help teachers gain a feeling of \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10551-008-9696-1\">\u003cspan style=\"font-weight: 400;\">time affluence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> amid a \u003c/span>\u003ca href=\"https://www.npr.org/2022/06/16/1105633314/school-is-out-but-teacher-stress-and-burnout-is-still-in-session\">\u003cspan style=\"font-weight: 400;\">stressful\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, demanding career.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Scheduling beyond class\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Teachers have been trying to manage full plates for a long time. But the COVID-19 pandemic has simultaneously\u003c/span> \u003ca href=\"https://www.the74million.org/article/122-teachers-speak-surviving-student-learning-loss-behavior-challenges/\">\u003cspan style=\"font-weight: 400;\">increased the pressure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and prompted educators to\u003c/span> \u003ca href=\"https://www.kqed.org/mindshift/58377/unplanned-lessons-what-pandemic-education-has-taught-teachers\">\u003cspan style=\"font-weight: 400;\">reflect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> on their own self-care practices, Carter said. Like many teachers, she used to feel overwhelmed about how to get everything done. One of the creative journaling strategies that has helped her is \u003c/span>\u003ca href=\"https://todoist.com/productivity-methods/time-blocking\">\u003cspan style=\"font-weight: 400;\">time blocking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. That means planning the day in chunks of time dedicated to a specific task or type of tasks, rather than simply tackling a to-do list in random order whenever a moment allows. Schools already use time blocking for student schedules, but teachers often don’t approach their non-instructional time this way, Carter said. In her book, she recommends looking at daily tasks, grouping them together and then slotting them into blocks with realistic estimates about the time they will take. She also suggests \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">\u003cspan style=\"font-weight: 400;\">scheduling discrete blocks of time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> for less productive habits, such as social media or online shopping instead of letting them creep into every spare moment.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-59892\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Copy-of-Fig-5.7_Mntl-Ld-Brnstrm-Hlthy-Bndrs-Sprd_097-copy-scaled-e1663657111704.jpg\" alt=\"\" width=\"1920\" height=\"1536\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Using these methods, teachers can better prioritize the tasks they tackle in limited prep time or before and after students arrive. Carter said the technique also makes it easier to face daunting tasks. There’s a big difference between staring at a stack of essays and committing to half an hour of grading, for example. “I look at a big project and I drag my heels,” she said. “But if I block out a time to just do as much as I can for 30 minutes, I still feel productive. I still get that dopamine hit.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Carter knows that teachers aren’t always in charge of their time, even in prep periods. Students may need extra help, parents may call, and staff shortages may mean they’re helping out in another classroom. In her experience, though, the investment in being intentional about the parts of the day she can control paid off. Her increased productivity and heightened awareness of what she accomplished each day allowed her to leave school at school and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59222/these-strategies-can-help-working-parents-build-support-and-reclaim-some-time\">\u003cspan style=\"font-weight: 400;\">focus on parenting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> while at home. “When we can take a step back and maybe have a better understanding of systems and strategies and time permanence for ourselves, we can take that time back,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Finding what works for you\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">On Saturday or Sunday nights, Carter cozies up with a cart of paints and markers, considers the week ahead and designs her next journal pages. The ritual has become a self-care practice. “[M]y brain has a chance to calm down, my blood pressure lowers, and I have managed to spend a little bit of time away from the screen,” she writes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In her book and \u003c/span>\u003ca href=\"https://www.instagram.com/nichole444/\">\u003cspan style=\"font-weight: 400;\">on Instagram\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, photos of Carter's journals show the many creative banners, lettering and accents she employs throughout her pages. The artistry sometimes intimidates other teachers, she said, but she encourages not to focus on perfection. She has developed her style over several years, pulling inspiration from bullet journal enthusiasts and sketchnote artists on social media. Plus, the end product in her photos isn’t where she begins. “I'll start with a very minimalistic design and then come back on a Sunday night as I'm watching TV and add some flourishes, some doodles and drawings and stickers and stuff and make it look very pretty,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-59891\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Copy-of-Fig-3.5_Motivation-Studying-WTDWEAO_099-copy-scaled-e1663657142923.jpg\" alt=\"\" width=\"1920\" height=\"1536\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Teachers can reap the benefits of time management and mental decluttering even without those extra touches. “You can literally grab a spiral notebook off your back shelf and a pen and start and find something that might work for you,” Carter said. “The more it speaks to you, the more likely you are to come back to it.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Finding a moment to organize your time in the areas you can control can make teaching a bit more manageable, according to author and teacher Nichole Carter. ","status":"publish","parent":0,"modified":1663657205,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":938},"headData":{"title":"How creative journaling can empower teachers to take back their time - MindShift","description":"Finding a moment to organize your time in the areas you can control can make teaching a bit more manageable, according to author and teacher Nichole Carter. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59885 https://ww2.kqed.org/mindshift/?p=59885","disqusUrl":"https://ww2.kqed.org/mindshift/2022/09/20/how-creative-journaling-can-empower-teachers-to-take-back-their-time/","disqusTitle":"How creative journaling can empower teachers to take back their time","excludeFromSiteSearch":"Include","path":"/mindshift/59885/how-creative-journaling-can-empower-teachers-to-take-back-their-time","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">If you’re shopping for a teacher planner, the options are plentiful. Coil-bound or binder rings. Notebook-sized, pocket-sized or in-between. Solid covers, patterned covers. Customizable layouts. Sections for lesson planning and prompts for goal-setting. Teacher and author \u003c/span>\u003ca href=\"https://twitter.com/MrsCarterHLA\">\u003cspan style=\"font-weight: 400;\">Nichole Carter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> has tried many of these variations. But with each purchase, she found herself in a cycle. “I'd start using it, and then it didn't fit my needs and I'd stop using it. And then I'd feel guilty that I spent money on something. I'd go back, but I'd have all these blank pages from the week or the month when I had put it down.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Carter disrupted the cycle when she abandoned pre-made planners altogether and started working from a blank journal. Now she designs pages based on what makes sense for her current tasks, which can change throughout the year. Some weeks it might be a daily calendar of appointments. Other times it’s a to-do list and an inspirational quote. Periodically, she devotes pages to bigger picture goal-setting and reflections. The change has helped Carter prioritize her tasks, focus her time and set boundaries between work and personal life. It’s also provided a creative outlet and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56933/when-everything-is-a-bit-much-writing-in-a-journal-can-help\">\u003cspan style=\"font-weight: 400;\">way to relax\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Carter’s approach evolved from her forays into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400;\">sketchnoting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.oprahdaily.com/life/work-money/a32155559/how-to-start-a-bullet-journal/\">\u003cspan style=\"font-weight: 400;\">bullet journaling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. In her book, \u003c/span>\u003ca href=\"https://my.iste.org/s/store#/store/browse/detail/a1w1U000003gkQSQAY\">\u003cspan style=\"font-weight: 400;\">Creative Journaling for Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, Carter shares tools and practical prompts for teachers who want to bring a bit of creativity and moments of reflection to how they organize their work. And whether they start from blank notebooks or pre-made planners, she hopes these strategies will help teachers gain a feeling of \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10551-008-9696-1\">\u003cspan style=\"font-weight: 400;\">time affluence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> amid a \u003c/span>\u003ca href=\"https://www.npr.org/2022/06/16/1105633314/school-is-out-but-teacher-stress-and-burnout-is-still-in-session\">\u003cspan style=\"font-weight: 400;\">stressful\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, demanding career.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Scheduling beyond class\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Teachers have been trying to manage full plates for a long time. But the COVID-19 pandemic has simultaneously\u003c/span> \u003ca href=\"https://www.the74million.org/article/122-teachers-speak-surviving-student-learning-loss-behavior-challenges/\">\u003cspan style=\"font-weight: 400;\">increased the pressure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and prompted educators to\u003c/span> \u003ca href=\"https://www.kqed.org/mindshift/58377/unplanned-lessons-what-pandemic-education-has-taught-teachers\">\u003cspan style=\"font-weight: 400;\">reflect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> on their own self-care practices, Carter said. Like many teachers, she used to feel overwhelmed about how to get everything done. One of the creative journaling strategies that has helped her is \u003c/span>\u003ca href=\"https://todoist.com/productivity-methods/time-blocking\">\u003cspan style=\"font-weight: 400;\">time blocking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. That means planning the day in chunks of time dedicated to a specific task or type of tasks, rather than simply tackling a to-do list in random order whenever a moment allows. Schools already use time blocking for student schedules, but teachers often don’t approach their non-instructional time this way, Carter said. In her book, she recommends looking at daily tasks, grouping them together and then slotting them into blocks with realistic estimates about the time they will take. She also suggests \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">\u003cspan style=\"font-weight: 400;\">scheduling discrete blocks of time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> for less productive habits, such as social media or online shopping instead of letting them creep into every spare moment.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-59892\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Copy-of-Fig-5.7_Mntl-Ld-Brnstrm-Hlthy-Bndrs-Sprd_097-copy-scaled-e1663657111704.jpg\" alt=\"\" width=\"1920\" height=\"1536\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Using these methods, teachers can better prioritize the tasks they tackle in limited prep time or before and after students arrive. Carter said the technique also makes it easier to face daunting tasks. There’s a big difference between staring at a stack of essays and committing to half an hour of grading, for example. “I look at a big project and I drag my heels,” she said. “But if I block out a time to just do as much as I can for 30 minutes, I still feel productive. I still get that dopamine hit.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Carter knows that teachers aren’t always in charge of their time, even in prep periods. Students may need extra help, parents may call, and staff shortages may mean they’re helping out in another classroom. In her experience, though, the investment in being intentional about the parts of the day she can control paid off. Her increased productivity and heightened awareness of what she accomplished each day allowed her to leave school at school and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59222/these-strategies-can-help-working-parents-build-support-and-reclaim-some-time\">\u003cspan style=\"font-weight: 400;\">focus on parenting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> while at home. “When we can take a step back and maybe have a better understanding of systems and strategies and time permanence for ourselves, we can take that time back,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Finding what works for you\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">On Saturday or Sunday nights, Carter cozies up with a cart of paints and markers, considers the week ahead and designs her next journal pages. The ritual has become a self-care practice. “[M]y brain has a chance to calm down, my blood pressure lowers, and I have managed to spend a little bit of time away from the screen,” she writes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In her book and \u003c/span>\u003ca href=\"https://www.instagram.com/nichole444/\">\u003cspan style=\"font-weight: 400;\">on Instagram\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, photos of Carter's journals show the many creative banners, lettering and accents she employs throughout her pages. The artistry sometimes intimidates other teachers, she said, but she encourages not to focus on perfection. She has developed her style over several years, pulling inspiration from bullet journal enthusiasts and sketchnote artists on social media. Plus, the end product in her photos isn’t where she begins. “I'll start with a very minimalistic design and then come back on a Sunday night as I'm watching TV and add some flourishes, some doodles and drawings and stickers and stuff and make it look very pretty,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-59891\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Copy-of-Fig-3.5_Motivation-Studying-WTDWEAO_099-copy-scaled-e1663657142923.jpg\" alt=\"\" width=\"1920\" height=\"1536\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Teachers can reap the benefits of time management and mental decluttering even without those extra touches. “You can literally grab a spiral notebook off your back shelf and a pen and start and find something that might work for you,” Carter said. “The more it speaks to you, the more likely you are to come back to it.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59885/how-creative-journaling-can-empower-teachers-to-take-back-their-time","authors":["11487"],"categories":["mindshift_1"],"tags":["mindshift_21181","mindshift_20865","mindshift_21190"],"featImg":"mindshift_59890","label":"mindshift"},"mindshift_57696":{"type":"posts","id":"mindshift_57696","meta":{"index":"posts_1591205157","site":"mindshift","id":"57696","score":null,"sort":[1618605439000]},"guestAuthors":[],"slug":"dispatches-from-quarantine-how-young-people-are-documenting-history","title":"Dispatches From Quarantine: How Young People Are Documenting History","publishDate":1618605439,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>It's been more than a year since the COVID-19 pandemic completely upended our lives. For young people especially, it reprieved them of fully experiencing the world during a crucial time of growth and development.\u003c/p>\n\u003cp>Parents all over the world are beaming with all sorts of questions to get a grasp on the pandemic's toll, such as: How has the pandemic been affecting our children? Has remote learning slowed their education? Has reduced socializing hurt their development?\u003c/p>\n\u003cp>Historian Alexandra Zapruder wanted to document what the young people of today are going through, so she asked a number of students to send her diary entries. The project, called \u003ca href=\"https://alexandrazapruder.com/dispatches-home\">Dispatches from Quarantine\u003c/a>, launched in April 2020, and those questions were explored and answered through all sorts of mediums — like the stringing of words, the strokes of a paintbrush or to the strums of a ukulele.\u003c/p>\n\u003cp>Naiobi Benjamin's song \"Not What I Planned\"\u003c/p>\n\u003cp>\"With the proliferation of social media, I started to think about how diaries have basically been supplanted,\" Zapruder tells NPR's \u003cem>Morning Edition.\u003c/em> \"And what's a little bit been lost is the kind of quiet reflection, the authentic preservation of experiences that are captured in diaries. And I'm very interested in preserving that.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Zapruder's interest behind documenting adolescence is simple: it's fleeting.\u003c/p>\n\u003cp>\"It goes so fast and once it's over, it's lost forever, we cannot recapture that point of view as anybody who knows anybody who lives with a teenager knows how foreign in a way that perspective can be,\" she adds.\u003c/p>\n\u003cfigure id=\"attachment_57698\" class=\"wp-caption alignnone\" style=\"max-width: 1921px\">\u003cimg class=\"size-full wp-image-57698\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/stephanie_zhou_part2_vert-c52a7e8379dc1f8fbe9f902381056dc563cff7fe-scaled.jpg\" alt=\"\" width=\"1921\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/stephanie_zhou_part2_vert-c52a7e8379dc1f8fbe9f902381056dc563cff7fe-scaled.jpg 1921w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/stephanie_zhou_part2_vert-c52a7e8379dc1f8fbe9f902381056dc563cff7fe-800x1066.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/stephanie_zhou_part2_vert-c52a7e8379dc1f8fbe9f902381056dc563cff7fe-1020x1359.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/stephanie_zhou_part2_vert-c52a7e8379dc1f8fbe9f902381056dc563cff7fe-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/stephanie_zhou_part2_vert-c52a7e8379dc1f8fbe9f902381056dc563cff7fe-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/stephanie_zhou_part2_vert-c52a7e8379dc1f8fbe9f902381056dc563cff7fe-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/stephanie_zhou_part2_vert-c52a7e8379dc1f8fbe9f902381056dc563cff7fe-1537x2048.jpg 1537w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/stephanie_zhou_part2_vert-c52a7e8379dc1f8fbe9f902381056dc563cff7fe-1920x2559.jpg 1920w\" sizes=\"(max-width: 1921px) 100vw, 1921px\">\u003cfigcaption class=\"wp-caption-text\">Stephanie Zhou: The Final Project \u003ccite>(\u003ca href=\"https://alexandrazapruder.com/zhou\">Stephanie Zhou via Alexandra Zapruder\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Zapruder was not invested in a generic writing project, but rather was interested in \"the idea of showing young people how their writing in the present day could really exist on a continuum of writers who've been writing over more than 100 years.\" Although participants mainly wrote the obvious, such as their general grief over missing school or prom — there was still appeal in the fact there is so much that is unexpected.\u003c/p>\n\u003cp>\u003cstrong>Maia Siegel\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>I was ill until proven\u003c/p>\n\u003cp>healthy. My mother\u003c/p>\n\u003cp>left me small foods\u003c/p>\n\u003cp>laid on paper plates\u003c/p>\n\u003cp>on the stairs, running\u003c/p>\n\u003cp>away as I came out.\u003c/p>\n\u003cp>A date, some almonds,\u003c/p>\n\u003cp>a sweet potato stabbed\u003c/p>\n\u003cp>through with a fork.\u003c/p>\n\u003cp>I despised her for being so\u003c/p>\n\u003cp>scared of me, for crying\u003c/p>\n\u003cp>to the doctor If she comes down\u003c/p>\n\u003cp>I will feel panicked. I did not come down.\u003c/p>\n\u003cp>I stayed still for six days,\u003c/p>\n\u003cp>four of which I did not get out\u003c/p>\n\u003cp>of bed.\u003c/p>\u003c/blockquote>\n\u003cp>Through quick, blunt stanzas, \u003ca href=\"https://alexandrazapruder.com/siegel\">18-year-old Maya Siegel notes\u003c/a> the initial wave of panic and tension that eased into her household as she was in quarantine.\u003c/p>\n\u003cp>\"And she says, this thing that I absolutely adore, my mother starts to ration the seltzer water,\" Zapruder notes. \"Like this little detail that is so potent.\"\u003c/p>\n\u003cp>\u003cstrong>Claire Hammond\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>I can hear the birds chirping all the time now. I never used to listen to the birds before; too busy running around from activity to activity. So many things have been taken out of my life and replaced. Yes, by worry and fear, but also by time, my silver lining. For the first time in such a long while, I've been able to just stop and sit. I've been able to focus on myself and heal a bit, in a world that's so broken.\u003c/p>\u003c/blockquote>\n\u003cp>In \u003ca href=\"https://alexandrazapruder.com/hammond\">this note from 16-year-old Claire Hammond\u003c/a>, she documents the small moments of mindfulness she's felt amid the chaos of the pandemic. Life has slowed down enough to the point where she can feel a little bit more free from the restraints of everyday life.\u003c/p>\n\u003cp>\u003cstrong>Fiona Dong\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>I still clearly remember when the coronavirus outbreak happened in China, I checked the data on the number of cases every morning after I woke up. I was worried about my family and friends back in China. The coronavirus became the topic that we discussed on the dinner table. I worried about my family every day, but what I could do was only take care of myself and watch people experiencing all those tragedies. The whole world is having a hard time this year. However, in human history, when there was a world crisis, it always brought us together to unite as a whole and fight against the crisis. I didn't have a chance to prove that before the virus's outbreak, but I strongly feel that now. People from different countries are fighting against our enemy together.\u003c/p>\n\u003cp>We shouldn't blame or compare each other at this time. If we are facing this together as a group, I believe our enemy will capitulate soon.\u003c/p>\u003c/blockquote>\n\u003cp>Zapruder told \u003cem>Morning Edition \u003c/em>how glad she was to see the project reach an international scope. In this example, 16-year-old Fiona Dong was going to school in Massachusetts but was called to return to her home in China. Her\u003ca href=\"https://alexandrazapruder.com/dong\"> full submission\u003c/a> leads readers on the journey back home — detailing the anxiety behind traveling in turbulent times and a two-week quarantine in a hotel in her hometown, Xi'an.\u003c/p>\n\u003cp>\u003cstrong>Sam Kofman\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>I had two tests yesterday, and the most stressful part of doing quizzes and tests is when you have to upload them. It's so much easier in school, where you just hand in a piece of paper. [...] Every single time I try to upload it, I have to do it at least twice because the Internet always crashes. We have so many people all trying to work on the same Internet. My mom and dad doing their work, and me and my brother and sister doing school. I'm really sick of this. I've been in quarantine for about 9 weeks. The only human interaction I have is with my family.\u003c/p>\u003c/blockquote>\n\u003cp>\u003ca href=\"https://alexandrazapruder.com/kofman\">Sam Kofman writes\u003c/a> about sharing the Internet with four other members of his family, and the stress of submitting a paper while the Internet keeps giving out.\u003c/p>\n\u003cp>\"This is something that we're all living through, you know, and we want and need to preserve those little details, because that's the texture of daily life,\" Zapruder says of the excerpt. \"That's the stuff we're going to forget 20 years from now.\"\u003c/p>\n\u003cp>Zapruder says the project, a collaboration with the \u003ca href=\"http://www.eihr.org/\">Educators' Institute for Human Rights\u003c/a>, reaffirms something she's believed so deeply — that young people and what they have to say matters.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The full Dispatches from Quarantine collection can be viewed \u003ca href=\"https://alexandrazapruder.com/dispatches-home\">on Zapruder's site\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Dispatches+From+Quarantine%3A+How+Young+People+Are+Documenting+History+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Enticed by what young adults had to share about the pandemic, historian Alexandra Zapruder set out to document history through an online gallery called Dispatches from Quarantine.","status":"publish","parent":0,"modified":1618605439,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":42,"wordCount":1109},"headData":{"title":"Dispatches From Quarantine: How Young People Are Documenting History - MindShift","description":"Enticed by what young adults had to share about the pandemic, historian Alexandra Zapruder set out to document history through an online gallery called Dispatches from Quarantine.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57696 https://ww2.kqed.org/mindshift/?p=57696","disqusUrl":"https://ww2.kqed.org/mindshift/2021/04/16/dispatches-from-quarantine-how-young-people-are-documenting-history/","disqusTitle":"Dispatches From Quarantine: How Young People Are Documenting History","nprByline":"Farah Eltohamy and Phil Harrell","nprImageAgency":"Ciera Amaro via Alexandra Zapruder","nprStoryId":"986927761","nprApiLink":"http://api.npr.org/query?id=986927761&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/04/16/986927761/dispatches-from-quarantine-how-young-people-are-documenting-history?ft=nprml&f=986927761","nprRetrievedStory":"1","nprPubDate":"Fri, 16 Apr 2021 11:47:00 -0400","nprStoryDate":"Fri, 16 Apr 2021 05:06:00 -0400","nprLastModifiedDate":"Fri, 16 Apr 2021 11:47:07 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2021/04/20210416_me_dispatches_from_quarantine_how_young_people_are_documenting_history_.mp3?orgId=1&topicId=1003&aggIds=812054919&d=414&p=3&story=986927761&ft=nprml&f=986927761","nprAudioM3u":"http://api.npr.org/m3u/1987956467-244c90.m3u?orgId=1&topicId=1003&aggIds=812054919&d=414&p=3&story=986927761&ft=nprml&f=986927761","path":"/mindshift/57696/dispatches-from-quarantine-how-young-people-are-documenting-history","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2021/04/20210416_me_dispatches_from_quarantine_how_young_people_are_documenting_history_.mp3?orgId=1&topicId=1003&aggIds=812054919&d=414&p=3&story=986927761&ft=nprml&f=986927761","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's been more than a year since the COVID-19 pandemic completely upended our lives. For young people especially, it reprieved them of fully experiencing the world during a crucial time of growth and development.\u003c/p>\n\u003cp>Parents all over the world are beaming with all sorts of questions to get a grasp on the pandemic's toll, such as: How has the pandemic been affecting our children? Has remote learning slowed their education? Has reduced socializing hurt their development?\u003c/p>\n\u003cp>Historian Alexandra Zapruder wanted to document what the young people of today are going through, so she asked a number of students to send her diary entries. The project, called \u003ca href=\"https://alexandrazapruder.com/dispatches-home\">Dispatches from Quarantine\u003c/a>, launched in April 2020, and those questions were explored and answered through all sorts of mediums — like the stringing of words, the strokes of a paintbrush or to the strums of a ukulele.\u003c/p>\n\u003cp>Naiobi Benjamin's song \"Not What I Planned\"\u003c/p>\n\u003cp>\"With the proliferation of social media, I started to think about how diaries have basically been supplanted,\" Zapruder tells NPR's \u003cem>Morning Edition.\u003c/em> \"And what's a little bit been lost is the kind of quiet reflection, the authentic preservation of experiences that are captured in diaries. And I'm very interested in preserving that.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Zapruder's interest behind documenting adolescence is simple: it's fleeting.\u003c/p>\n\u003cp>\"It goes so fast and once it's over, it's lost forever, we cannot recapture that point of view as anybody who knows anybody who lives with a teenager knows how foreign in a way that perspective can be,\" she adds.\u003c/p>\n\u003cfigure id=\"attachment_57698\" class=\"wp-caption alignnone\" style=\"max-width: 1921px\">\u003cimg class=\"size-full wp-image-57698\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/stephanie_zhou_part2_vert-c52a7e8379dc1f8fbe9f902381056dc563cff7fe-scaled.jpg\" alt=\"\" width=\"1921\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/04/stephanie_zhou_part2_vert-c52a7e8379dc1f8fbe9f902381056dc563cff7fe-scaled.jpg 1921w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/stephanie_zhou_part2_vert-c52a7e8379dc1f8fbe9f902381056dc563cff7fe-800x1066.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/stephanie_zhou_part2_vert-c52a7e8379dc1f8fbe9f902381056dc563cff7fe-1020x1359.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/stephanie_zhou_part2_vert-c52a7e8379dc1f8fbe9f902381056dc563cff7fe-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/stephanie_zhou_part2_vert-c52a7e8379dc1f8fbe9f902381056dc563cff7fe-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/stephanie_zhou_part2_vert-c52a7e8379dc1f8fbe9f902381056dc563cff7fe-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/stephanie_zhou_part2_vert-c52a7e8379dc1f8fbe9f902381056dc563cff7fe-1537x2048.jpg 1537w, https://ww2.kqed.org/app/uploads/sites/23/2021/04/stephanie_zhou_part2_vert-c52a7e8379dc1f8fbe9f902381056dc563cff7fe-1920x2559.jpg 1920w\" sizes=\"(max-width: 1921px) 100vw, 1921px\">\u003cfigcaption class=\"wp-caption-text\">Stephanie Zhou: The Final Project \u003ccite>(\u003ca href=\"https://alexandrazapruder.com/zhou\">Stephanie Zhou via Alexandra Zapruder\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Zapruder was not invested in a generic writing project, but rather was interested in \"the idea of showing young people how their writing in the present day could really exist on a continuum of writers who've been writing over more than 100 years.\" Although participants mainly wrote the obvious, such as their general grief over missing school or prom — there was still appeal in the fact there is so much that is unexpected.\u003c/p>\n\u003cp>\u003cstrong>Maia Siegel\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>I was ill until proven\u003c/p>\n\u003cp>healthy. My mother\u003c/p>\n\u003cp>left me small foods\u003c/p>\n\u003cp>laid on paper plates\u003c/p>\n\u003cp>on the stairs, running\u003c/p>\n\u003cp>away as I came out.\u003c/p>\n\u003cp>A date, some almonds,\u003c/p>\n\u003cp>a sweet potato stabbed\u003c/p>\n\u003cp>through with a fork.\u003c/p>\n\u003cp>I despised her for being so\u003c/p>\n\u003cp>scared of me, for crying\u003c/p>\n\u003cp>to the doctor If she comes down\u003c/p>\n\u003cp>I will feel panicked. I did not come down.\u003c/p>\n\u003cp>I stayed still for six days,\u003c/p>\n\u003cp>four of which I did not get out\u003c/p>\n\u003cp>of bed.\u003c/p>\u003c/blockquote>\n\u003cp>Through quick, blunt stanzas, \u003ca href=\"https://alexandrazapruder.com/siegel\">18-year-old Maya Siegel notes\u003c/a> the initial wave of panic and tension that eased into her household as she was in quarantine.\u003c/p>\n\u003cp>\"And she says, this thing that I absolutely adore, my mother starts to ration the seltzer water,\" Zapruder notes. \"Like this little detail that is so potent.\"\u003c/p>\n\u003cp>\u003cstrong>Claire Hammond\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>I can hear the birds chirping all the time now. I never used to listen to the birds before; too busy running around from activity to activity. So many things have been taken out of my life and replaced. Yes, by worry and fear, but also by time, my silver lining. For the first time in such a long while, I've been able to just stop and sit. I've been able to focus on myself and heal a bit, in a world that's so broken.\u003c/p>\u003c/blockquote>\n\u003cp>In \u003ca href=\"https://alexandrazapruder.com/hammond\">this note from 16-year-old Claire Hammond\u003c/a>, she documents the small moments of mindfulness she's felt amid the chaos of the pandemic. Life has slowed down enough to the point where she can feel a little bit more free from the restraints of everyday life.\u003c/p>\n\u003cp>\u003cstrong>Fiona Dong\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>I still clearly remember when the coronavirus outbreak happened in China, I checked the data on the number of cases every morning after I woke up. I was worried about my family and friends back in China. The coronavirus became the topic that we discussed on the dinner table. I worried about my family every day, but what I could do was only take care of myself and watch people experiencing all those tragedies. The whole world is having a hard time this year. However, in human history, when there was a world crisis, it always brought us together to unite as a whole and fight against the crisis. I didn't have a chance to prove that before the virus's outbreak, but I strongly feel that now. People from different countries are fighting against our enemy together.\u003c/p>\n\u003cp>We shouldn't blame or compare each other at this time. If we are facing this together as a group, I believe our enemy will capitulate soon.\u003c/p>\u003c/blockquote>\n\u003cp>Zapruder told \u003cem>Morning Edition \u003c/em>how glad she was to see the project reach an international scope. In this example, 16-year-old Fiona Dong was going to school in Massachusetts but was called to return to her home in China. Her\u003ca href=\"https://alexandrazapruder.com/dong\"> full submission\u003c/a> leads readers on the journey back home — detailing the anxiety behind traveling in turbulent times and a two-week quarantine in a hotel in her hometown, Xi'an.\u003c/p>\n\u003cp>\u003cstrong>Sam Kofman\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>I had two tests yesterday, and the most stressful part of doing quizzes and tests is when you have to upload them. It's so much easier in school, where you just hand in a piece of paper. [...] Every single time I try to upload it, I have to do it at least twice because the Internet always crashes. We have so many people all trying to work on the same Internet. My mom and dad doing their work, and me and my brother and sister doing school. I'm really sick of this. I've been in quarantine for about 9 weeks. The only human interaction I have is with my family.\u003c/p>\u003c/blockquote>\n\u003cp>\u003ca href=\"https://alexandrazapruder.com/kofman\">Sam Kofman writes\u003c/a> about sharing the Internet with four other members of his family, and the stress of submitting a paper while the Internet keeps giving out.\u003c/p>\n\u003cp>\"This is something that we're all living through, you know, and we want and need to preserve those little details, because that's the texture of daily life,\" Zapruder says of the excerpt. \"That's the stuff we're going to forget 20 years from now.\"\u003c/p>\n\u003cp>Zapruder says the project, a collaboration with the \u003ca href=\"http://www.eihr.org/\">Educators' Institute for Human Rights\u003c/a>, reaffirms something she's believed so deeply — that young people and what they have to say matters.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The full Dispatches from Quarantine collection can be viewed \u003ca href=\"https://alexandrazapruder.com/dispatches-home\">on Zapruder's site\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Dispatches+From+Quarantine%3A+How+Young+People+Are+Documenting+History+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57696/dispatches-from-quarantine-how-young-people-are-documenting-history","authors":["byline_mindshift_57696"],"categories":["mindshift_21280","mindshift_20874"],"tags":["mindshift_21093","mindshift_21181","mindshift_20865","mindshift_21372","mindshift_21159"],"featImg":"mindshift_57697","label":"mindshift"},"mindshift_56933":{"type":"posts","id":"mindshift_56933","meta":{"index":"posts_1591205157","site":"mindshift","id":"56933","score":null,"sort":[1604469831000]},"guestAuthors":[],"slug":"when-everything-is-a-bit-much-writing-in-a-journal-can-help","title":"When Everything is a Bit Much, Writing in a Journal Can Help","publishDate":1604469831,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The term \"journaling\" encompasses a lot of different things: the list of birds you've seen in your neighborhood; the descriptions of sights you saw on your last vacation; the notes you jotted down about the dream you had last night. But the general, tried and true \u003cem>everything is a bit much in my life right now, and I have to write it down\u003c/em> type of journaling can really help when, well, everything is a bit much.\u003c/p>\n\u003cp>\u003ca href=\"https://liberalarts.utexas.edu/psychology/faculty/pennebak\">James Pennebaker\u003c/a>, a professor of Psychology at the University of Texas at Austin, has spent decades studying \"expressive writing.\" Basically, Pennebaker says, if you find yourself ruminating on something, \"set aside some time to write about it for anywhere from five to 20 minutes a day, for one day, two days, maybe as many as five days.\"\u003c/p>\n\u003cp>Expressive writing is associated with improvements in \u003ca href=\"https://www.researchgate.net/publication/247746777_Writing_about_the_Perceived_Benefits_of_Traumatic_Events_Implications_for_Physical_Health\">physical health\u003c/a>, \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S016503271100749X?via%3Dihub\">improvements in markers of mental health\u003c/a>, and improvements in \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/3372832/\">immune function\u003c/a>. It's also been shown to improve \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/11561925/\">working memory\u003c/a> in college students, says Pennebaker.\u003c/p>\n\u003cp>Don't worry if you're not exactly sure where to start. Journaling is actually perfect for those times when you can't pin down \u003cem>what\u003c/em> you're feeling.\u003c/p>\n\u003cp>\"It's that great first step to opening up and learning who you are and what you believe in and how you feel and how you see and understand the world,\" says \u003ca href=\"https://www.youtube.com/channel/UCMxAJdzHHd6q71-3GAumSkg\">Rashawnda James\u003c/a>, a licensed therapist, YouTuber and a big advocate of journaling.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These four tips will help you get started:\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56935\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/11/lk_journaling_harlan-1-2-copy_wide-5efebb97bd86749d59ffbee90160e943a1e6864a-scaled-e1604469587740.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003c/p>\n\u003ch3>1. Journal whenever you want, for however long you want to.\u003c/h3>\n\u003cp>You don't need to create a rigid routine around journaling. Try starting small. \"I would say start with five minutes. Set the timer on your phone,\" recommends James.\u003c/p>\n\u003cp>Pennebaker only practices expressive writing when something specific is bothering him.\u003c/p>\n\u003cp>Don't feel the need to force it either — if you don't feel like journaling, don't! Once the practice becomes yet another thing on your to-do list, it becomes less helpful. \"When it's for you, then you can really see the benefits,\" explains James.\u003c/p>\n\u003ch3>2. Medium doesn't matter — the key is to articulate your thoughts.\u003c/h3>\n\u003cp>Your journal doesn't need to be anything fancy. Don't be intimidated by beautifully illustrated \u003ca href=\"https://bulletjournal.com/blogs/bulletjournalist/beautifully-organized\">bullet journals\u003c/a> — a dirty napkin and a crayon work too!\u003c/p>\n\u003cp>Technically, you don't even have to write. Pennebaker has done informal \u003ca href=\"https://pdfs.semanticscholar.org/db2d/f68bf19a6450ca201684b951d1dca065b191.pdf\">studies\u003c/a> where people write with their fingers in the air. The critical thing, he says, is \"That you translate this experience into words.\"\u003c/p>\n\u003cp>If you don't like to write, James recommends keeping a voice memo journal. \"Just talk out loud, because some people are verbal processors,\" she says.\u003c/p>\n\u003ch3>3. Let yourself write about anything. Remember, what you write is for you and you alone.\u003c/h3>\n\u003cp>Getting started can be overwhelming. The thoughts and ideas flowing out of you may feel uncomfortable. The key to unpacking an issue through expressive writing, Pennebaker says, is letting your feelings connect the dots for you.\u003c/p>\n\u003cblockquote>\u003cp>\"Sit down and explore your deepest thoughts and feelings about this issue ... You might tie it to other issues, for example: how does it relate to your childhood? Your relationship with other people in your life right now?\"\u003c/p>\u003c/blockquote>\n\u003cp>Pennebaker says you can write about the same topic every day, or you can opt to write for something completely different each time you sit down. \"The only rule I have is once you start writing, write continuously,\" he says. \"Don't worry about spelling or grammar. It's not going to be read by your high school English teacher!\"\u003c/p>\n\u003cp>Staring at a blank page? Freely exploring your emotions might be harder for folks who were raised in a culture that doesn't reward \u003cem>feeling \u003c/em>your feelings. Rashawnda James notes, \"If you weren't ... encouraged or given the verbiage as a child to say, 'I feel such and such,' then writing it down is going to be like ...'What?! I'm supposed to do this? I can't even say it out loud! How am I supposed to write it?!\"\u003c/p>\n\u003cp>In these cases, James uses \u003ca href=\"https://thechalkboardmag.com/the-feelings-circle-chart-emotional-communication#sl=1\">feeling charts\u003c/a>. Feeling charts can help you identify what you're feeling by presenting you with a cluster of emotions.\u003c/p>\n\u003cp>From there, you can try prompts like, \"I feel ______ about ...\"\u003c/p>\n\u003cp>As you learn how to tie what you're feeling to a certain word, \"it becomes easier to express it and write it down,\" James says.\u003c/p>\n\u003ch3>\u003cimg class=\"alignnone size-full wp-image-56937\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/11/lk_journaling_harlan-1-copy_slide-e40664af6104cb7c88df15028b90ac8c6176ab64-scaled-e1604469670550.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003c/h3>\n\u003ch3>4. Look for reflections and different perspectives, not solutions or fixes.\u003c/h3>\n\u003cp>A journal isn't a friend or a therapist or counselor — it's not going to fix your problems. But it \u003cem>will \u003c/em>help you find out more about yourself.\u003c/p>\n\u003cp>Pennebaker recommends not going into it with hard or high expectations.\u003c/p>\n\u003cp>\"You know, it's kind of like when you're in a new town and you see a street that looks interesting. The best way to approach it is, 'Huh? I'll go down this street and see what I find.' But if you say, 'I'm just going to look for shoes size eight and nothing else,' you're going to miss everything that's on the street.\"\u003c/p>\n\u003cp>If you're looking for some writing prompts to get you started, you can try some of these from James:\u003c/p>\n\u003cul>\n\u003cli>What is something you're most grateful for?\u003c/li>\n\u003cli>What is the biggest risk you've taken in life?\u003c/li>\n\u003cli>If there was something you could tell your younger self, what would that be?\u003c/li>\n\u003cli>What do you feel like your life is missing for you to smile more?\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003cp>\u003cem>The audio portion of this story was produced by \u003c/em>\u003ca href=\"https://www.npr.org/people/747369843/audrey-nguyen\">\u003cem>Audrey Nguyen\u003c/em>\u003c/a>\u003cem>, who also adapted the piece for digital. \u003c/em>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, subscribe to our \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>weekly newsletter\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cp>\u003cem>Have a journaling habit? From dream journals to gratitude journals to morning pages — we'd love to hear what's worked for you! Send us a note at lifekit@npr.org or leave us a voicemail at \u003c/em>202.216.9823.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This Life Kit page and podcast episode were originally published in June 2020. You can \u003c/em>\u003ca href=\"https://podcasts.apple.com/au/podcast/how-to-make-journaling-work-for-you/id1461493560?i=1000479198004\">\u003cem>listen to the original audio here\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Feeling+Lots+Of....Feelings%3F+Journaling+Can+Help+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"There's a lot to think about right now. Journaling might help — and you don't need a fancy notebook or lots of time. Here's where to start. ","status":"publish","parent":0,"modified":1604469831,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1031},"headData":{"title":"When Everything is a Bit Much, Writing in a Journal Can Help - MindShift","description":"There's a lot to think about right now. Journaling might help — and you don't need a fancy notebook or lots of time. Here's where to start. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56933 https://ww2.kqed.org/mindshift/?p=56933","disqusUrl":"https://ww2.kqed.org/mindshift/2020/11/03/when-everything-is-a-bit-much-writing-in-a-journal-can-help/","disqusTitle":"When Everything is a Bit Much, Writing in a Journal Can Help","nprByline":"Andrew Limbong and Audrey Nguyen","nprImageAgency":"Becky Harlan/NPR","nprStoryId":"875054593","nprApiLink":"http://api.npr.org/query?id=875054593&profileTypeId=15&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2020/06/11/875054593/not-sure-what-youre-feeling-journaling-can-help?ft=nprml&f=875054593","nprRetrievedStory":"1","nprPubDate":"Tue, 03 Nov 2020 09:41:00 -0500","nprStoryDate":"Tue, 03 Nov 2020 09:30:39 -0500","nprLastModifiedDate":"Tue, 03 Nov 2020 09:41:41 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-podcasts/podcast/npr/lifekit/2020/11/20201103_lifekit_life_kit_-_journaling__-_final_-_rerun-_11_03_2020-37bac057-9a80-47dc-b1a0-fa9c8d80468f.mp3?orgId=1&topicId=1008&aggIds=676529561&d=777&p=510338&story=875054593&t=podcast&e=875054593&ft=nprml&f=875054593","nprAudioM3u":"http://api.npr.org/m3u/1881829411-8292d9.m3u?orgId=1&topicId=1008&aggIds=676529561&d=777&p=510338&story=875054593&t=podcast&e=875054593&ft=nprml&f=875054593","path":"/mindshift/56933/when-everything-is-a-bit-much-writing-in-a-journal-can-help","audioUrl":"https://ondemand.npr.org/anon.npr-podcasts/podcast/npr/lifekit/2020/11/20201103_lifekit_life_kit_-_journaling__-_final_-_rerun-_11_03_2020-37bac057-9a80-47dc-b1a0-fa9c8d80468f.mp3?orgId=1&topicId=1008&aggIds=676529561&d=777&p=510338&story=875054593&t=podcast&e=875054593&ft=nprml&f=875054593","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The term \"journaling\" encompasses a lot of different things: the list of birds you've seen in your neighborhood; the descriptions of sights you saw on your last vacation; the notes you jotted down about the dream you had last night. But the general, tried and true \u003cem>everything is a bit much in my life right now, and I have to write it down\u003c/em> type of journaling can really help when, well, everything is a bit much.\u003c/p>\n\u003cp>\u003ca href=\"https://liberalarts.utexas.edu/psychology/faculty/pennebak\">James Pennebaker\u003c/a>, a professor of Psychology at the University of Texas at Austin, has spent decades studying \"expressive writing.\" Basically, Pennebaker says, if you find yourself ruminating on something, \"set aside some time to write about it for anywhere from five to 20 minutes a day, for one day, two days, maybe as many as five days.\"\u003c/p>\n\u003cp>Expressive writing is associated with improvements in \u003ca href=\"https://www.researchgate.net/publication/247746777_Writing_about_the_Perceived_Benefits_of_Traumatic_Events_Implications_for_Physical_Health\">physical health\u003c/a>, \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S016503271100749X?via%3Dihub\">improvements in markers of mental health\u003c/a>, and improvements in \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/3372832/\">immune function\u003c/a>. It's also been shown to improve \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/11561925/\">working memory\u003c/a> in college students, says Pennebaker.\u003c/p>\n\u003cp>Don't worry if you're not exactly sure where to start. Journaling is actually perfect for those times when you can't pin down \u003cem>what\u003c/em> you're feeling.\u003c/p>\n\u003cp>\"It's that great first step to opening up and learning who you are and what you believe in and how you feel and how you see and understand the world,\" says \u003ca href=\"https://www.youtube.com/channel/UCMxAJdzHHd6q71-3GAumSkg\">Rashawnda James\u003c/a>, a licensed therapist, YouTuber and a big advocate of journaling.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These four tips will help you get started:\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56935\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/11/lk_journaling_harlan-1-2-copy_wide-5efebb97bd86749d59ffbee90160e943a1e6864a-scaled-e1604469587740.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003c/p>\n\u003ch3>1. Journal whenever you want, for however long you want to.\u003c/h3>\n\u003cp>You don't need to create a rigid routine around journaling. Try starting small. \"I would say start with five minutes. Set the timer on your phone,\" recommends James.\u003c/p>\n\u003cp>Pennebaker only practices expressive writing when something specific is bothering him.\u003c/p>\n\u003cp>Don't feel the need to force it either — if you don't feel like journaling, don't! Once the practice becomes yet another thing on your to-do list, it becomes less helpful. \"When it's for you, then you can really see the benefits,\" explains James.\u003c/p>\n\u003ch3>2. Medium doesn't matter — the key is to articulate your thoughts.\u003c/h3>\n\u003cp>Your journal doesn't need to be anything fancy. Don't be intimidated by beautifully illustrated \u003ca href=\"https://bulletjournal.com/blogs/bulletjournalist/beautifully-organized\">bullet journals\u003c/a> — a dirty napkin and a crayon work too!\u003c/p>\n\u003cp>Technically, you don't even have to write. Pennebaker has done informal \u003ca href=\"https://pdfs.semanticscholar.org/db2d/f68bf19a6450ca201684b951d1dca065b191.pdf\">studies\u003c/a> where people write with their fingers in the air. The critical thing, he says, is \"That you translate this experience into words.\"\u003c/p>\n\u003cp>If you don't like to write, James recommends keeping a voice memo journal. \"Just talk out loud, because some people are verbal processors,\" she says.\u003c/p>\n\u003ch3>3. Let yourself write about anything. Remember, what you write is for you and you alone.\u003c/h3>\n\u003cp>Getting started can be overwhelming. The thoughts and ideas flowing out of you may feel uncomfortable. The key to unpacking an issue through expressive writing, Pennebaker says, is letting your feelings connect the dots for you.\u003c/p>\n\u003cblockquote>\u003cp>\"Sit down and explore your deepest thoughts and feelings about this issue ... You might tie it to other issues, for example: how does it relate to your childhood? Your relationship with other people in your life right now?\"\u003c/p>\u003c/blockquote>\n\u003cp>Pennebaker says you can write about the same topic every day, or you can opt to write for something completely different each time you sit down. \"The only rule I have is once you start writing, write continuously,\" he says. \"Don't worry about spelling or grammar. It's not going to be read by your high school English teacher!\"\u003c/p>\n\u003cp>Staring at a blank page? Freely exploring your emotions might be harder for folks who were raised in a culture that doesn't reward \u003cem>feeling \u003c/em>your feelings. Rashawnda James notes, \"If you weren't ... encouraged or given the verbiage as a child to say, 'I feel such and such,' then writing it down is going to be like ...'What?! I'm supposed to do this? I can't even say it out loud! How am I supposed to write it?!\"\u003c/p>\n\u003cp>In these cases, James uses \u003ca href=\"https://thechalkboardmag.com/the-feelings-circle-chart-emotional-communication#sl=1\">feeling charts\u003c/a>. Feeling charts can help you identify what you're feeling by presenting you with a cluster of emotions.\u003c/p>\n\u003cp>From there, you can try prompts like, \"I feel ______ about ...\"\u003c/p>\n\u003cp>As you learn how to tie what you're feeling to a certain word, \"it becomes easier to express it and write it down,\" James says.\u003c/p>\n\u003ch3>\u003cimg class=\"alignnone size-full wp-image-56937\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/11/lk_journaling_harlan-1-copy_slide-e40664af6104cb7c88df15028b90ac8c6176ab64-scaled-e1604469670550.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003c/h3>\n\u003ch3>4. Look for reflections and different perspectives, not solutions or fixes.\u003c/h3>\n\u003cp>A journal isn't a friend or a therapist or counselor — it's not going to fix your problems. But it \u003cem>will \u003c/em>help you find out more about yourself.\u003c/p>\n\u003cp>Pennebaker recommends not going into it with hard or high expectations.\u003c/p>\n\u003cp>\"You know, it's kind of like when you're in a new town and you see a street that looks interesting. The best way to approach it is, 'Huh? I'll go down this street and see what I find.' But if you say, 'I'm just going to look for shoes size eight and nothing else,' you're going to miss everything that's on the street.\"\u003c/p>\n\u003cp>If you're looking for some writing prompts to get you started, you can try some of these from James:\u003c/p>\n\u003cul>\n\u003cli>What is something you're most grateful for?\u003c/li>\n\u003cli>What is the biggest risk you've taken in life?\u003c/li>\n\u003cli>If there was something you could tell your younger self, what would that be?\u003c/li>\n\u003cli>What do you feel like your life is missing for you to smile more?\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003cp>\u003cem>The audio portion of this story was produced by \u003c/em>\u003ca href=\"https://www.npr.org/people/747369843/audrey-nguyen\">\u003cem>Audrey Nguyen\u003c/em>\u003c/a>\u003cem>, who also adapted the piece for digital. \u003c/em>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, subscribe to our \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>weekly newsletter\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cp>\u003cem>Have a journaling habit? From dream journals to gratitude journals to morning pages — we'd love to hear what's worked for you! Send us a note at lifekit@npr.org or leave us a voicemail at \u003c/em>202.216.9823.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This Life Kit page and podcast episode were originally published in June 2020. You can \u003c/em>\u003ca href=\"https://podcasts.apple.com/au/podcast/how-to-make-journaling-work-for-you/id1461493560?i=1000479198004\">\u003cem>listen to the original audio here\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Feeling+Lots+Of....Feelings%3F+Journaling+Can+Help+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56933/when-everything-is-a-bit-much-writing-in-a-journal-can-help","authors":["byline_mindshift_56933"],"categories":["mindshift_21280"],"tags":["mindshift_21181","mindshift_20865","mindshift_851"],"featImg":"mindshift_56934","label":"mindshift"},"mindshift_56450":{"type":"posts","id":"mindshift_56450","meta":{"index":"posts_1591205157","site":"mindshift","id":"56450","score":null,"sort":[1597141101000]},"guestAuthors":[],"slug":"how-culturally-relevant-teaching-can-build-relationships-while-students-are-home","title":"How Culturally Relevant Teaching Can Build Relationships While Students Are Home","publishDate":1597141101,"format":"standard","headTitle":"How Culturally Relevant Teaching Can Build Relationships While Students Are Home | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003ch4>Listen and subscribe to our podcast from your mobile device\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share/\">via Stitcher\u003c/a> | \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbWluZHNoaWZ0L2NhdGVnb3J5L21pbmRzaGlmdHBvZGNhc3QvZmVlZC8/episode/ODA5YmZmOTgtZGI2MC0xMWVhLWI3N2UtNmYzODM1MTM3YWI4?hl=en&ved=2ahUKEwiftIO69JLrAhVFsp4KHcblAloQieUEegQIChAE&ep=6\">via Google\u003c/a> | \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\"> via Spotify\u003c/a> | \u003ca href=\"https://tunein.com/podcasts/Kids--Family-Podcasts/Mindshift-Podcast-p1139823/?topicId=155253294\">via TuneIn\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When schools began to close because of COVID-19 in March, teachers and students had to rapidly adjust to learning online. For many students, finding a quiet place at home to learn with reliable technology was difficult, especially when family members were dealing with the pandemic. And teachers tried to figure out what was appropriate for the new online reality when it came to synchronous learning, attendance and grades, among many other issues.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coronavirus also created an opportunity for teachers to be creative in order to meet students’ needs. \u003c/span>\u003ca href=\"https://culturallyresponsiveleadership.com/\">\u003cspan style=\"font-weight: 400\">Joe Truss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, principal of Visitacion Valley Middle School in San Francisco, saw the inequities created by coronavirus and called upon teachers via social media to create resources for teaching during the pandemic in a way that was relevant to what students were experiencing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We actually wanted to shift even the verbiage from ‘distance learning’ to ‘connecting through crisis’ because primarily we wanted our students to experience connection,” said Truss. “Because right now we’re fractured as a society and our kids are at home. They’re not with their friends and not with their teachers and their normal routine.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Truss started a Google doc called “\u003c/span>\u003ca href=\"https://docs.google.com/document/d/1RpwwrZVS8f5OWYiI14IR5QuenF_LC8zskX8UlPLLYH4/edit#\">\u003cspan style=\"font-weight: 400\">Connecting Across the Distance” #Covid19pbl\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with contributions from about 150 educators around the country. In May, educators and students hosted a \u003ca href=\"https://padlet.com/covid19pbl20/gallery\">virtual exhibition\u003c/a> of their work. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://twitter.com/trussleadership/status/1250800577052676098\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers submitted resources and lesson plans relevant to the times and students’ experiences. There were resources on understanding the virus and how to interpret pandemic data. Coronavirus brought renewed attention to systemic racism because of the way Black, Indigenous and Latino people died from the infection at disproportionate rates. The Black Lives Matter protests that emerged from the killing of George Floyd by a white police officer in Minneapolis also amplified the need for systemic change. Mental health was a top priority as students were seeing trauma unfold around them. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Pivoting to Student Pandemic Journal \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the coronavirus outbreak, keeping a journal wasn’t exactly part of the curriculum for English teacher \u003c/span>\u003ca href=\"https://twitter.com/avoulgarides?lang=en\">\u003cspan style=\"font-weight: 400\">Anthony Voulgarides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He submitted a pandemic journal lesson plan to “\u003c/span>\u003ca href=\"https://docs.google.com/document/d/1RpwwrZVS8f5OWYiI14IR5QuenF_LC8zskX8UlPLLYH4/edit#\">\u003cspan style=\"font-weight: 400\">Connecting Across the Distance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” and it proved to be an essential way to help his students stay connected to one another and to him during the crisis. Every week, students published journal entries to a document called “\u003ca href=\"https://padlet.com/a_voulgarides/exemplars\">Unprecedented Times\u003c/a>.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56462 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Voulgarides1-e1597137171556.jpg\" alt=\"\" width=\"250\" height=\"290\">“As a teacher, I feel like it’s my job to try to understand what’s most relevant for our students right now, in this moment, and try to tap into that,” said Voulgarides, who teaches at \u003c/span>\u003ca href=\"https://www.wheelsnyc.net/\">\u003cspan style=\"font-weight: 400\">Washington Heights Expeditionary Learning School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in New York City. At the time, the city was a \u003c/span>\u003ca href=\"https://www.nbcnewyork.com/news/local/once-the-nations-epicenter-ny-virus-death-toll-drops-to-5/2489489/\">\u003cspan style=\"font-weight: 400\">hotspot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for coronavirus infections and his students’ families were not spared. Some had to quarantine at home with an infected family member, others had a parent on a ventilator for a month. Senior Diane Arevalo’s uncle died after contracting the virus. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56458 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Diane-1-scaled-e1597137239341.jpeg\" alt=\"\" width=\"250\" height=\"333\">“My family, we call him ‘The Newspaper’ because, you know, he knew everybody and everyone knew about him,” she said of her uncle. “And he’d go through the whole neighborhood in the morning. He’ll wake up at six o’clock in the morning, go to his mom’s house, give her food, and then he would go back home and take care of his kids.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Safety measures meant family members were physically cut off from patients in hospitals and loved ones at funerals. Arevalo, who didn’t get to say goodbye to her uncle or send him a final message, decided to write him a letter as part of her journal assignment. Last spring, she wrote:\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p1\">When I told you I got into Brandeis, the first thing you did was come over and bring me a cake. That was the last time I got to see you, Tío. I want to say it’s unfair that you were taken already, but I know you were in pain and now you are better alongside Tía now. Your kids were raised as if they were my siblings. I gained two older brothers and an amazing big sister through you. All I want is that, with your loss, it can bring us all even closer. Thank you for the love, laughter, and support you have given all of us every day.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">The journal entries took many forms. Some students submitted drawings. Some shared what they were watching on Netflix. Someone wrote an essay on shelter-in-place from the perspective of a house cat. Others got really vulnerable and shared details they normally keep to themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56465 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Yohely-1-e1597137331377.jpg\" alt=\"\" width=\"250\" height=\"322\">“Even if I FaceTime my friends for hours, you know, we’re not just sitting talking about our feelings for hours,” said senior Yohely \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\">. “And so I read their journal for English class and I learned more than I learned in the FaceTime call.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Comprés’s\u003c/span>\u003cspan style=\"font-weight: 400\"> journal entry was about how she had to stay distant from her family members inside their home. In March, she wrote:\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p1\">Today, my mom didn’t wake up feeling so good. I haven’t touched her warm skin since Friday and I haven’t been able to cuddle her in the mornings either. In order to see her I have to FaceTime her or open the bedroom door just enough so I can peek. I got yelled at by my aunt for opening the door without a mask. I just wanted her to see that I was awake. We’re now waiting for the test results and it’s haunting me thinking about it. Tía tested positive last week. I hope mom doesn’t.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moments after publishing to the class journal website, Yohely received a text message from a worried Mr. Voulgarides. He was checking in on her after reading her journal entry. He offered to bring groceries to her home and let her know she can reach out to him if she needed anything.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56461 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Julio2-e1597137432776.jpg\" alt=\"\" width=\"250\" height=\"336\">Senior Julio Jimenez’s father caught coronavirus and spent a month in the intensive care unit. The family could only see him through a phone connection. Suddenly, Jimenez was thrust into the position of medical translator for his family while being strong for his mother and siblings. As the eldest son, he was now preparing to be the head of the household and thinking differently about his future. Everyday high school activities and starting college felt more distant when his family needed him most. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That took a big toll out of me, like, every day,” he said. Before the pandemic, Julio said writing wasn’t exactly his favorite thing to do at school, but the journal turned out to be a way for him to organize his emotions, calm himself down and focus on building emotional strength for his family.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It has helped me out of writing it down,” he said. “Getting my emotions on paper – that helped me out. You know, it built some stamina in me to get on with my day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Typically, writing a journal entry is a private activity. But publishing to a class website for trusted classmates and teachers who have spent years relationship-building helped create an opening for help. It also strengthened the community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The fact that those kids were comfortable sharing those journals with one another says a lot about what the teacher did beforehand,” said Tia Madkins, Assistant Professor in the Department of Curriculum and Instruction at the University of Texas at Austin. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Culturally Relevant Teaching and Trust\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers at WHEELS spend a lot of time on activities that are outside the more traditional curricula and it’s proven to be a success. WHEELS is part of the \u003c/span>\u003ca href=\"https://eleducation.org/\">\u003cspan style=\"font-weight: 400\">EL Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> network and an \u003c/span>\u003ca href=\"https://www.wheelsnyc.net/expeditionary-learning\">\u003cspan style=\"font-weight: 400\">Outward Bound School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Core to the school is creating authentic learning experiences for students, some of which is grounded in the three tenets of culturally relevant teaching: academic success, cultural competence and critical consciousness. The three pillars of CRT were developed by \u003c/span>\u003ca href=\"https://www.the74million.org/article/74-interview-researcher-gloria-ladson-billings-on-culturally-relevant-teaching-the-role-of-teachers-in-trumps-america-lessons-from-her-two-decades-in-education-research/\">\u003cspan style=\"font-weight: 400\">Gloria Ladson-Billings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after observing teachers who taught African-American students successfully. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every classroom has culture,” said professor \u003c/span>\u003ca href=\"https://www.tc.columbia.edu/faculty/fm2140/\">\u003cspan style=\"font-weight: 400\">Felicia Moore Mensah\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Teachers College Columbia University who researches CRT in science education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What teachers have to realize is that [culture is] there and it’s present, but how do you make it much more part of the process of learning when you have a classroom that is full of African-American, Latinx children or children with racial, ethnic, linguistic diversity within the classroom?” CRT can help address some of the inequities created by schooling that centers a white, middle-class worldview, which is important to address when more than half of students in public schools are kids of color.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It does take an extra effort for a lot of white teachers to be able to do this, to be able to focus in on who the students are, bringing them in and asking about aspects of their life as part of the curriculum because our curriculum is not written this particular way.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For WHEELS students like Diane Arevalo, cultural competence can look like talking about the differences between Ecuadorian and Dominican cultures, while knowing how to write a professional email to teachers. It also means having the critical consciousness to advocate for the change she wants to see in her community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not fair to me, it’s not fair to my brother, to my family, to the people that live here that we’re stuck in the middle of a highway next to the George Washington Bridge, that we’re stuck with all this pollution,” said Arevalo of her neighborhood.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Diane and her classmates formed a group to address local environmental issues. The group looked specifically at the health of trees in their neighborhood. The students noticed that in other neighborhoods, trees looked nicer and were protected at the roots by tree guards. \u003c/span>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignnone size-full wp-image-56456\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st.jpg\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-768x432.jpg 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s kind of sad because our tree guards are destroyed,” said Arevalo. “We don’t even have them. And they’re very full of cigarette butts, needles and needle caps. And it’s kind of sad seeing that because we have to go through that every day to go to school.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students attended community board meetings to advocate for a \u003c/span>\u003ca href=\"https://shareabouts-pbnyc-2018.herokuapp.com/place/598641/response/599327\">\u003cspan style=\"font-weight: 400\">Clean Air/Green Corridor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They also applied for grants from local organizations, which is not \u003c/span>\u003ca href=\"https://www.safepassageproject.org/wheels-hight-school-wins-grant-for-safe-passage-project/\">\u003cspan style=\"font-weight: 400\">uncommon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for WHEELS students who are passionate about causes relevant to their lives. They succeeded and recently \u003c/span>\u003ca href=\"http://www.nyc.gov/html/mancb12/downloads/pdf/h_and_e_committee_minutes_5-2-19.pdf\">\u003cspan style=\"font-weight: 400\">received funding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for new tree guards in their neighborhoods. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school also goes to great lengths to value students’ cultural identity. When Yohely \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> was a sophomore, she and a half-dozen students traveled to Peru for a week to learn more about critical theory and Afro-Peruvian culture. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“And through that, you know, I was able to find that Afro-Latinx culture that I knew I had in me,” said \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\">, who is Afro-Dominican. “There are programs [at school] that have helped me, with lessons that have helped me, in terms of my identity,” she said. “Even though my teachers are mostly white, they’re very there. I feel like they’ve become an ally to our community and they do the work that they do in our school because they care.”\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> is also aware of the cultural competence she’ll need when she attends college at Wesleyan in the fall. She’s been at WHEELS since middle school so starting college in a new community will be a challenge. She feels like the teachers have prepared her for this transition, and one way they do that is letting students know they are there for them even after graduation. “They’re always offering their help,” she said. In reference to another teacher, David Lenzner, \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> said, “he’s always like, ‘you know, when when you leave, we’re going to be here and we’re going to be here to support you no matter what.’”\u003c/span>\u003c/p>\n\u003cp>Support will be essential to students who graduated high school during extraordinary times and will start college amidst great uncertainty.\u003cspan style=\"font-weight: 400\"> WHEELS students have the support network they built at school and some have one more new tool: \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I actually think about getting an actual journal because this has been helping me,” said \u003cspan style=\"font-weight: 400\">Comprés.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Culturally relevant teaching can be a helpful way for students to develop cultural competence, advocate for change in their lives and excel academically in meaningful ways. ","status":"publish","parent":0,"modified":1700528794,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":2196},"headData":{"title":"How Culturally Relevant Teaching Can Build Relationships While Students Are Home | KQED","description":"Culturally relevant teaching can be a helpful way for students to develop cultural competence, advocate for change in their lives and excel academically in meaningful ways. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC7354233725.mp3","path":"/mindshift/56450/how-culturally-relevant-teaching-can-build-relationships-while-students-are-home","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch4>Listen and subscribe to our podcast from your mobile device\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share/\">via Stitcher\u003c/a> | \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbWluZHNoaWZ0L2NhdGVnb3J5L21pbmRzaGlmdHBvZGNhc3QvZmVlZC8/episode/ODA5YmZmOTgtZGI2MC0xMWVhLWI3N2UtNmYzODM1MTM3YWI4?hl=en&ved=2ahUKEwiftIO69JLrAhVFsp4KHcblAloQieUEegQIChAE&ep=6\">via Google\u003c/a> | \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\"> via Spotify\u003c/a> | \u003ca href=\"https://tunein.com/podcasts/Kids--Family-Podcasts/Mindshift-Podcast-p1139823/?topicId=155253294\">via TuneIn\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When schools began to close because of COVID-19 in March, teachers and students had to rapidly adjust to learning online. For many students, finding a quiet place at home to learn with reliable technology was difficult, especially when family members were dealing with the pandemic. And teachers tried to figure out what was appropriate for the new online reality when it came to synchronous learning, attendance and grades, among many other issues.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coronavirus also created an opportunity for teachers to be creative in order to meet students’ needs. \u003c/span>\u003ca href=\"https://culturallyresponsiveleadership.com/\">\u003cspan style=\"font-weight: 400\">Joe Truss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, principal of Visitacion Valley Middle School in San Francisco, saw the inequities created by coronavirus and called upon teachers via social media to create resources for teaching during the pandemic in a way that was relevant to what students were experiencing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We actually wanted to shift even the verbiage from ‘distance learning’ to ‘connecting through crisis’ because primarily we wanted our students to experience connection,” said Truss. “Because right now we’re fractured as a society and our kids are at home. They’re not with their friends and not with their teachers and their normal routine.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Truss started a Google doc called “\u003c/span>\u003ca href=\"https://docs.google.com/document/d/1RpwwrZVS8f5OWYiI14IR5QuenF_LC8zskX8UlPLLYH4/edit#\">\u003cspan style=\"font-weight: 400\">Connecting Across the Distance” #Covid19pbl\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with contributions from about 150 educators around the country. In May, educators and students hosted a \u003ca href=\"https://padlet.com/covid19pbl20/gallery\">virtual exhibition\u003c/a> of their work. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1250800577052676098"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers submitted resources and lesson plans relevant to the times and students’ experiences. There were resources on understanding the virus and how to interpret pandemic data. Coronavirus brought renewed attention to systemic racism because of the way Black, Indigenous and Latino people died from the infection at disproportionate rates. The Black Lives Matter protests that emerged from the killing of George Floyd by a white police officer in Minneapolis also amplified the need for systemic change. Mental health was a top priority as students were seeing trauma unfold around them. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Pivoting to Student Pandemic Journal \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the coronavirus outbreak, keeping a journal wasn’t exactly part of the curriculum for English teacher \u003c/span>\u003ca href=\"https://twitter.com/avoulgarides?lang=en\">\u003cspan style=\"font-weight: 400\">Anthony Voulgarides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He submitted a pandemic journal lesson plan to “\u003c/span>\u003ca href=\"https://docs.google.com/document/d/1RpwwrZVS8f5OWYiI14IR5QuenF_LC8zskX8UlPLLYH4/edit#\">\u003cspan style=\"font-weight: 400\">Connecting Across the Distance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” and it proved to be an essential way to help his students stay connected to one another and to him during the crisis. Every week, students published journal entries to a document called “\u003ca href=\"https://padlet.com/a_voulgarides/exemplars\">Unprecedented Times\u003c/a>.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56462 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Voulgarides1-e1597137171556.jpg\" alt=\"\" width=\"250\" height=\"290\">“As a teacher, I feel like it’s my job to try to understand what’s most relevant for our students right now, in this moment, and try to tap into that,” said Voulgarides, who teaches at \u003c/span>\u003ca href=\"https://www.wheelsnyc.net/\">\u003cspan style=\"font-weight: 400\">Washington Heights Expeditionary Learning School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in New York City. At the time, the city was a \u003c/span>\u003ca href=\"https://www.nbcnewyork.com/news/local/once-the-nations-epicenter-ny-virus-death-toll-drops-to-5/2489489/\">\u003cspan style=\"font-weight: 400\">hotspot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for coronavirus infections and his students’ families were not spared. Some had to quarantine at home with an infected family member, others had a parent on a ventilator for a month. Senior Diane Arevalo’s uncle died after contracting the virus. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56458 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Diane-1-scaled-e1597137239341.jpeg\" alt=\"\" width=\"250\" height=\"333\">“My family, we call him ‘The Newspaper’ because, you know, he knew everybody and everyone knew about him,” she said of her uncle. “And he’d go through the whole neighborhood in the morning. He’ll wake up at six o’clock in the morning, go to his mom’s house, give her food, and then he would go back home and take care of his kids.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Safety measures meant family members were physically cut off from patients in hospitals and loved ones at funerals. Arevalo, who didn’t get to say goodbye to her uncle or send him a final message, decided to write him a letter as part of her journal assignment. Last spring, she wrote:\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p1\">When I told you I got into Brandeis, the first thing you did was come over and bring me a cake. That was the last time I got to see you, Tío. I want to say it’s unfair that you were taken already, but I know you were in pain and now you are better alongside Tía now. Your kids were raised as if they were my siblings. I gained two older brothers and an amazing big sister through you. All I want is that, with your loss, it can bring us all even closer. Thank you for the love, laughter, and support you have given all of us every day.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">The journal entries took many forms. Some students submitted drawings. Some shared what they were watching on Netflix. Someone wrote an essay on shelter-in-place from the perspective of a house cat. Others got really vulnerable and shared details they normally keep to themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56465 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Yohely-1-e1597137331377.jpg\" alt=\"\" width=\"250\" height=\"322\">“Even if I FaceTime my friends for hours, you know, we’re not just sitting talking about our feelings for hours,” said senior Yohely \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\">. “And so I read their journal for English class and I learned more than I learned in the FaceTime call.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Comprés’s\u003c/span>\u003cspan style=\"font-weight: 400\"> journal entry was about how she had to stay distant from her family members inside their home. In March, she wrote:\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p1\">Today, my mom didn’t wake up feeling so good. I haven’t touched her warm skin since Friday and I haven’t been able to cuddle her in the mornings either. In order to see her I have to FaceTime her or open the bedroom door just enough so I can peek. I got yelled at by my aunt for opening the door without a mask. I just wanted her to see that I was awake. We’re now waiting for the test results and it’s haunting me thinking about it. Tía tested positive last week. I hope mom doesn’t.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moments after publishing to the class journal website, Yohely received a text message from a worried Mr. Voulgarides. He was checking in on her after reading her journal entry. He offered to bring groceries to her home and let her know she can reach out to him if she needed anything.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56461 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Julio2-e1597137432776.jpg\" alt=\"\" width=\"250\" height=\"336\">Senior Julio Jimenez’s father caught coronavirus and spent a month in the intensive care unit. The family could only see him through a phone connection. Suddenly, Jimenez was thrust into the position of medical translator for his family while being strong for his mother and siblings. As the eldest son, he was now preparing to be the head of the household and thinking differently about his future. Everyday high school activities and starting college felt more distant when his family needed him most. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That took a big toll out of me, like, every day,” he said. Before the pandemic, Julio said writing wasn’t exactly his favorite thing to do at school, but the journal turned out to be a way for him to organize his emotions, calm himself down and focus on building emotional strength for his family.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It has helped me out of writing it down,” he said. “Getting my emotions on paper – that helped me out. You know, it built some stamina in me to get on with my day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Typically, writing a journal entry is a private activity. But publishing to a class website for trusted classmates and teachers who have spent years relationship-building helped create an opening for help. It also strengthened the community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The fact that those kids were comfortable sharing those journals with one another says a lot about what the teacher did beforehand,” said Tia Madkins, Assistant Professor in the Department of Curriculum and Instruction at the University of Texas at Austin. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Culturally Relevant Teaching and Trust\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers at WHEELS spend a lot of time on activities that are outside the more traditional curricula and it’s proven to be a success. WHEELS is part of the \u003c/span>\u003ca href=\"https://eleducation.org/\">\u003cspan style=\"font-weight: 400\">EL Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> network and an \u003c/span>\u003ca href=\"https://www.wheelsnyc.net/expeditionary-learning\">\u003cspan style=\"font-weight: 400\">Outward Bound School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Core to the school is creating authentic learning experiences for students, some of which is grounded in the three tenets of culturally relevant teaching: academic success, cultural competence and critical consciousness. The three pillars of CRT were developed by \u003c/span>\u003ca href=\"https://www.the74million.org/article/74-interview-researcher-gloria-ladson-billings-on-culturally-relevant-teaching-the-role-of-teachers-in-trumps-america-lessons-from-her-two-decades-in-education-research/\">\u003cspan style=\"font-weight: 400\">Gloria Ladson-Billings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after observing teachers who taught African-American students successfully. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every classroom has culture,” said professor \u003c/span>\u003ca href=\"https://www.tc.columbia.edu/faculty/fm2140/\">\u003cspan style=\"font-weight: 400\">Felicia Moore Mensah\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Teachers College Columbia University who researches CRT in science education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What teachers have to realize is that [culture is] there and it’s present, but how do you make it much more part of the process of learning when you have a classroom that is full of African-American, Latinx children or children with racial, ethnic, linguistic diversity within the classroom?” CRT can help address some of the inequities created by schooling that centers a white, middle-class worldview, which is important to address when more than half of students in public schools are kids of color.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It does take an extra effort for a lot of white teachers to be able to do this, to be able to focus in on who the students are, bringing them in and asking about aspects of their life as part of the curriculum because our curriculum is not written this particular way.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For WHEELS students like Diane Arevalo, cultural competence can look like talking about the differences between Ecuadorian and Dominican cultures, while knowing how to write a professional email to teachers. It also means having the critical consciousness to advocate for the change she wants to see in her community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not fair to me, it’s not fair to my brother, to my family, to the people that live here that we’re stuck in the middle of a highway next to the George Washington Bridge, that we’re stuck with all this pollution,” said Arevalo of her neighborhood.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Diane and her classmates formed a group to address local environmental issues. The group looked specifically at the health of trees in their neighborhood. The students noticed that in other neighborhoods, trees looked nicer and were protected at the roots by tree guards. \u003c/span>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignnone size-full wp-image-56456\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st.jpg\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-768x432.jpg 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s kind of sad because our tree guards are destroyed,” said Arevalo. “We don’t even have them. And they’re very full of cigarette butts, needles and needle caps. And it’s kind of sad seeing that because we have to go through that every day to go to school.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students attended community board meetings to advocate for a \u003c/span>\u003ca href=\"https://shareabouts-pbnyc-2018.herokuapp.com/place/598641/response/599327\">\u003cspan style=\"font-weight: 400\">Clean Air/Green Corridor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They also applied for grants from local organizations, which is not \u003c/span>\u003ca href=\"https://www.safepassageproject.org/wheels-hight-school-wins-grant-for-safe-passage-project/\">\u003cspan style=\"font-weight: 400\">uncommon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for WHEELS students who are passionate about causes relevant to their lives. They succeeded and recently \u003c/span>\u003ca href=\"http://www.nyc.gov/html/mancb12/downloads/pdf/h_and_e_committee_minutes_5-2-19.pdf\">\u003cspan style=\"font-weight: 400\">received funding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for new tree guards in their neighborhoods. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school also goes to great lengths to value students’ cultural identity. When Yohely \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> was a sophomore, she and a half-dozen students traveled to Peru for a week to learn more about critical theory and Afro-Peruvian culture. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“And through that, you know, I was able to find that Afro-Latinx culture that I knew I had in me,” said \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\">, who is Afro-Dominican. “There are programs [at school] that have helped me, with lessons that have helped me, in terms of my identity,” she said. “Even though my teachers are mostly white, they’re very there. I feel like they’ve become an ally to our community and they do the work that they do in our school because they care.”\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> is also aware of the cultural competence she’ll need when she attends college at Wesleyan in the fall. She’s been at WHEELS since middle school so starting college in a new community will be a challenge. She feels like the teachers have prepared her for this transition, and one way they do that is letting students know they are there for them even after graduation. “They’re always offering their help,” she said. In reference to another teacher, David Lenzner, \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> said, “he’s always like, ‘you know, when when you leave, we’re going to be here and we’re going to be here to support you no matter what.’”\u003c/span>\u003c/p>\n\u003cp>Support will be essential to students who graduated high school during extraordinary times and will start college amidst great uncertainty.\u003cspan style=\"font-weight: 400\"> WHEELS students have the support network they built at school and some have one more new tool: \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I actually think about getting an actual journal because this has been helping me,” said \u003cspan style=\"font-weight: 400\">Comprés.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56450/how-culturally-relevant-teaching-can-build-relationships-while-students-are-home","authors":["4596"],"programs":["mindshift_21847"],"categories":["mindshift_21358","mindshift_21130","mindshift_21848","mindshift_193"],"tags":["mindshift_21344","mindshift_21343","mindshift_21371","mindshift_21126","mindshift_358","mindshift_21181","mindshift_20865","mindshift_21132","mindshift_21372","mindshift_256","mindshift_21359"],"featImg":"mindshift_56452","label":"mindshift_21847"},"mindshift_55882":{"type":"posts","id":"mindshift_55882","meta":{"index":"posts_1591205157","site":"mindshift","id":"55882","score":null,"sort":[1590042821000]},"guestAuthors":[],"slug":"how-keeping-a-pandemic-journal-builds-students-historical-thinking-skills-and-helps-them-cope","title":"How Keeping a Pandemic Journal Builds Students’ Historical Thinking Skills and Helps Them Cope","publishDate":1590042821,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Bryan Shaw does not teach history the way he was taught. The wars, the presidencies, the social movements — memorizing those details is not the end goal. Instead, learning about historical people and events is a pathway for students to develop \u003c/span>\u003ca href=\"https://www.historians.org/teaching-and-learning/teaching-resources-for-historians/teaching-and-learning-in-the-digital-age/the-history-of-the-americas/the-conquest-of-mexico/for-teachers/setting-up-the-project/historical-thinking-skills\">\u003cspan style=\"font-weight: 400\">historical thinking skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as looking for commonalities, identifying causes and consequences, and distinguishing progress and decline over time. When his school \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">closed because of COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Shaw wanted to continue that work. He also knew that standard history content would feel even more distant to teenagers facing a global pandemic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So many of our students are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55767/how-closed-schools-are-creating-more-trauma-for-students\">\u003cspan style=\"font-weight: 400\">worried about survival\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> right now. They don’t care about the Cold War,” said Shaw, who teaches at \u003c/span>\u003ca href=\"https://yvhs.mdusd.org/\">\u003cspan style=\"font-weight: 400\">Ygnacio Valley High School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Concord, California. So he created an assignment in which students themselves would be the historical actors: \u003c/span>\u003ca href=\"https://docs.google.com/document/d/116FGQA0w7uAbu1vJLAx2jnHeWljyrM0GvH4h1tRH7uA/edit\">\u003cspan style=\"font-weight: 400\">keeping a pandemic journal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He instructed students to observe changes in the community, country and world in response to the spread of coronavirus. He provided questions as jumping-off points and encouraged students to to chronicle their experiences using poetry, sketches, videos or other mediums along with traditional diary entries. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once per week, Shaw’s students email him pictures from their journals. At first, students focused on the pandemic’s immediate effects on their lives. Seniors, for example, wondered, “Am I gonna come back to school? Am I gonna graduate?” As weeks passed, entries reflected students’ growing recognition that they were part of a bigger story. That’s where those historical thinking skills started to appear. They pondered causes and consequences of politicians’ decisions and analyzed their personal experiences as part of socio-political systems. “The students are thinking about their day-to-day in the larger context of the world, which is pretty cool to watch,” Shaw said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55951\" class=\"wp-caption alignnone\" style=\"max-width: 1532px\">\u003cimg class=\"size-full wp-image-55951\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1.png\" alt=\"\" width=\"1532\" height=\"370\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1.png 1532w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1-160x39.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1-800x193.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1-768x185.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1-1020x246.png 1020w\" sizes=\"(max-width: 1532px) 100vw, 1532px\">\u003cfigcaption class=\"wp-caption-text\">Journal entry by an Ygnacio Valley High School student during COVID-19 school closures. \u003ccite>(via Bryan Shaw)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch1>\u003cb>A viral assignment\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">After developing the journal assignment, Shaw shared it with the University of California Berkeley’s \u003c/span>\u003ca href=\"https://ucbhssp.berkeley.edu/\">\u003cspan style=\"font-weight: 400\">History-Social Science Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The project’s director, Rachel Reinhard, distributed the lesson through a statewide network, and it quickly spread quickly beyond California. The original lesson has been \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1KB9gTEuLxc2YfxOsdSpqoRa76cZOadcDf2dGwCZgaJo/edit\">\u003cspan style=\"font-weight: 400\">adapted into multiple languages and modified for different grade levels and specific fields of history\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chelsea Prehn, a seventh-grade teacher at the \u003c/span>\u003ca href=\"https://osc.lk/\">\u003cspan style=\"font-weight: 400\">Overseas School of Colombo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Sri Lanka, is one of the teachers who spotted Shaw’s idea and ran with it. Rather than individual journals, she asked her students to chronicle their experiences on \u003c/span>\u003ca href=\"https://padlet.com/cprehn/2020onpause?fbclid=IwAR0z0NsXj8SPe7TM-A4vvxVxPjLr9Inrq5XiAdZ08cPJY34y_NNry0YagFI\">\u003cspan style=\"font-weight: 400\">an interactive timeline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> she created in collaboration with other international educators. Entries show the pandemic and its effects hitting countries and states at different times, but common threads, such as boredom, appear. “Reading that another kid on the other side of the world is facing the exact same situation and feelings about that situation as \u003c/span>\u003cspan style=\"font-weight: 400\">you are can be a very powerfully uniting experience,” said Prehn. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55954\" class=\"wp-caption alignnone\" style=\"max-width: 612px\">\u003cimg class=\"size-full wp-image-55954\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Global-youth-timeline12.jpg\" alt=\"\" width=\"612\" height=\"284\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Global-youth-timeline12.jpg 612w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Global-youth-timeline12-160x74.jpg 160w\" sizes=\"(max-width: 612px) 100vw, 612px\">\u003cfigcaption class=\"wp-caption-text\">Journal entry from the “2020 On Pause - Global Youth Timeline.”\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">By contrast, young people’s absence from primary source documents can make it hard for kids to feel connected to historical events, \u003c/span>\u003cspan class=\"s2\">said Shane Carter, program coordinator for UC Berkeley’s Office of Resources for International and Area Studies.* Carter and Reinhard are \u003ca href=\"https://protect-us.mimecast.com/s/vgLCCrkYKnfAPLG1F7z03g?domain=docs.google.com\">\u003cspan class=\"s3\">collecting coronavirus journal entries\u003c/span>\u003c/a> and assessing the best way to archive them. \u003c/span>\u003cspan style=\"font-weight: 400\">Their goal is to make them available and searchable for future historians and students to help make sense of what happened during this global event.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shaw said the possibility of future generations reading their journals has motivated his students and opened their eyes to their own place in history. “Now they see themselves in this lineage with people in the past,” he said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Beyond history\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pandemic journals can also have social-emotional benefits and be useful in subjects beyond history. Prehn said that seeing other kids in the same boat helped her students move from complaining about boredom to a problem-solving mindset. In class discussions, they’ve begun brainstorming ways to combat boredom that they can use to inspire other students. Shaw said that for some of his students, who are worried about elderly relatives, parent job losses, their \u003c/span>\u003ca href=\"https://www.npr.org/2020/04/21/839547087/trump-says-hell-temporarily-suspend-immigration-over-coronavirus-fears\">\u003cspan style=\"font-weight: 400\">immigration status\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or all of the above, the journals have doubled as a mental health check-in. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55885\" class=\"wp-caption alignnone\" style=\"max-width: 740px\">\u003cimg class=\"size-full wp-image-55885\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal4.jpg\" alt=\"\" width=\"740\" height=\"547\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal4.jpg 740w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal4-160x118.jpg 160w\" sizes=\"(max-width: 740px) 100vw, 740px\">\u003cfigcaption class=\"wp-caption-text\">\u003ci>\u003cspan style=\"font-weight: 400\">Painting created by an Ygnacio Valley High School student during COVID-19 school closures.\u003c/span>\u003c/i>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given what students are living through, educator and author Kelly Gallagher, who created \u003c/span>\u003ca href=\"https://www.kellygallagher.org/instructional-materials\">\u003cspan style=\"font-weight: 400\">a coronavirus journal assignment for English language arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that journaling is a more meaningful exercise than “task-oriented reading and writing.” Journaling is generative — rather than demanding specific answers, it draws out students’ ideas. “Kids have stories to tell only they can tell,” Gallagher said. “This is an opportunity for them to be able to tell this pandemic’s effects on their grandmother, or on their father’s job or on the neighborhood.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*An earlier version of this article misidentified Shane Carter's position at UC Berkeley. We regret this error. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Students around the world are keeping pandemic journals as part of school assignments and as vehicles for processing mental health. ","status":"publish","parent":0,"modified":1590090321,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":865},"headData":{"title":"How Keeping a Pandemic Journal Builds Students’ Historical Thinking Skills and Helps Them Cope | KQED","description":"Students around the world are keeping pandemic journals as part of school assignments and as vehicles for processing mental health. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55882 https://ww2.kqed.org/mindshift/?p=55882","disqusUrl":"https://ww2.kqed.org/mindshift/2020/05/20/how-keeping-a-pandemic-journal-builds-students-historical-thinking-skills-and-helps-them-cope/","disqusTitle":"How Keeping a Pandemic Journal Builds Students’ Historical Thinking Skills and Helps Them Cope","path":"/mindshift/55882/how-keeping-a-pandemic-journal-builds-students-historical-thinking-skills-and-helps-them-cope","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Bryan Shaw does not teach history the way he was taught. The wars, the presidencies, the social movements — memorizing those details is not the end goal. Instead, learning about historical people and events is a pathway for students to develop \u003c/span>\u003ca href=\"https://www.historians.org/teaching-and-learning/teaching-resources-for-historians/teaching-and-learning-in-the-digital-age/the-history-of-the-americas/the-conquest-of-mexico/for-teachers/setting-up-the-project/historical-thinking-skills\">\u003cspan style=\"font-weight: 400\">historical thinking skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as looking for commonalities, identifying causes and consequences, and distinguishing progress and decline over time. When his school \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">closed because of COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Shaw wanted to continue that work. He also knew that standard history content would feel even more distant to teenagers facing a global pandemic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So many of our students are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55767/how-closed-schools-are-creating-more-trauma-for-students\">\u003cspan style=\"font-weight: 400\">worried about survival\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> right now. They don’t care about the Cold War,” said Shaw, who teaches at \u003c/span>\u003ca href=\"https://yvhs.mdusd.org/\">\u003cspan style=\"font-weight: 400\">Ygnacio Valley High School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Concord, California. So he created an assignment in which students themselves would be the historical actors: \u003c/span>\u003ca href=\"https://docs.google.com/document/d/116FGQA0w7uAbu1vJLAx2jnHeWljyrM0GvH4h1tRH7uA/edit\">\u003cspan style=\"font-weight: 400\">keeping a pandemic journal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He instructed students to observe changes in the community, country and world in response to the spread of coronavirus. He provided questions as jumping-off points and encouraged students to to chronicle their experiences using poetry, sketches, videos or other mediums along with traditional diary entries. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once per week, Shaw’s students email him pictures from their journals. At first, students focused on the pandemic’s immediate effects on their lives. Seniors, for example, wondered, “Am I gonna come back to school? Am I gonna graduate?” As weeks passed, entries reflected students’ growing recognition that they were part of a bigger story. That’s where those historical thinking skills started to appear. They pondered causes and consequences of politicians’ decisions and analyzed their personal experiences as part of socio-political systems. “The students are thinking about their day-to-day in the larger context of the world, which is pretty cool to watch,” Shaw said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55951\" class=\"wp-caption alignnone\" style=\"max-width: 1532px\">\u003cimg class=\"size-full wp-image-55951\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1.png\" alt=\"\" width=\"1532\" height=\"370\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1.png 1532w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1-160x39.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1-800x193.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1-768x185.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal1-1-1020x246.png 1020w\" sizes=\"(max-width: 1532px) 100vw, 1532px\">\u003cfigcaption class=\"wp-caption-text\">Journal entry by an Ygnacio Valley High School student during COVID-19 school closures. \u003ccite>(via Bryan Shaw)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch1>\u003cb>A viral assignment\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">After developing the journal assignment, Shaw shared it with the University of California Berkeley’s \u003c/span>\u003ca href=\"https://ucbhssp.berkeley.edu/\">\u003cspan style=\"font-weight: 400\">History-Social Science Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The project’s director, Rachel Reinhard, distributed the lesson through a statewide network, and it quickly spread quickly beyond California. The original lesson has been \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1KB9gTEuLxc2YfxOsdSpqoRa76cZOadcDf2dGwCZgaJo/edit\">\u003cspan style=\"font-weight: 400\">adapted into multiple languages and modified for different grade levels and specific fields of history\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chelsea Prehn, a seventh-grade teacher at the \u003c/span>\u003ca href=\"https://osc.lk/\">\u003cspan style=\"font-weight: 400\">Overseas School of Colombo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Sri Lanka, is one of the teachers who spotted Shaw’s idea and ran with it. Rather than individual journals, she asked her students to chronicle their experiences on \u003c/span>\u003ca href=\"https://padlet.com/cprehn/2020onpause?fbclid=IwAR0z0NsXj8SPe7TM-A4vvxVxPjLr9Inrq5XiAdZ08cPJY34y_NNry0YagFI\">\u003cspan style=\"font-weight: 400\">an interactive timeline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> she created in collaboration with other international educators. Entries show the pandemic and its effects hitting countries and states at different times, but common threads, such as boredom, appear. “Reading that another kid on the other side of the world is facing the exact same situation and feelings about that situation as \u003c/span>\u003cspan style=\"font-weight: 400\">you are can be a very powerfully uniting experience,” said Prehn. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55954\" class=\"wp-caption alignnone\" style=\"max-width: 612px\">\u003cimg class=\"size-full wp-image-55954\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Global-youth-timeline12.jpg\" alt=\"\" width=\"612\" height=\"284\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Global-youth-timeline12.jpg 612w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Global-youth-timeline12-160x74.jpg 160w\" sizes=\"(max-width: 612px) 100vw, 612px\">\u003cfigcaption class=\"wp-caption-text\">Journal entry from the “2020 On Pause - Global Youth Timeline.”\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">By contrast, young people’s absence from primary source documents can make it hard for kids to feel connected to historical events, \u003c/span>\u003cspan class=\"s2\">said Shane Carter, program coordinator for UC Berkeley’s Office of Resources for International and Area Studies.* Carter and Reinhard are \u003ca href=\"https://protect-us.mimecast.com/s/vgLCCrkYKnfAPLG1F7z03g?domain=docs.google.com\">\u003cspan class=\"s3\">collecting coronavirus journal entries\u003c/span>\u003c/a> and assessing the best way to archive them. \u003c/span>\u003cspan style=\"font-weight: 400\">Their goal is to make them available and searchable for future historians and students to help make sense of what happened during this global event.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shaw said the possibility of future generations reading their journals has motivated his students and opened their eyes to their own place in history. “Now they see themselves in this lineage with people in the past,” he said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Beyond history\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pandemic journals can also have social-emotional benefits and be useful in subjects beyond history. Prehn said that seeing other kids in the same boat helped her students move from complaining about boredom to a problem-solving mindset. In class discussions, they’ve begun brainstorming ways to combat boredom that they can use to inspire other students. Shaw said that for some of his students, who are worried about elderly relatives, parent job losses, their \u003c/span>\u003ca href=\"https://www.npr.org/2020/04/21/839547087/trump-says-hell-temporarily-suspend-immigration-over-coronavirus-fears\">\u003cspan style=\"font-weight: 400\">immigration status\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or all of the above, the journals have doubled as a mental health check-in. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55885\" class=\"wp-caption alignnone\" style=\"max-width: 740px\">\u003cimg class=\"size-full wp-image-55885\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal4.jpg\" alt=\"\" width=\"740\" height=\"547\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal4.jpg 740w, https://ww2.kqed.org/app/uploads/sites/23/2020/05/Shaw-student-journal4-160x118.jpg 160w\" sizes=\"(max-width: 740px) 100vw, 740px\">\u003cfigcaption class=\"wp-caption-text\">\u003ci>\u003cspan style=\"font-weight: 400\">Painting created by an Ygnacio Valley High School student during COVID-19 school closures.\u003c/span>\u003c/i>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given what students are living through, educator and author Kelly Gallagher, who created \u003c/span>\u003ca href=\"https://www.kellygallagher.org/instructional-materials\">\u003cspan style=\"font-weight: 400\">a coronavirus journal assignment for English language arts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that journaling is a more meaningful exercise than “task-oriented reading and writing.” Journaling is generative — rather than demanding specific answers, it draws out students’ ideas. “Kids have stories to tell only they can tell,” Gallagher said. “This is an opportunity for them to be able to tell this pandemic’s effects on their grandmother, or on their father’s job or on the neighborhood.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*An earlier version of this article misidentified Shane Carter's position at UC Berkeley. We regret this error. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55882/how-keeping-a-pandemic-journal-builds-students-historical-thinking-skills-and-helps-them-cope","authors":["11487"],"categories":["mindshift_21345","mindshift_193"],"tags":["mindshift_20533","mindshift_21344","mindshift_21343","mindshift_20784","mindshift_1040","mindshift_21181","mindshift_20865","mindshift_20615","mindshift_21353"],"featImg":"mindshift_55958","label":"mindshift"},"mindshift_51676":{"type":"posts","id":"mindshift_51676","meta":{"index":"posts_1591205157","site":"mindshift","id":"51676","score":null,"sort":[1531809003000]},"guestAuthors":[],"slug":"how-writing-can-help-you-overcome-math-anxiety","title":"How Writing Can Help You Overcome Math Anxiety","publishDate":1531809003,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Do you remember the day you decided you were no good at math?\u003c/p>\n\u003cp>Or maybe you had the less common, opposite experience: a moment of math excitement that hooked you for good?\u003c/p>\n\u003cp>Thousands of studies \u003ca href=\"https://scholar.google.com/scholar?q=%22math+anxiety%22&hl=en&as_sdt=0,33\">have been published\u003c/a> that touch on the topic of \"math anxiety.\" Overwhelming fear of math, regardless of one's actual aptitude, affects students of all ages, from kindergarten to grad school.\u003c/p>\n\u003cp>This anxiety extends to the daily lives of grown-ups; we put off planning for retirement, avoid trying to understand health risks, \u003ca href=\"https://www.jstor.org/stable/40248135?seq=1#page_scan_tab_contents\">try to get out of calculating a tip\u003c/a>. And even teachers suffer from math anxiety, which \u003ca href=\"http://www.pnas.org/content/107/5/1860.short\">has been shown\u003c/a> to hurt their students' scores, especially when the teachers and the students are both female; the theory is that anxiety interacts with negative stereotypes about women's abilities.\u003c/p>\n\u003cp>At Evergreen State College's Tacoma Program in Washington state, faculty member Paul McCreary assigns students to write a \"mini-memoir\" of their experiences with math.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He estimates that, on average, 23 students out of a class of 25 enter not liking math. (That's 92 percent, if you're keeping track at home. In other words: a lot.)\u003c/p>\n\u003cp>\"In the memoirs, I find: 'I loved it until sixth grade and after that Mr. Hanrickhan made it impossible,' \" says McCreary. \"So they remember the name of the individual, and sometimes they describe the day that it happened.\"\u003c/p>\n\u003cp>A turning point, that is, where \"their interest and love of math fell away.\"\u003c/p>\n\u003cp>Writing it all down helps students put their bad experiences in the past. It also demonstrates, to their instructor and to themselves, that the students have other skills.\u003c/p>\n\u003cp>\"Math has been one of my biggest fears in life,\" reads one mini-memoir from a women's studies student. \"I studied in an education system that said science and math are the important factors ... and each student was analyzed and measured by their math and science grades.\"\u003c/p>\n\u003cp>A social work student remembered changing schools when she was in fourth grade: \"I would say that's where my trouble in math stemmed from. I was not comfortable in my new school and didn't feel comfortable speaking up or asking questions when I didn't understand. I felt as if there were a few students [who] shined and the rest were left to fend for [themselves].\"\u003c/p>\n\u003cp>McCreary, who holds a Ph.D. in mathematics from the University of Illinois and a master's degree in education from Harvard, says he likes math, but what he loves \"deeply\" is \"how one can actually rise above a feeling of not being able to do it and as a result being an unworthy person, which is how many of the students arrive here.\"\u003c/p>\n\u003cp>His students, who are mainly adults, come from all sorts of backgrounds and experiences. The program is \u003ca href=\"https://www.npr.org/sections/ed/2018/07/04/616778773/this-college-for-adult-learners-is-a-refuge-not-just-a-career-boost\">specifically designed\u003c/a> to serve a diverse population and to offer a rich educational experience while allowing flexibility to work around jobs, parenting and other demands.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem> What would you write in your math memoir? Email us at NPRed@npr.org. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Scared+Of+Math%3F+Here%27s+One+Way+To+Fight+The+Fear&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Kids and grown-ups can both experience anxiety when it comes to math. One college professor has an assignment to help banish the dread.","status":"publish","parent":0,"modified":1531809003,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":523},"headData":{"title":"How Writing Can Help You Overcome Math Anxiety | KQED","description":"Kids and grown-ups can both experience anxiety when it comes to math. One college professor has an assignment to help banish the dread.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51676 https://ww2.kqed.org/mindshift/?p=51676","disqusUrl":"https://ww2.kqed.org/mindshift/2018/07/16/how-writing-can-help-you-overcome-math-anxiety/","disqusTitle":"How Writing Can Help You Overcome Math Anxiety","nprByline":"Anya Kamenetz","nprImageAgency":"Deborah Lee/NPR","nprStoryId":"619328200","nprApiLink":"http://api.npr.org/query?id=619328200&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2018/07/16/619328200/got-math-anxiety-here-s-one-way-to-calm-it-down?ft=nprml&f=619328200","nprRetrievedStory":"1","nprPubDate":"Mon, 16 Jul 2018 06:00:00 -0400","nprStoryDate":"Mon, 16 Jul 2018 06:00:27 -0400","nprLastModifiedDate":"Mon, 16 Jul 2018 06:00:27 -0400","path":"/mindshift/51676/how-writing-can-help-you-overcome-math-anxiety","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Do you remember the day you decided you were no good at math?\u003c/p>\n\u003cp>Or maybe you had the less common, opposite experience: a moment of math excitement that hooked you for good?\u003c/p>\n\u003cp>Thousands of studies \u003ca href=\"https://scholar.google.com/scholar?q=%22math+anxiety%22&hl=en&as_sdt=0,33\">have been published\u003c/a> that touch on the topic of \"math anxiety.\" Overwhelming fear of math, regardless of one's actual aptitude, affects students of all ages, from kindergarten to grad school.\u003c/p>\n\u003cp>This anxiety extends to the daily lives of grown-ups; we put off planning for retirement, avoid trying to understand health risks, \u003ca href=\"https://www.jstor.org/stable/40248135?seq=1#page_scan_tab_contents\">try to get out of calculating a tip\u003c/a>. And even teachers suffer from math anxiety, which \u003ca href=\"http://www.pnas.org/content/107/5/1860.short\">has been shown\u003c/a> to hurt their students' scores, especially when the teachers and the students are both female; the theory is that anxiety interacts with negative stereotypes about women's abilities.\u003c/p>\n\u003cp>At Evergreen State College's Tacoma Program in Washington state, faculty member Paul McCreary assigns students to write a \"mini-memoir\" of their experiences with math.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He estimates that, on average, 23 students out of a class of 25 enter not liking math. (That's 92 percent, if you're keeping track at home. In other words: a lot.)\u003c/p>\n\u003cp>\"In the memoirs, I find: 'I loved it until sixth grade and after that Mr. Hanrickhan made it impossible,' \" says McCreary. \"So they remember the name of the individual, and sometimes they describe the day that it happened.\"\u003c/p>\n\u003cp>A turning point, that is, where \"their interest and love of math fell away.\"\u003c/p>\n\u003cp>Writing it all down helps students put their bad experiences in the past. It also demonstrates, to their instructor and to themselves, that the students have other skills.\u003c/p>\n\u003cp>\"Math has been one of my biggest fears in life,\" reads one mini-memoir from a women's studies student. \"I studied in an education system that said science and math are the important factors ... and each student was analyzed and measured by their math and science grades.\"\u003c/p>\n\u003cp>A social work student remembered changing schools when she was in fourth grade: \"I would say that's where my trouble in math stemmed from. I was not comfortable in my new school and didn't feel comfortable speaking up or asking questions when I didn't understand. I felt as if there were a few students [who] shined and the rest were left to fend for [themselves].\"\u003c/p>\n\u003cp>McCreary, who holds a Ph.D. in mathematics from the University of Illinois and a master's degree in education from Harvard, says he likes math, but what he loves \"deeply\" is \"how one can actually rise above a feeling of not being able to do it and as a result being an unworthy person, which is how many of the students arrive here.\"\u003c/p>\n\u003cp>His students, who are mainly adults, come from all sorts of backgrounds and experiences. The program is \u003ca href=\"https://www.npr.org/sections/ed/2018/07/04/616778773/this-college-for-adult-learners-is-a-refuge-not-just-a-career-boost\">specifically designed\u003c/a> to serve a diverse population and to offer a rich educational experience while allowing flexibility to work around jobs, parenting and other demands.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem> What would you write in your math memoir? Email us at NPRed@npr.org. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Scared+Of+Math%3F+Here%27s+One+Way+To+Fight+The+Fear&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51676/how-writing-can-help-you-overcome-math-anxiety","authors":["byline_mindshift_51676"],"categories":["mindshift_192"],"tags":["mindshift_20646","mindshift_20784","mindshift_1040","mindshift_21181","mindshift_392","mindshift_20893"],"featImg":"mindshift_51677","label":"mindshift"},"mindshift_50644":{"type":"posts","id":"mindshift_50644","meta":{"index":"posts_1591205157","site":"mindshift","id":"50644","score":null,"sort":[1520576726000]},"guestAuthors":[],"slug":"using-expressive-writing-to-keep-students-grounded-and-engaged-in-science-courses","title":"Using Expressive Writing To Keep Students Grounded and Engaged in Science Courses","publishDate":1520576726,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Before attacking a problem set or being introduced to a new concept, some students at San Francisco State University will pause during their science class to do something unusual: ponder life, write thoughts into a journal and share them with classmates. \u003cem>Why am I here? What am I contributing to this class? Who can I go to when times are tough?\u003c/em>\u003c/p>\n\u003cp>While it’s not unexpected for humanities classes to incorporate self-reflection, such activities rarely find a place in science, technology, engineering and mathematics (STEM) — information-rich disciplines with skills and concepts that build on one another.\u003c/p>\n\u003cp>The thought of bringing expressive writing into STEM at SFSU came to \u003ca href=\"https://www.linkedin.com/in/thehopedealer/\">Khanh Tran\u003c/a> when he had an aha! moment while taking an ethnic studies class two years ago. Whereas the ethnic studies class was “all about my personal experience,” science courses are “about someone else’s — someone’s theory, someone’s discovery, someone’s knowledge,” says Tran, a SFSU biology and Asian-American studies major who is \u003cspan style=\"font-weight: 400\">the youngest son of Vietnamese immigrants\u003c/span>. Ethnic studies classes emphasize “what \u003cem>you\u003c/em> know, what you can bring to the classroom.”\u003c/p>\n\u003cfigure id=\"attachment_50721\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-50721 size-thumbnail\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/khanh-tran-headshot-160x200.jpg\" alt=\"\" width=\"160\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-800x1000.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-240x300.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-375x469.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-520x650.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot.jpg 853w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Khanh Tran \u003ccite>(Courtesy of Khanh Tran)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Every day, as Tran recalls, his ethnic studies professor \u003ca href=\"https://aas.sfsu.edu/content/arlene-daus-magbual-edd\">Arlene Daus-Magbual\u003c/a> began class by asking students a check-in question. \u003cem>On a scale of 1 to 10, how stressed do you feel? Name the animal you feel most aligned with\u003c/em>. One student said she liked the check-ins because they didn’t simply ask what you know “but also how you’re feeling in the heart,” Tran says. The concept of a “heart check” was born. Tran wondered if this sort of activity — a brief time to consider values and purpose — could help first-generation students persist and succeed in STEM majors.\u003c/p>\n\u003cp>Tran shared his thinking with Imani Davis, an African-American classmate studying biology and ethnic studies. The idea resonated. “I never had someone in the sciences reflect who I was as a person,” Davis says. She began to wonder what if students were asked \"Who is someone in the sciences you connect with or reflects the background you’re a part of?”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Davis and Tran brought the idea to chemistry professor \u003ca href=\"http://www.sciencemag.org/careers/2017/10/chicana-chemist-paying-it-forward-support-students-underrepresented-groups\">Alegra Eroy-Reveles\u003c/a>, who helped them craft journaling questions for a peer-led program, known as Supplemental Instruction (SI), aimed at supporting students in large-lecture STEM courses. SI classes are open to all but particularly helpful for first-generation college students whose parents didn’t attend college, and students from ethnic groups underrepresented in STEM. The group conducted trial runs of the journaling in SI biology, chemistry and physics classes last spring.\u003c/p>\n\u003cfigure id=\"attachment_50720\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-50720\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster.png\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-520x390.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">SFSU students Isela Hernandez and Imani Davis with chemistry professor Alegra Eroy-Reveles presenting their journaling project at a conference last fall. \u003ccite>(Courtesy of Alegra Eroy-Reveles)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Each week as class started, students spent five minutes reflecting on a provided question. They jotted thoughts into a composition book, then had the option of sharing insights and experiences with the class before returning their journals to the instructor. At first a few students balked at the activity, eager to dive straight into course material. Others hesitated because of shame or worry.\u003c/p>\n\u003cp>“We’re taught to think a bit more linearly [in STEM]...to not bring personality or thought or rationale into our classes,” says Sergio Ramirez, an SFSU senior who several years ago took the SI program and now serves as a class facilitator.\u003c/p>\n\u003cp>“At first I didn’t want to open up to anybody,” says Mireya Arreguin, a biology major. “I come from a Mexican family whose parents didn’t go to college, who didn’t even finish middle school. And it was like, why am I here? Am I the only one who’s trying to put up a face?”\u003c/p>\n\u003cfigure id=\"attachment_50715\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50715\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/SI-Journal-entry-2-e1520503037310.png\" alt=\"\" width=\"1920\" height=\"1199\">\u003cfigcaption class=\"wp-caption-text\">Supplemental Instruction journal entry by SFSU student Mireya Arreguin. \u003ccite>(Courtesy of Mireya Arreguin)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If students didn’t feel like sharing, the instructors jumped in. “We answered the questions as well,” says Davis. “We didn’t want there to be a divide, like I’m the teacher and you’re the student. We were all peers.”\u003c/p>\n\u003cp>Before long students got more comfortable being honest about their struggles. “We all started opening up and liking it more,” Arreguin says. “It was actually enjoyable and stress-relieving.”\u003c/p>\n\u003cp>In end-of-semester evaluations, students gave feedback on their experience with the in-class journaling. Did it help their learning? Did it help them understand why they’re going to college?\u003c/p>\n\u003cp>“Overwhelmingly yes,” says Eroy-Reveles. “They want to do more.”\u003c/p>\n\u003cp>Some students said they wished their instructors had read what they’d written and given feedback week to week, like an interactive diary.\u003c/p>\n\u003cp>Reading through student responses, Eroy-Reveles and the team assumed the benefits of journaling would fall largely in the realm of self-affirmation. But actually less than a fifth of participants mentioned feeling affirmed. More than 85 percent noted gains from cognitive processing — taking the time to think deeply about themselves, “to look at their life, think about stress levels,\" says Eroy-Reveles. \"That’s what led to greater meaning.”\u003c/p>\n\u003cfigure id=\"attachment_50714\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50714\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/SI-Journal-1.png\" alt=\"\" width=\"1920\" height=\"1663\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-160x139.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-800x693.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-768x665.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-1020x883.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-1180x1022.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-960x832.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-240x208.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-375x325.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-520x450.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Supplemental Instruction journal entry by SFSU student Jesus Barragan. \u003ccite>(Courtesy of Jesus Barragan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This semester, about 320 students -- 16 of 23 SI classes (biology, chemistry, physics, math) -- are doing the in-class journaling. With this expanded participation, the team hopes to get a clearer picture of the activity’s impact. For example, does it help students earn better grades or stay in STEM or reduce stress levels? The project is called SEEP (Self-Empowering Expressive Purpose). It’s funded through \u003ca href=\"https://sfbuild.sfsu.edu/home\">SF BUILD\u003c/a> (Building Infrastructure Leading to Diversity), a program the university launched in 2014 as part of the National Institutes of Health’s effort to diversify the biomedical workforce.\u003c/p>\n\u003cp>The self-reflection and journaling component helps students realize their sense of purpose, but it’s the peer-to-peer dialogue that brings affirmation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“It provides hope and healing,” Tran says.\u003c/p>\n\n","blocks":[],"excerpt":"First generation college students who are at risk of dropping out of STEM majors can benefit from writing in journals about their purpose in STEM and reflecting deeply on who they are. \r\n","status":"publish","parent":0,"modified":1520576726,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1060},"headData":{"title":"Using Expressive Writing To Keep Students Grounded and Engaged in Science Courses | KQED","description":"First generation college students who are at risk of dropping out of STEM majors can benefit from writing in journals about their purpose in STEM and reflecting deeply on who they are. \r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"50644 https://ww2.kqed.org/mindshift/?p=50644","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/08/using-expressive-writing-to-keep-students-grounded-and-engaged-in-science-courses/","disqusTitle":"Using Expressive Writing To Keep Students Grounded and Engaged in Science Courses","nprByline":"\u003ca href=\"https://www.estherlandhuis.com/\">Esther Landhuis\u003c/a>","path":"/mindshift/50644/using-expressive-writing-to-keep-students-grounded-and-engaged-in-science-courses","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Before attacking a problem set or being introduced to a new concept, some students at San Francisco State University will pause during their science class to do something unusual: ponder life, write thoughts into a journal and share them with classmates. \u003cem>Why am I here? What am I contributing to this class? Who can I go to when times are tough?\u003c/em>\u003c/p>\n\u003cp>While it’s not unexpected for humanities classes to incorporate self-reflection, such activities rarely find a place in science, technology, engineering and mathematics (STEM) — information-rich disciplines with skills and concepts that build on one another.\u003c/p>\n\u003cp>The thought of bringing expressive writing into STEM at SFSU came to \u003ca href=\"https://www.linkedin.com/in/thehopedealer/\">Khanh Tran\u003c/a> when he had an aha! moment while taking an ethnic studies class two years ago. Whereas the ethnic studies class was “all about my personal experience,” science courses are “about someone else’s — someone’s theory, someone’s discovery, someone’s knowledge,” says Tran, a SFSU biology and Asian-American studies major who is \u003cspan style=\"font-weight: 400\">the youngest son of Vietnamese immigrants\u003c/span>. Ethnic studies classes emphasize “what \u003cem>you\u003c/em> know, what you can bring to the classroom.”\u003c/p>\n\u003cfigure id=\"attachment_50721\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-50721 size-thumbnail\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/khanh-tran-headshot-160x200.jpg\" alt=\"\" width=\"160\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-800x1000.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-240x300.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-375x469.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-520x650.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot.jpg 853w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Khanh Tran \u003ccite>(Courtesy of Khanh Tran)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Every day, as Tran recalls, his ethnic studies professor \u003ca href=\"https://aas.sfsu.edu/content/arlene-daus-magbual-edd\">Arlene Daus-Magbual\u003c/a> began class by asking students a check-in question. \u003cem>On a scale of 1 to 10, how stressed do you feel? Name the animal you feel most aligned with\u003c/em>. One student said she liked the check-ins because they didn’t simply ask what you know “but also how you’re feeling in the heart,” Tran says. The concept of a “heart check” was born. Tran wondered if this sort of activity — a brief time to consider values and purpose — could help first-generation students persist and succeed in STEM majors.\u003c/p>\n\u003cp>Tran shared his thinking with Imani Davis, an African-American classmate studying biology and ethnic studies. The idea resonated. “I never had someone in the sciences reflect who I was as a person,” Davis says. She began to wonder what if students were asked \"Who is someone in the sciences you connect with or reflects the background you’re a part of?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Davis and Tran brought the idea to chemistry professor \u003ca href=\"http://www.sciencemag.org/careers/2017/10/chicana-chemist-paying-it-forward-support-students-underrepresented-groups\">Alegra Eroy-Reveles\u003c/a>, who helped them craft journaling questions for a peer-led program, known as Supplemental Instruction (SI), aimed at supporting students in large-lecture STEM courses. SI classes are open to all but particularly helpful for first-generation college students whose parents didn’t attend college, and students from ethnic groups underrepresented in STEM. The group conducted trial runs of the journaling in SI biology, chemistry and physics classes last spring.\u003c/p>\n\u003cfigure id=\"attachment_50720\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-50720\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster.png\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-520x390.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">SFSU students Isela Hernandez and Imani Davis with chemistry professor Alegra Eroy-Reveles presenting their journaling project at a conference last fall. \u003ccite>(Courtesy of Alegra Eroy-Reveles)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Each week as class started, students spent five minutes reflecting on a provided question. They jotted thoughts into a composition book, then had the option of sharing insights and experiences with the class before returning their journals to the instructor. At first a few students balked at the activity, eager to dive straight into course material. Others hesitated because of shame or worry.\u003c/p>\n\u003cp>“We’re taught to think a bit more linearly [in STEM]...to not bring personality or thought or rationale into our classes,” says Sergio Ramirez, an SFSU senior who several years ago took the SI program and now serves as a class facilitator.\u003c/p>\n\u003cp>“At first I didn’t want to open up to anybody,” says Mireya Arreguin, a biology major. “I come from a Mexican family whose parents didn’t go to college, who didn’t even finish middle school. And it was like, why am I here? Am I the only one who’s trying to put up a face?”\u003c/p>\n\u003cfigure id=\"attachment_50715\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50715\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/SI-Journal-entry-2-e1520503037310.png\" alt=\"\" width=\"1920\" height=\"1199\">\u003cfigcaption class=\"wp-caption-text\">Supplemental Instruction journal entry by SFSU student Mireya Arreguin. \u003ccite>(Courtesy of Mireya Arreguin)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If students didn’t feel like sharing, the instructors jumped in. “We answered the questions as well,” says Davis. “We didn’t want there to be a divide, like I’m the teacher and you’re the student. We were all peers.”\u003c/p>\n\u003cp>Before long students got more comfortable being honest about their struggles. “We all started opening up and liking it more,” Arreguin says. “It was actually enjoyable and stress-relieving.”\u003c/p>\n\u003cp>In end-of-semester evaluations, students gave feedback on their experience with the in-class journaling. Did it help their learning? Did it help them understand why they’re going to college?\u003c/p>\n\u003cp>“Overwhelmingly yes,” says Eroy-Reveles. “They want to do more.”\u003c/p>\n\u003cp>Some students said they wished their instructors had read what they’d written and given feedback week to week, like an interactive diary.\u003c/p>\n\u003cp>Reading through student responses, Eroy-Reveles and the team assumed the benefits of journaling would fall largely in the realm of self-affirmation. But actually less than a fifth of participants mentioned feeling affirmed. More than 85 percent noted gains from cognitive processing — taking the time to think deeply about themselves, “to look at their life, think about stress levels,\" says Eroy-Reveles. \"That’s what led to greater meaning.”\u003c/p>\n\u003cfigure id=\"attachment_50714\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50714\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/SI-Journal-1.png\" alt=\"\" width=\"1920\" height=\"1663\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-160x139.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-800x693.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-768x665.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-1020x883.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-1180x1022.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-960x832.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-240x208.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-375x325.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-520x450.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Supplemental Instruction journal entry by SFSU student Jesus Barragan. \u003ccite>(Courtesy of Jesus Barragan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This semester, about 320 students -- 16 of 23 SI classes (biology, chemistry, physics, math) -- are doing the in-class journaling. With this expanded participation, the team hopes to get a clearer picture of the activity’s impact. For example, does it help students earn better grades or stay in STEM or reduce stress levels? The project is called SEEP (Self-Empowering Expressive Purpose). It’s funded through \u003ca href=\"https://sfbuild.sfsu.edu/home\">SF BUILD\u003c/a> (Building Infrastructure Leading to Diversity), a program the university launched in 2014 as part of the National Institutes of Health’s effort to diversify the biomedical workforce.\u003c/p>\n\u003cp>The self-reflection and journaling component helps students realize their sense of purpose, but it’s the peer-to-peer dialogue that brings affirmation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“It provides hope and healing,” Tran says.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50644/using-expressive-writing-to-keep-students-grounded-and-engaged-in-science-courses","authors":["byline_mindshift_50644"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_21109","mindshift_20784","mindshift_1040","mindshift_21181","mindshift_21092","mindshift_21180","mindshift_47","mindshift_21179","mindshift_851"],"featImg":"mindshift_50747","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2023/08/possible-5gxfizEbKOJ-pbF5ASgxrs_.1400x1400.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/12/CodeSwitchLifeKit_StationGraphics_300x300EmailGraphic.png","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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